In the small group before the lesson started the teacher activates students prior knowledge to help them figure out what some words might be that are in the video and prepare then of what the book might be about.
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This video is for 6-8th grades for reading ELLs. This video demonstrated how to incorporate students prior knowledge to understand the text. This is important to have background information that one can relate to a text, especially when English is not the first language of the student.
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Definition: To use background knowledge to make understanding of what the text mean.
Purpose: To help them make connections of prior knowledge and apply it into the new material. This helps students understanding what they are reading. Since background knowledge is made up of a person's experiences with the world, with his or her concepts for how written text works, word identification, print concepts, word meaning, and how text is organized, students are constantly able to apply prior learning into the new information.
Tips:
Purpose: To help them make connections of prior knowledge and apply it into the new material. This helps students understanding what they are reading. Since background knowledge is made up of a person's experiences with the world, with his or her concepts for how written text works, word identification, print concepts, word meaning, and how text is organized, students are constantly able to apply prior learning into the new information.
Tips:
- Have questions prepared to ask students.
- Use visual representations
- Model the first time
- Allow students to communicate with others and share.
How the strategy may be used in a lesson:
Lesson 1:
Another lesson which can be found on the link below, incorporates a series of guided questions, the teacher uses to helps students activate their prior knowledge. This lesson can be tweaked and used for any topic and any lesson, but still use the same overall lesson. Allowing students the time to connect new facts to prior knowledge increases a student’s comprehension and this lesson allows them the time to do so.
Found on: http://www.jimwrightonline.com/pdfdocs/priorknow.pdf
Lesson 2:
This lesson incorporates how to activate prior knowledge using the 5 senses.
Lesson found from: http://reading.ecb.org/teacher/pdfs/lessons/pk_lp_5Senses.pdf
Lesson 1:
Another lesson which can be found on the link below, incorporates a series of guided questions, the teacher uses to helps students activate their prior knowledge. This lesson can be tweaked and used for any topic and any lesson, but still use the same overall lesson. Allowing students the time to connect new facts to prior knowledge increases a student’s comprehension and this lesson allows them the time to do so.
Found on: http://www.jimwrightonline.com/pdfdocs/priorknow.pdf
Lesson 2:
This lesson incorporates how to activate prior knowledge using the 5 senses.
Lesson found from: http://reading.ecb.org/teacher/pdfs/lessons/pk_lp_5Senses.pdf
Writing Component:
When using this strategy there are multiple ways to incorporate writing, before, during, and after the lesson. It could be simply having a classroom chart of different prior knowledge they have on the store before they read or it could more challenging and have students right about how their prior knowledge helped them make sense of what they were reading after. There are multiple graphic organizer to use, some examples are pictured on this page. Students could use post-it notes before reading and during to explain how their prior knowledge helped them understand a certain part of the text.
When using this strategy there are multiple ways to incorporate writing, before, during, and after the lesson. It could be simply having a classroom chart of different prior knowledge they have on the store before they read or it could more challenging and have students right about how their prior knowledge helped them make sense of what they were reading after. There are multiple graphic organizer to use, some examples are pictured on this page. Students could use post-it notes before reading and during to explain how their prior knowledge helped them understand a certain part of the text.
Resources/Research:
Piaget- The schema theory! According to schema theory, as students learn about the world, they develop a schema and are allowed to make connections to many other things. Piaget’s schema theory make activating prior knowledge before reading essential, because according to his research when we can connect something “old” to something new it helps us better understand the new. As students are reading they are able to access their schema and make understand of the text and use their experiences. When students and teacher applied schema theory to reading comprehension readers constantly connect their background knowledge to the new knowledge in a text to help them make sense of the reading.
William & Thomas- Research conducted a study to determine the impact that providing activities and strategies to assist students with ways to activate their prior knowledge. The studies tool a look and three areas, building readers' background knowledge, activating readers' existing knowledge before reading, and guiding readers during and after. The study showed that when readers don’t have a large amount of background knowledge on a topic it is hard for them to comprehend, not matter if it is before during or after. Therefore it stated the importance of teacher using other strategies, such as pre-teaching vocabulary, and questioning, to help students understand and use their prior knowledge.
Piaget- The schema theory! According to schema theory, as students learn about the world, they develop a schema and are allowed to make connections to many other things. Piaget’s schema theory make activating prior knowledge before reading essential, because according to his research when we can connect something “old” to something new it helps us better understand the new. As students are reading they are able to access their schema and make understand of the text and use their experiences. When students and teacher applied schema theory to reading comprehension readers constantly connect their background knowledge to the new knowledge in a text to help them make sense of the reading.
William & Thomas- Research conducted a study to determine the impact that providing activities and strategies to assist students with ways to activate their prior knowledge. The studies tool a look and three areas, building readers' background knowledge, activating readers' existing knowledge before reading, and guiding readers during and after. The study showed that when readers don’t have a large amount of background knowledge on a topic it is hard for them to comprehend, not matter if it is before during or after. Therefore it stated the importance of teacher using other strategies, such as pre-teaching vocabulary, and questioning, to help students understand and use their prior knowledge.