Download Motive Question Tandem: Activating Prior Knowledge for Reading and more Study Guides, Projects, Research English Literature in PDF only on Docsity!
The PRIMALS Compendium of Teaching Resources This compendium was published with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program. Permission to use or reproduce this publication or parts of it in hard or digital copies for personal or educational use is granted free, provided that the copies are not reproduced or distributed for commercial purposes, and that proper credit is given to the Austraian government. Printed in the Philippines First Printing, 2019
Literacy Compendium Kit
We cannot understand new information unless we can connect it to something we already know. The spoken or written text does not in itself carry meaning. Prior knowledge (in the reader’s memory) interacts with and shapes incoming information (from the text) and how this knowledge must be organized to support this interaction, resulting in comprehension. ENGLISH LESSON PLANS FILIPINO LESSON PLANS LITERACY STRATEGIES READING PURPOSE^ PRIOR KNOWLEDGE/ Table of Contents: Background/Research Base 2 Purpose/Benefits 3 Description/Procedure 3 How Teachers Can Make the Strategy Work 5 Applications Across the Curriculum 6 This Literacy Strategy Guide shows you how to use the Motivation Question-Motive Question Tandem strategy for activating students’ schema and establishing the purpose for reading a text. Activating Prior Knowledge/Establishing Reading Purpose: The Motivation Question – Motive Question Tandem
Prior Knowledge/Reading Purpose | The Motivation Question – Motive Question Tandem 3 Purpose / Benefits The Motivation Question activates the student’s prior knowledge and connects this to the selection to be read through the Motive Question, which sets the purpose for reading the text. Activating prior knowledge and generating interest in and raising expectations about the meaning of texts create an instructional context in which students will read with purpose and anticipation. Reading with a clear, meaningful purpose helps students gain more text understanding. They are able to monitor their reading, figure out what information is most important, and be confident that their reading was successful. Setting a purpose for reading helps keep students focused and engaged while reading, and gives them a mission so that comprehension can be reinforced. Reading with purpose motivates children and helps students who tend to rush or take their time. Note from the examples that a teacher has the option to choose the topic/ information as the focus of the MQ-MQ Tandem. Sample B is the better tandem because it draws on a more substantial aspect of the selection, providing a better purpose for reading and connection with the text than Sample A, which focuses on just one detail. SAMPLE A Motivation Q: What color is your house? (reader’s prior experience) Motive Q: What color is Winnie’s house? (text-based information) SAMPLE B: Motivation Q: In what ways can a person show his/her love for a pet? (reader’s prior experience) Motive Q: In what ways did Winnie show her love for her pet cat? (text-based information) Description / Procedure The Motivation Question is a question that draws on the reader’s experiences while the Motive Question draws on information on the text. Both questions are parallel: they’re on the same topic and similarly worded. The Motivation Question is asked before reading. It draws on what the students know about the topic and is answered before the text is read. The Motive Question follows the Motivation Question and asks a question on the topic as it relates to the text. Therefore, it is answered after the text is read. Here are examples of MQ-MQ Tandems for the story Winnie the Witch (Paul & Thomas, 1993): EXAMPLES
4 The PRIMALS Compendium of Teaching Resources | LITERACY STRATEGY GUIDES The semantic map above drew on what the students know or think about witches. The teacher can use one of the information above to construct MQ-MQ tandem questions.
VARIATIONS:
The MQ-MQ Tandem can be integrated with other strategies for activating the reader’s prior knowledge and setting a purpose for reading. For example, instead of asking a Motivation Question for Winnie the Witch, the teacher can use semantic mapping as shown in Figure 1 (Hermosa & Dela Paz, 1997, 2017) Motivation Q: Why do you think witches like the color black? Motive Q: In the story we are going to read, Winnie the Witch has a house full of black things. Find out what problems she had because of this. WITCH black pointed hat^ long black dress haunted house wicked drink lemonade can fly FOR EXAMPLE:
6 The PRIMALS Compendium of Teaching Resources | LITERACY STRATEGY GUIDES Science Content Area Reading (Note: This pre-reading activity was used in the English Lesson Plan for Grade 10 in this Compendium. Here the MQ-MQ tandem is integrated with the use of a fishbone graphic organizer.) TEXT: “CLIMATE CHANGE: HOW DO WE KNOW?” (article) Motivation Q (prior knowledge activation through use of a graphic organizer): What do you know about the causes and effects of global warming? Form groups of 4 or 5 and answer this question by filling out the fishbone graphic organizer below. Motive Q: As you read the text find out the answers to these questions: What are the notable evidences of rapid climate change? How have these evidences affected the environment and human lives? The principle and purpose underpinning pre-reading strategies apply to any kind of study. For text-based lessons, the MQ-MQ Tandem can be used in any subject in the curriculum where a text (whether in print, oral, or digital form) is being studied. Applications Aross the Curriculum Text: “I Have a Dream” (video of Martin Luther King Jr delivering the speech) Motivation Q: What does it mean to be free? Motive Q: How does Martin Luther King Jr define freedom? Literature / Social Studies
Prior Knowledge/Reading Purpose | The Motivation Question – Motive Question Tandem 7 References Anderson, R. & Pearson, P.D. (1984). A schema- theoretic view of reading processes in reading comprehension. In Handbook of Reading Research. NY: Longman Bongon, R. (2018). LINKS lesson on “Climate Change: How Do We Know?) In this Compendium. Cleaver, S. (2014). Questions that set a purpose for reading. In We Are Teachers. Retrieved from https://www.weareteachers.com/ questions-that-set-a-purpose-for- reading/ Cox, J. (2017). Setting a purpose for motivated reading. Retrieved from https://www. thoughtco.com/setting-a-purpose-for- reading- Hermosa, N. (2002). The Psychology of Reading. Los Banos, Laguna: UP Open University. Hermosa, N. & Dela Paz, M (2017). Lesson plan on Winnie the Witch (updated). Paper used during the NTOT Pedagogical Retooling in Mathematics, Languages, and Science (PRIMALS) Grades 4-6. May 28-June 3, 2017, Bataan. Ocampo, D. (1997). EDR 210 Trends in Reading Instruction. Los Banos, Laguna: UP Open University. Paul, K. & Thomas, V. (1993). Winnie the Witch. Oxford University Press. Professional Learning Board (n.d.) The importance of pre-reading activities. Retrieved January 2019 from https:// k12teacherstaffdevelopment.com/tlb/the- importance-of-pre-reading-activities/
