Strategy

Pre-Reading

Prereading

UDL 3.1

Pre-reading is a set of reading strategies utilized before students engage in a text. Pre-reading activities might encourage students to access background knowledge that is relevant to the text they will read or have students preview text features to get a sense of the structure and content of a reading selection. Pre-reading can also provide context for possibly unknown topics or themes when looking at content-rich text to help provide confidence and engage students. These activities are designed to build on pre-existing knowledge, increase background knowledge, engage and interest students in material and prepare students by giving them a preview of a text they will be reading. Pre-reading activities may be employed in whole class, small group or individual settings.

Ready-to-Use Resources

Graphic Organizers

Pre-Reading Graphic Organizers (K-2)

Pre-reading graphic organizers to aid in students’ reading comprehension. Variations include organizers focused on activating background knowledge, previewing vocabulary, and making predictions.

Grade K, 1, 2 · Reading · 3 pages


Graphic Organizers

Pre-Reading Graphic Organizers (3-5)

Pre-reading graphic organizers to aid in students’ reading comprehension. Variations include organizers focused on activating background knowledge, previewing vocabulary, and making predictions.

Grade 3, 4, 5 · Reading · 4 pages


Graphic Organizers

Pre-Reading Graphic Organizers (6-8)

Pre-reading graphic organizers to aid in students’ reading comprehension. Variations include organizers focused on activating background knowledge, previewing vocabulary, and making predictions.

Grade 6, 7, 8 · Reading · 6 pages


Graphic Organizers

Pre-Reading Graphic Organizers (9-12)

Pre-reading graphic organizers to aid in students’ reading comprehension. Variations include organizers focused on activating background knowledge, previewing vocabulary, and making predictions.

Grade 9, 10, 11, 12 · Reading · 6 pages


Implementation Tips

Teacher-Guided Practice
For struggling readers, they may benefit from having difficult new vocabulary or non-decodable words pulled out on flashcards or written up on the board with teacher-guided practice reading the words beforehand.
Partner Work
For students who need support focusing, when having a whole class brainstorm, have students work in partnerships at their seats or on rug spots as a time to “pair-share” their thoughts and ideas.
Add Pictorial Examples
For students who struggle with reading comprehension, pull vocabulary words out of text with pictorial examples to help build their understanding and visualize ideas and concepts.

Examples

Language Arts
Before a whole class lesson launches, a teacher may choose to have students preview text features and brainstorm questions they think might be answered as they read the text.
Social Studies
Before launching a new unit, a teacher may have students complete a KWL graphic organizer to ascertain prior knowledge and engage students in questions they may have around an area of study.
Science
Prior to reading a text about differences in types of mammals, a teacher may show the class different pictures of mammals and build a web of student observations.

Related Strategies