Dear friends and colleagues,

In the first newsletter, I introduced you to a teaching process called P.L.A.N. for Better Learning. It is a brain based, classroom friendly process, structured on the use of explicit strategies to help students understand text and content.

Basically there are four steps involved in structuring your lesson plans using a before/during/after framework.

• Preparation for Learning
• Learning Sequence
• Authentic Application
• New Thinking

In this newsletter I will share with you some insights into Preparation for Learning and some specific strategies you can use in this phase. My examples will be related to reading new text, but keep in mind that this process can be used to plan for any new content. (ie learning a new game, or a new skill)

Studies have shown that readers are more effective when they have been given time to prepare for reading. This preparation involves setting a purpose, making connections, asking questions and making predictions. When our brains are given a chance to “warm up” they are more focussed and ready to receive and retain new information.

Set the purpose

The purpose for reading can vary considerably and can involve one or a combination of the following:

1. To grasp the author’s message
2. To find important details
3. To answer a specific question
4. To evaluate what you are reading
5. To apply what you are reading
6. To be entertained.

Whatever the purpose of your reading lesson, share that purpose with your students so they know why they are reading and why it might be meaningful for them.

Make connections

Allow the students time to access and share prior background knowledge on the topic. What do you already know about _____.Observe all visual aids (illustrations, photos, graphics) titles and captions. Encourage students to make connections with their own experiences and feelings, other texts they have read,and real world events. Sharing and visually recording their responses can also allow time to build key vocabulary.

When there are no links to previous learning teachers create experiences and provide mental links to the new learning.

Here is an excellent link to some strategies to help access prior knowledge.

Ask questions and make predictions

After a connection activity, questions naturally evolve. Now is the time for students to ask any questions that they would like to have answered by reading the text. Students will also want to make predictions about what will happen or what they will learn from reading the text. Predictions can be made with a statement and some evidence to support their thinking. e. I think that______because______.

Leave questions and predictions hanging to nurture curiousity and anticipation. Students are now engaged and ready to interact with the new reading material.

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I would like to share a story of a recent encounter with my 5 year old friend, Anna. Anna and her mom come over to visit frequently. Sometimes I look after Anna while her mom does errands. After playing for a while I asked Anna if she wanted to read a story. (It was a Piggy and Elephant book- I Have a New Toy…primary teachers are probably familiar with this series) She said, ” I don’t know how to read.” I said, “Sure you do. You are a good thinker right?” “Yes”, she replied confidently. “Then, you are a good reader,” I said. She looked at me skeptically. I said, “Reading is thinking. Do you want me to show you?” “Ok.” she said.

I then followed all the preparation for reading steps listed above but I only told her the title of the book and showed her the cover picture. She told me about other Piggy and Elephant books she had read and she told me about her latest new toy and how she felt when she got it. Then she told me what she wondered about the story and made some predictions about what might happen.

I then gave her a piece of blank paper and said, “All you need is this thinking paper and you’re going to be able to read this story by yourself when we’re done.” She thought that was funny and quite impossible.

I said, I’m going to read the story but I’m not going to show you any pictures because I want you to think of the pictures in your head.

I read part of the story and stopped and said, Can you show me what important thing just happened and show me how Piggy and Elephant are feeling? She set to the task right away and then told me about her picture.

We continued like this to the end, stopping to think and draw and share at 3 different times.  When we were done I said, “ok now you can read the book to me and we can look at the pictures the author drew.” She eagerly took the book and began reading. A short way in she stopped and said, “What’s happening to me?” And she slapped her hand to her forehead and said, “This is what I do when something happens to me that I don’t get. I must be dreaming.I’m Reading!”she said. “I think this was a good day for me to come over!  It’s a good thing my mom had to get a haircut…cause now I can read!”  Needless to say Anna went home and read the book to her mom, her dad, her sister and her dog at least 15 times now.

Try some of these prereading strategies with the kids you work with and share your experiences!

In the next newsletter we will take a look at the 2nd step in the P.L.A.N process…..Learning Sequence

All newsletters are archived on my blog at www.connectlearnreflect.com where you can leave your comments, ask questions and share your experiences.

Have a wonderful week!

Marlene Vandergrift

Teacher Consultant