TLED 408: Pre-Reading Activity Assignment

For this assignment you will develop a pre-reading activity to be used in your unit plan. To
complete this assignment you will need to have an idea of the grade level, discipline, and both
the content and literacy standards that will be addressed. Using your knowledge of pre-reading
activities and the benefits of activating background knowledge, fully develop a pre-reading
activity. This activity should help students to activate and build their background knowledge of
both the process and product regarding both the content area and literacy.

Grade Level, Content Area, and Theme: Grade 2, Science, Solar System

Standards/Learning Objectives:

 English Standard 2.12: The student will write stories, letters, and simple explanations.
 a) Generate ideas before writing.
 b) Expand writing to include descriptive detail.
 c) Revise writing for clarity.
 English Standard 2.13: The student will edit writing for correct grammar, capitalization,
punctuation, and spelling
 English Standard 2.14: The student will use available technology for reading and writing.
 Science Standard 4.7: The student will investigate and understand the organization of the
solar system. Key concepts include
 a) the planets in the solar system;
 b) the order of the planets in the solar system; and
 c) the relative sizes of the planets.

Overall Description: The pre-reading strategy that will be used is a K-W-L Chart. This strategy
is a simple three-columned chart that helps guide learners by requiring them to organize their
learning into what they know (K) about a topic, what they want (W) to know about the topic, and
what they learned (L) about the topic. Because the final Performance Based Assessment will
require students to know information on the Planets of the Solar System, I think this pre-reading
strategy will be the most effective.

Rationale: This chart will allow me to find out what students know about the organization of the
Solar System, it will allow them to determine what they think they’ll need to know for the final
assessment/what they want to know about the Solar System, and finally, it will allow me to see
what they’ve learned from their readings and determine what else they need to know on the topic
following the readings. By completing the K section, students are using prior knowledge and
schema about a topic. The W section encourages the students to want to read to find out more
about the topic/find answers to their questions and teaches the students the value of inquiry. The
L section allows students to correct their misinformation.
Materials: The materials used for this assignment will be sticky notes and writing utensils:

 3 sheets of Post-it Self-Stick paper from Tabletop Easel Pad

 Sticky notes (pink for KNOW, blue for WANT, yellow for LEARNED)
 Writing utensils

Instructional Steps:

1. I will introduce the topic of the Solar System and explain that the Planets are located
there
2. I will pass out 2 sticky notes to each student (pink for KNOW, blue for WANT)
3. I will post the big sticky pad sheets on the wall
a. One will be labeled KNOW
b. One will be labeled WANT
c. One will be labeled LEARNED
4. I will explain to my students what a K-W-L Chart is
5. I will ask my students to fill out (with writing or drawing) one sticky note with what they
know about the Planets and what they want to know about the Planets
6. I will then have my students go up to the appropriate pad and stick their note where it
belongs
7. We will then, as a class, go over the KNOW section. I will have students share individual
answers, brainstorm other ideas, and discuss responses. This will allow students to
benefit from their collective experiences, jog some prior knowledge, and reveal any
misconceptions they may have.
8. We will then share and discuss what is in the WANT section.
9. Then I will have the students read the text independently and pass out another sticky note
(yellow) to each student. The students will fill out the note and place it under LEARNED.
10. We will, as a class, discuss what the students feel they have learned, determine whether
they answered any of the WANT questions, and I will be able to correct their
misinformation.

Differentiation: K-W-L Charts are, themselves, tools for differentiation as they can determine
student readiness. Differentiation will be used in this activity through varying levels of readiness
and inclusive discussions as a class. I will also allow the students to either draw or write their
answers, which provides choice.

Impact on Instructional Decisions: This pre-reading activity will allow me to assess where my
students are in terms of knowing the material. I will then be able to guide my decisions
throughout the unit depending on whether they need extra support. I could determine whether my
class, as a whole, needs me to cover the material extensively or if only a few students may need
small-group reinforcement.
 KNOW WANT LEARNED

An example of what a student may put under KNOW: There are 8 planets in the Solar System
(perhaps they will put 9 and I will have to explain about Pluto)

An example of what a student may put under WANT: The order of the planets

An example of what a student may put under LEARNED: Pluto is considered a “dwarf planet” or
perhaps they’ll list the order of the planets
 Pre-Reading Activity Assignment Rubric

Points Possible
Grade Level, The student specifies the grade level, content area, and
Content Area, theme the unit will cover. The precise learning objectives
Theme, and that will be addressed by the unit are identified for both
Standards literacy and the discipline.

Description The student clearly identifies the pre-reading activity and

provides a brief description of how the pre-reading activity 0.5
will be used in the unit.
Rationale The student provides a clear rationale as to why this pre-
reading activity is appropriate for the unit. There are clear
1.0
connections made between the activity chosen and the
benefits for the students.
Materials The student provides a clear description of the materials
used in this activity. The student creates all of the materials 1.0
needed for the students to successfully complete the
activity.
Instructional The student outlines all of the instructional steps for the pre-
Steps reading activity. There is a clear beginning, middle and end 1.5
to the activity.
Differentiation The student clearly explains how and why the teacher will 0.5
differentiate during the pre-reading activity.
Impact on The student clearly explains how the information learned
Instructional from the activity will be used to guide instructional 0.5
Decisions decisions throughout the unit.
Format The assignment is presented using the bold headings
provided. There are no formatting or spelling errors. It is
written in 12pt black font.

Total _____/5
Points
Comments: