CATAPULT process steps_1x - Secondary Literacy Coaches Wiki

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CATAPULT

Zwiers, Jeff.
Building Reading Comprehension Habits in Grades 6


12
. International Reading
Association.2010.




A prereading activity, CATAPULT (covers, author, title, audience, page 1,
underlying message or purpose, visuals, and time) into Literature is useful for
getting students to survey and “launch” into works of literature.

CATAPULT and
THIEVES give struggling readers some tricks of the book reading trade. If we can
get students to mentally prepare as many ideas about the content and theme as
possible before they read a text, they will have a much better framework on
which t
o attach the details and ideas of the text. Students will be less likely to get
lost in what they are reading.

Procedure:

1. Model and scaffold the use of the steps shown below. Tell students to take
notes during this discussion.

2. Create a half
-
sheet wor
ksheet to remind students of the CATAPULT steps as
they read.

3. If there is time, have students share their CATAPULT notes in pairs, groups, or
with the whole class.

Variation

CATAPULT Prereading Web: This is a modification of the C
ATAPULT acronym
-
based activity, done in the form of a semantic web in order to give more visual
emphasis to prereading. In the boxes around the text’s title put whatever
prereading elements from CATAPULT that you want to emphasize.






CATAPULT

Zwiers, Jeff.
Building Reading Comprehension Habits in Grades 6


12
. International Reading
Association.2010.




C
overs (front and b
ack)



What does the front cover show us about








what we might visualize in the story? What








does the back cover tell us about the story








(the words, pictures, or bath)?

A
uthor






What is the author’s background? Has he or







she
written any other stories that might be








life this? What were they about? Are the








same characters in this story as in the








others?

T
itle






What does the title lead us to predict about








the story? Let’s hear some possible









predictions.

A
udience





For whom was this story written? Old,








young; male, female; city dwelling, country
-








dwelling; past, present, or future readers?

P
age 1






Read page 1 and think about what the story







might be about.

U
nde
rlying message or purpose


With what we have thought about so far








what message or purpose might the author








have for the readers?

L
ook at visuals, maps, or sketches


As we look through the story, what do the








in the text pictures, ske
tches, diagrams, or








maps tell us? How will they add to our








ability to visualize events and characters?

T
ime, place, characters



From clues so far, what can we say about when the






story takes place, where it takes place, and the







characters? What can we guess might happen to







the characters?