C3: Prior Knowledge: Activating and Developing Concepts and Vocabulary

Three Student Strategies Leading to Independence

*Preview and Predict *K-W-L: what we KNOW; what we WANT to find out; what we LEARNED and still need to learn *Making Connections

Three Student Strategies Leading to Independence: Preview and Predict (Procedures)

-read the title; -look at the pictures; -decide whether this is a story or informational text; -predict what will happen or what they will learn

The independent reading and writing component of the literacy program is critical for expanding the students' knowledge base because-

-the more students read and write, the more extensive prior knowledge they build, which in turn improves their ability to construct meaning.

One way for ELLs to access prior knowledge is through-

-the technique called "preview, view, review" preview in native language; view is the lesson taught in English; review covers the key concepts in the student's first language

Holmes and Roser identified and compared five techniques for (activating and) assessing prior knowledge during instruction:

1) Free recall 2) Word association 3) Recognition 4) Structured question 5) Unstructured discussion

There are five commonly used organizational patterns of expository writing:

a) description b) collection c) causation (cause-and-effect) d) response, problem-solution, question-answer, or remark-reply e) comparison

Three Student Strategies Leading to Independence: K-W-L Strategy (Description)

another strategy for activating students' prior knowledge and helping them determine their purpose for reading expository texts

strategy=

=a plan selected deliberately to accomplish a particular goal

Twelve Teaching Strategies Leading to Student Independence

1. Discussion - N,E- for all students 2. Brainstorming - N,E- when students have some knowledge of topic 3. Quick Writing -N,E- often needs to be combined with other strategies 4. Picture walk/text walk -N,E- for students requiring a very structured framework for what they are going to read 5. Semantic mapping -E, can N- for all students; gives a visual picture of concepts 6. Pre-questioning and purpose setting -N,E- beginning readers or those having difficulty constructing meaning; usually combined with other strategies 7. Anticipation guides -E, maybe N- useful for overcoming misconceptions in prior knowledge; for all students 8. Structured previews -N, E- for ELL or students experiencing difficulty constructing meaning 9. Reading Aloud to Students -N,E- when students have limited or erroneous knowledge; for all students 10. Role playing -N, sometimes E- for students needing more concrete prior knowledge development 11. Projects -N,E- for all students; develops long-term prior knowledge throughout a theme 12. Concrete materials and real experiences - N,E- for students with limited prior knowledge and SLL

Twelve Teaching Strategies Leading to Student Independence: Anticipation Guide (Procedures)

1. Identify major concepts 2. Determine students' prior knowledge of these concepts. 3. Create statements. 4. Decide on the statement order and presentation made. 5. Present the guide. 6. Discuss each statement briefly. 7. Direct students to read the text. 8. Conduct a follow-up discussion.

This chapter focuses on techniques and strategies that help students activate and develop their prior knowledge of concepts and vocabulary.

1. PURPOSE Students must have a purpose for reading and writing which occurs through the process of activating and developing prior knowledge, developing key vocabulary, and making predictions. 2. INDEPENDENCE Students must become independent in activating and developing their own prior knowledge and developing vocabulary if they are to construct meaning effectively.

Sheltered English=

=a research-based approach to enhance English Language Learners' ability to develop oral language proficiency, literacy skills, and content-area knowledge

Twelve Teaching Strategies Leading to Student Independence Brainstorming (Procedures)

1. Provide students with cards on which to write 2. Tell students to list any words, ideas, phrases about a given topic within a time limit 3. Students read lists aloud as teacher records 4. Discuss the information recorded 5. Direct the discussion to the story line

Twelve Teaching Strategies Leading to Student Independence: Discussion (Procedures)

1. Review the text to be read 2. Ask questions that require students to respond with more than yes or no 3. Encourage students raise their own questions about the topic or about other students' answers 4. Call on individual students to answer question; don't always wait for volunteers to answer 5. When calling on individual students to answer questions, ask the question before calling on the student 6. After asking a question, give students sufficient time to answer 7. Participate in the discussion and model good questioning and question-responding behavior 8. Keep the discussion focused on the topic 9. Conclude the discussion by having students summarize the points that were made

Twelve Teaching Strategies Leading to Student Independence: Quick Writing (Procedures)

1. Select what students are to write about. 2. Have students write 3-5 min. 3. Invite students to share what they have written. 4. Help students formulate a purpose for reading.

Expository Writing Collection::

::presents a number of ideas or descriptions in a related group +often called a listing or sequence; +author frequently uses clue words such as first, second, next, and finally to introduce the points

Expository Writing Response::

::presents a problem, question, or remark followed by a solution, answer, or reply +often used in mathematics, science, and social studies

Expository Writing Causation (cause-effect)::

::presents ideas so that a causal relationship is either stated or implied +frequently used in content-area textbooks and in newspaper and magazines articles +author uses clue words: therefore, consequently, because, as a result of, since, the reasons for

Expository Writing Description::

::presents information about a particular topic or gives characteristics of the topic

Expository Writing Comparison::

::requires the reader to note the likenesses and differences between two or more objects or ideas +author uses clue words like, unlike, resemble, different from, same as, alike, similar to

story map=

=a graphic representation of a story's elements: characters, setting, problem, action, and resolution of the problem (the outcome)

anticipation guide= one of the twelve teaching strategies leading to student independence

=a series of statements about a particular text that students are going to read Students indicate whether they agree with the statement before reading and return to them after reading to do the same.

project= one of the twelve teaching strategies leading to student independence

=a task undertaken to achieve a particular goal;

text walk=

=a technique whereby the teacher guides students through a piece of literature to be read, using the pictures, illustrations, or other graphics to develop the big idea of what the text is about

concept development=

=activating or developing student knowledge or background of ideas, understandings, or issues in material to be read

background knowledge (or prior knowledge)=

=always includes both understanding of concepts contained in the text to be read and the vocabulary, or language, used to talk about these concepts

graphic organizer=

=any visual representation that organizes information; can be used when activating prior knowledge before reading or when reviewing or summarizing information after reading

schema theory=

=assumes that individuals develop a cognitive structure of knowledge in their minds. As individuals experience the world, they add new information to their schemata, which are divided into various interrelated categories +contends that individuals understand what they read only as it relates to what they already know

theme=

=basic idea around which the whole story is written

structured preview= one of the twelve teaching strategies leading to student independence

=carefully guided by the teacher and often involves some type of graphic display of information to help students see the ideas that are upcoming in the text and how they are organized

making connections= one of the three student strategies leading to independence

=compasses and goes beyond the thinking students use in the preview-and-predict and K-W-L strategies Students should read to understand where the context fits into the reader's own experiences, other texts it relates to in some way, and how it relates to what is going on in the world

realia= one of the twelve teaching strategies leading to student independence

=concrete materials and real experiences to activate and develop students' prior knowledge

semantic mapping= One of the twelve teaching strategies leading to student independence

=helps students develop prior knowledge by seeing the relationships within a given topic The relationships depicted on a map can be class (pine trees), example (white pine), or property (needles).

text-specific knowledge=

=knowledge about the text structure

text structure=

=organizational pattern of expository writing 1. description 2. collection 3. causation, or cause and effect 4. response, problem-solution, question-answer, or remark-reply 5. comparison

characters=

=people or animals that carry out the action in the story

setting=

=place and time at which the story occurs

expository text=

=presents information organized around main ideas and supporting details +commonly found in informational books, textbooks, online, CD-ROMs, newspaper, magazines +the organization depends upon the type of information and purpose of the text

prediction=

=preview the material and decide what may happen (narrative) or what will be learned (expository) +the first step in inferencing

topic-specific knowledge=

=refers to information related to the topic about which the students are going to read

K-W-L= one of the three student strategies leading to independence

=strategy for activating students' prior knowledge and helping them determine their purpose for reading expository texts K=what I KNOW W=what we WANT to find out L= what we LEARNED and still need to learn

quick writing=

=structured by the teacher and done in a brief amount of time

preview and predict= one of the three student strategies leading to independence

=students look over, or preview, the material to be read and then predict what they think will happen

role playing= one of the twelve teaching strategies leading to student independence

=students take parts and act out a situation, which requires students to think about a problem or circumstance and bring their prior knowledge to bear on it.

picture walk= one of the twelve teaching strategies leading to student independence

=teacher guides students through a piece of literature to be read, using the pictures, or other graphics to develop the big idea of what the text is about

narrative text

=tells a story and is usually organized in sequential (chronological) pattern that includes a beginning, a middle, and an end.

Overall prior knowledge=

=the entire base of knowledge that students possess as a result of their accumulated experiences both in and out of school

setting=

=the place and time at which the story occurs

problem=

=the situation or set of situations that initiates, or leads to, other events in the story

prior knowledge=

=the sum of a person's previous learning and experience

plot=

=the way in which a story is organized; it is made up of episodes

action=

=what happens as a result of the problem in narrative texts; it is composed of events that lead to the solution of the problem, which is called the resolution, or outcome

vocabulary=

=words known by an individual that is part of one's prior knowledge and experience

Three Student Strategies Leading to Independence: Making Connections (Procedures)

Begin by activating prior knowledge by using preview and predict or K-W-L. Then ask: *What connections can I make from this topic or text to my own experiences? *What other texts have I read that have connections to this text or topic? *What connections can I make between this text or topic and the world?

Three Student Strategies Leading to Independence: Making Connections (Description)

Students need to learn that no individual piece of text should be read in isolation but rather should always be understood in the context of where it fits into the reader's own experiences, what other texts it relates to in some way (genre, author, illustrator, form, topic, organization, conflict, etc) and how it relates to what is going on in the world

Three Student Strategies Leading to Independence: (Procedures)

Teacher leads students in a discussion before reading: K- what I know; W- what we want to find out; after reading: L- what we learned and still need to learn

Three Student Strategies Leading to Independence: Preview and Predict (Description)

This strategy combines the processes of previewing and prediction. Students look over, or preview, the material to be read and then predict what they think will happen (narrative text) or what they will learn (expository text). This is the first step in inferrencing.

Three Student Strategies Leading to Independence: Making Connections (When to Use)

This strategy is effective with both narrative and expository material, as well as poetry, propaganda, and graphic materials.

Three Student Strategies Leading to Independence: Preview and Predict (When to Use)

This strategy is effective with both narrative and expository text and is most effective when students have some knowledge of the topic.

Components of Prior Knowledge

We think of prior knowledge in two ways: 1) as overall prior knowledge and 2) as prior knowledge for a particular topic or theme that can be text-specific or topic-specific

Twelve Teaching Strategies Leading to Student Independence: Brainstorming (Description)

requires students to tell all they know about a particular topic or idea, which begins to activate their prior knowledge

Three Student Strategies Leading to Independence: (When to Use)

used with expository, with students of any age