1. Getting Ready to Read Encouraging students to pre-read with purpose Leo Hopcroft, Whatcom Community College & Caren Kongshaug, Bellingham Technical College

2. 3 Pre-reading Routines Scaffolded approaches: KWL--early in the quarter Anticipation Guide--throughout the quarter Pass the pen--middle of the quarter and later

3. Warm Up: Talk to a Peer What is pre-reading? Do you pre-read? How? Do you model pre-reading in the classroom? What happens when our students don’t pre-read? What strategies do you already use to help students pre-read?

4. Debrief Warm Up Use a pre-reading strategy KWL to begin our conversation on Pre-reading strategies. What do I know? What do I want to know? What did I learn?

5. What is pre-reading? Do you pre-read? How? Do you model pre-reading in the classroom? What happens when our students don’t pre-read? What strategies do you already use to help students pre-read?

6. Anticipation Guide Activity: Take 5 min to respond individually to the Anticipation Guide Afterwhich, we will take 10 minutes to use the anticipation guide to discuss the anticipated topics of the article in small groups.

7. Debrief: Reflection Think about the experience you just had with the Anticipation Guide. What are the advantages of implementing the anticipation guide strategy into your curriculum? Could you use the AG for activities other than reading articles? (i.e math concepts, health occupations…) Are there any drawbacks to using an Anticipation Guide?

8. Preview: Pass the Pen We will Pass the Pen. Now you try it.

9. Debrief What are the benefits or drawbacks to Pass the Pen?

10. KWL Let’s take a look and document what we’ve noticed.

11. References Glazer, S. M., & Ogle, D. (1994). Helping our students see their learning. Teaching Pre K-8, 25(2), 100. Kozen, A. A., Murray, R. K., & Windell, I. (2006). Increasing All Students' Chance to Achieve: Using and Adapting Anticipation Guides With Middle School Learners. Intervention In School & Clinic, 41(4), 195-200. Mehdian, N. (2009). Teacher's role in the Reading Apprenticeship Framework: Aid by the side or sage by the stage. English Language Teaching, 2(1), 3-12. Retrieved March 10, 2015, from http://www.ccsenet.org/journal/index.php/elt/article/view/328/289. licensed under a Creative Commons Attribution 3.0 License.http://www.ccsenet.org/journal/index.php/elt/article/view/328/289 Creative Commons Attribution 3.0 License Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. Reading Teacher, 39, 564-570. Ogle, D. (2009). CREATING CONTEXTS FOR INQUIRY: From KWL to PRC2. Knowledge Quest, 38(1), 56-61. Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). Reading for understanding: How reading apprenticeship improves disciplinary learning in secondary and college classrooms (Second ed.). San Francisco: Jossey-Bass, a Wiley imprint.