How Pre-Reading, During-Reading,

and Post-Reading Activities Fit in the

Reading Process
The Jigsaw Method
A Look at One Strategy
3 Moments in the Teaching of Reading
PREPARING LEARNERS
INTERACTING WITH TEXT
EXTENDING UNDERSTANDING
Task 4
Task 5
Task 6
Task 1
Task 2
Task 3
Task 7
Task 8
Task 9
TEXT
Activate prior relevant knowledge
Focus attention to concepts to be developed
Introduce vocabulary in context
Focus on understanding on a manageable chunk
Reconnect chunk to whole text/focal topic
Establish connections between ideas within text
Connect ideas learned to other ideas outside the text
Apply newly gained knowledge to novel situations or problem-solving
Create or recreate based on new understandings
WestEd, Quality teaching for English Learners, 2008
TEXT
From Walqui (2008, September)
Lesson Objective:
Preparing Learners
Quick Write
Students activate background knowledge and connect lesson topic to personal
experiences
Pair Share
Students share related experiences with partner
Group Round Robin
Students share (1) partners experience with group, (2) as well as their own
experience
Interacting with Text (Using Jigsaw Cooperative Learning Strategy [see frames 4, 5, 6])
Anticipation Guide
Students judge statements about the topic of the readings
Discussion in Base Group
Students discuss their predictions with their base group
Individual Reading with Expert Group
Students join leveled reading group/sub-topic group
Discussion and Writing with Expert Group
Students check comprehension of the text and summarize relevant points in
writing
Sharing with Base Group
Students return to base group and exchange the information they acquired
Extending Understanding
Comparison with Base Group
Students extend their knowledge by comparing and synthesizing the information
from the different sources
Applying/Problem Solving/Creating using
acquired knowledge with Base Group
Students create a poster with an idea map/illustrations/quotations, they may
create a dialog or role play to perform; they may apply knowledge to solve a
problem
Completing Anticipation Guide
Students find evidence to confirm or refute prior judgments about statements
Model QTEL lesson plan template. Adapted with minor changes from Walqui and van Lier, 2010
A B C D A B C D A B C D
BASE GROUP
EXPERT GROUP
Students work in
heterogeneous groups to
prepare for the main class
reading
Text A Text B Text C Text D
Jigsaw
Strategy*
* This social learning strategy was
introduced by Aronson in 1978.
From Walqui (2008, May)
A B C D A B C D A B C D
BASE GROUP
EXPERT GROUP
Students work in
heterogeneous groups to
prepare for the main class
reading
Jigsaw Strategy
A B C D A B C D A B C D A B C D
BASE GROUP

Text A


Text B


Text C


Text D

Students share
their readings and
prepare an
informational text
From Walqui (2008, May)
Matrix for jigsaw information
collecting
Information
from Text A
Information
from Text B
Information
from Text C
Information
from Text D

Focal
question 1


Focal
question 2


Focal
question 3

The focal questions can be different for students on different levels of English
language proficiency (ELP). The texts can be on different reading levels; they can be
of different length, or have different forms of contextual support (visual, glossary,
annotation). The teacher can provide scaffolding to the expert group that needs it.