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As part of a social studies unit on the American Revolution, a sixth-grade teacher plans to prepare students to read a short historical nonfiction novel about the Boston Tea Party. Which of the following prereading strategies will best assist the teacher in building students' background knowledge and improving their general understanding of the topic?a. Providing time for students to skim the text and create a list of new vocabulary words and ideas that the author discussesb. Encouraging students to look at the illustrations in the text and discuss with a partner what they see in the imagesc. Presenting a list of statements about the topic and having students indicate whether they agree or disagree with each oned. Having students visit approved Web sites before reading the text to view video clips and primary documents related to the topic
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