Possible Sentence (A pre - reading strategy)

 

Possible Sentences encourage students to draw on their background experiences and knowledge to make predictions for a text. It is a tool to help students to process key words in a text before they begin reading.

Possible Sentences:

• familiarise students with context and concepts.
• encourage prediction about the probable meaning of a text.
• make reading meaning centred
• allow students to be actively engaged in making predictions about the major ideas of a text.
• stimulate curiosity about the text.
• allow students to share what they know about information before they read with other students.
• compare their attempts with the sentences in the text thus providing a purpose for reading.

Procedure for Implementing Possible Sentences

1. Read through the text.
2. Select a list of key words (12-15) from the text, some familiar and some that may cause difficulty.
3. Display the words and discuss meanings with students. Ask students to predict meanings or ways the words will be used in the text.
4. In pairs or small groups, students compose Possible Sentences (that they feel may be in the text) using at least two of the listed words. Underline the key words.
5. The class comes back together to share their developed sentences, making comparisons and relevant comments. Ensure that all words are included in at least one sentence.
6. Post the Possible Sentences in the classroom.

During reading encourage students to watch and listen for the words to determine if their Possible Sentences were accurate. Comment on any similarities or differences in meaning or use.
It is important to address inaccurate predictions in ways that don’t belittle wrong answers and encourage future attempts. They can evaluate each Possible Sentence in terms of whether it is true (the text backs up the prediction), false (the text presents a different use of the word), or don’t know (the sentence can be neither proved or disproved based on the text).


This strategy and more like it can be found at MY READ http://www.myread.org/guide_stages.htm

Assumicide

When your assumptions lead to the potential demise of understanding, you commit assumicide!

Nothing can shut down learning faster than making faulty assumptions about student's knowledge.
Assumicide  kills understanding! It shoots it dead!

Making assumptions about students prior knowledge, their vocabulary and their ability to connect new information with what they already know – destroys comprehension.

Completing  both pre - reading strategies and during reading strategies using the super six, will destroy assumicide and improve comprehension!