This type of content preview prepares learners to understand what they will read, focusing on introductions/conclusions, chapter questions, pictures, diagrams, and other graphics and bolded or colored vocabulary words or concepts.

Learning Outcomes

• Preview a text
• Set a purpose for reading
• Ask and answer questions
• Stimulate interest and curiosity

Implementation

1. Have learners look at the images and ask, “What are the images about? Why did the author include photos in the content?”
2. Ask learners to read the captions of the images. Ask, “Do the captions provide additional information about the pictures? Do the captions help confirm or change your predictions of what the content will be about?”
3. Ask learners to look at any maps or charts. Ask, “What types of information do the graphics provide? Why did the author include it in this section? What do the graphics tell me about the types of information that will be in this section?”
4. Tell learners to look for evidence of big ideas: words or headings in bold type, colored words, or words with their pronunciations and enunciations given. Ask, “Do you already know any of these words? Do these words give any clues about the subject of this section?”
5. Have learners read the first paragraph of the content and the last section. Ask, “What seems to be the major focus of the chapter according to the introduction and summary? What key ideas are mentioned? Based on this information, what do you think you will learn in this chapter? Why do you think so?”
6. Tell learners that any questions that appear at the end of a text section or chapter are beneficial when preparing to read. Model this stage of the method by inquiring, “After the section, I notice that there are ‘Content Check’ questions. We can tell that these questions are essential, as we typically talk about them in other learning activities. At times, we see comparable questions on a test. The initial question inquires about vocabulary words from the section. What essential terms should we know and comprehend after reading this section?”

Note

1. Model this method several times with the entire class before asking learners to utilize the technique on their own.