Program Design
Personal Connections
Personal Response - A curriculum outcome for reading is that students by the end of grade
3 will respond personally to a range of texts. In order to achieve this outcome, students need to be exposed to a wide variety of types of text and the work of different authors and illustrators. They also need regular opportunities to consider the thoughts, feelings, and emotions evoked by texts and to make connections to their own experiences and
to other texts.
p.165
Pre-reading/viewing strategies are a critical component of the reading/
viewing process. Central to this aspect of the reading process are two
elements: activating prior knowledge, which sets the stage for the reader
to actively engage with the text, and setting a purpose for reading. Some
such strategies are
• brainstorming what one already knows about a topic and what one
expects or would like to find out
3 will respond personally to a range of texts. In order to achieve this outcome, students need to be exposed to a wide variety of types of text and the work of different authors and illustrators. They also need regular opportunities to consider the thoughts, feelings, and emotions evoked by texts and to make connections to their own experiences and
to other texts.
p.165
Pre-reading/viewing strategies are a critical component of the reading/
viewing process. Central to this aspect of the reading process are two
elements: activating prior knowledge, which sets the stage for the reader
to actively engage with the text, and setting a purpose for reading. Some
such strategies are
• brainstorming what one already knows about a topic and what one
expects or would like to find out