Word Splash and Probable Passages:
Using a Selection of Words to Engage Students in a Text
Word Splash is an abbreviated version of Probably Passages. In Word Splash you display 8-15 words from a text
selection on the board and ask students to predict what the reading selection might be about.
Probable Passages extends Word Splash in a way that more intentionally engages students with a text and
encourages readers to make predictions, activate prior knowledge, envision images in the text as they read, and
develop vocabulary. Probable Passages is a pre-reading strategy that briefly summarizes a text by pulling key
words from a reading selection and then asking students to categorize them according to a function in the reading
(character, setting, problem) or a theme of the content (time, place, conflict) and write a “gist statement” of what
they think will happen in the text based on the words and the categories they assigned them.
How does this look in the classroom? Refer to the student handout below as you read about how this might look
in the classroom. This handout may be modified to suit your needs.
1.
Once you have identified a reading for students, identify 3 broad categories that relate to the reading. For
example, if it’s a story, you can choose categories such as character, plot, and problem. If it’s an informational
text, you might identify categories such as place, conflict, human rights. Next, choose 8-14 key words from
the reading selection and display them randomly on the board. You might want to choose a variety of types of
words such as words that have an obvious connection to a category, words where there might be a
disagreement about a connection to a category, and words that students may struggle with, but that students
can clearly grasp the meaning of during reading.
2.
Model each step of the strategy by thinking out loud. This will show students how you think through the
strategy before you let them do it on their own. You might want to model each section, then allow students a
chance to complete a section before you model the next section.
For example, as you begin to categorize the words, tell students your reasoning – that is, why you are
categorizing each word the way you do. Do this for a few words until you feel your students have the
hang of it, then let them finish categorizing the words. Then, model how you use the categories of words
to write a gist statement. Be sure to explain what a “gist” statement is. Finally, model some questions
you might have, that you hope to find the answers to in the reading, by thinking them out loud and
writing them in the “To Discover” section. You might also want to complete this section as a whole group
so you can refer to the list of questions together after the reading.
3.
After students have completed the worksheet and the reading, ask them to revisit their “To Discover”
questions and discuss which questions were answered from the reading. Also, have them revisit the words
they put in the “Unknown” category to see if they now know the meaning of the words. Questions you might
ask after reading include:
a. Did your predictions make as much sense as what actually happened?
b. How did your predictions differ from what happened?
c. How might the author have categorized the words? Would that have changed the “gist statement”?
How?
Caution: This strategy isn’t about getting students to make the right prediction or “gist statement”. It’s about
engaging students with the text so they are thinking about what they’re reading, which is what good readers do. If
students refer to their Probably Passages while they are reading, they are probably thinking about their reading,
which reflects they are being metacognitive!
Influenced by the work of Kylene Beers, “When Kids Can’t Read”.
Probable Passages
Selected Words from Reading:
Part 1: Categorize
The words above come from a text you will be reading. Decide how to categorize the words by putting
them in the appropriate box below. For words you do not know the meaning of, put them in the
“Unknown Words” box.
Category ____________
Category ____________
Category ____________
Unknown Words
Part II: Gist Statement
Consider the different categories of words and how they might relate to each other. Then, write a “gist
statement” that reflects what you think the reading is about, or what you think will happen in a story. A
gist statement is a short statement that captures the idea of what the reading is about or what you think
will happen in a story.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Part III: To Discover
Next, based on the categories of words and the gist statement you wrote, write down some questions
you hope to discover the answers to from the reading. Write down as many has you can think of.
1.
2.
3.
Influenced by the work of Kylene Beers, “When Kids Can’t Read”.