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: First Grade, Science, weather.

Standards/Learning Objectives:

1.7 The student will investigate and understand weather and seasonal changes. Key concepts include

1. a) changes in temperature, light, and precipitation affect plants and animals, including humans;
2. c) changes in temperature, light, and precipitation can be observed and recorded over time.

1.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of
science by planning and conducting investigations in which

1.1 f) inferences are made and conclusions are drawn about familiar objects and events.

Overall Description: For this activity, the students will be completing a knowledge rating
activity. Similar to a KWL chart, students will be presented with a term. They will then answer
whether heard of it, never heard of it, know what it means, and can teach it to others.

Rationale: I am choosing this activity because a teacher of early childhood grades, I found this
pre-reading to be the most simple. This will compliment my topic and my students work abilities
well. This activity will benefit students by allowing them to identify the different types of
weather. If the teacher observes that the students are unsure, they can suggest their lesson plan to
fit the students better..

Materials: For this activity, I will need a printed sheet of the assignment, and pencils. Provide a
brief explanation describing all of the materials needed for this activity. Create all of the
materials students will need for this specific pre-reading activity.

Instructional Steps:

1. Explain Activity to class.

2. Read aloud the terms one by one.
3. Go over “never Heard of it”
4. Go over “Heard of it”
5. Go over “ know what it means”
6. Go over “can teach it to others”
 7. Teacher will examine results and plan accordingly.
8. Plan whole brain teaching lesson to cover material.

Differentiation: I will differentiate by teaching the material in different ways. I can do whole
brain teaching, set up stations, or do small group lessons. This is important because not every
student learns the same way.

Impact on Instructional Decisions: I will be more aware of my students confidence in the

material and can create a variety of lesson plans off of the results of the pre-reading activity. The
reading will further help to solidify their schema.

Format: This assignment can be completed using the bold headings above. There should be no
grammatical or spelling errors. It should be a typed word document written in 12 point font,
saved and submitted as TLED 408.lastname.firstname.prereading.
 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: