TREE Test

Concrete Materials and Real Experiences: Procedures

The only guideline is to ensure that the materials or experiences actually help to activate and develop prior knowledge that is relevant to the theme, the text to be read, or the writing experience

Text Structure

The organization of informational text

Characters

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

Setting

The place and time at which the story occurs

Vocabulary

Words known by an individual; recognition vocabulary refers to words an individual can pronounce an understand when he or she encounters them in print; meaning vocabulary refers to words one knows the meaning of whether or not one can recognize them in print

Quick Writing: When to use

Writing can be used as soon as students begin to be able to write and express their ideas

Quick Writing: Description

Writing has been shown to be an effective way to activate prior knowledge before students read. Quick writing is structured by the teacher and is done in a brief amount of time

Good instruction incorporates __________, and every instruction activity can also be used for __________

assessment

Vary the strategies used to keep _________ and __________ for learning high

interest; motivation

Student motivation and interest for a topic or book directly influence the amount of _____ _________ activation and development needed

prior knowledge

The term _____ _________ always includes both understanding of concepts contained in the text to be read and the vocabulary, or language, used to talk about those concepts

prior knowledge

The terms _____ _________, __________, __________ _________ or information, and _____ _________ are interchangeable

prior knowledge; background; background knowledge; world knowledg

Students need to know enough about ____ _________ to understand the basic differences between narrative and expository texts and to realize how this will help them construct meaning

text structure

Increasing success for English Language Learners

1. Enunciate clearly, do not raise your voice. It is often helpful to add gestures, draw pictures, use photography, or point directly to objects (realia) 2. Write clearly and legibly in manuscript print; cursive is often confusing 3. Develop and maintain classroom routines with clear and consistent language and gestures 4. Repeat and summarize information frequently. Rephrasing or paraphrasing on short sentences and simple syntax is often helpful 5. Try to avoid slang and idiomatic language 6. Present new information int eh context of known information. Making connections is essential 7. Provide step-by-step instructions 8. Present information in a variety of ways 9. Emphasize key content and academic vocabulary 10. Recognize student success. However, in some cultures, overt praise for individuals is considered inappropriate and might embarrass the student

Prequesitoning and Purpose Setting: Procedures

1. Examine the text to determine the story line or main ideas 2. Decide what prior knowledge students are likely to need 3. Formulate a question(s) or a statement of purpose for students to think about before reading. These should focus students on the big ideas

Five techniques for assessing prior knowledge during instruction:

1. Free recall- "Tell me what you know about ___." 2. Word association- "When you hear the words thief, stolen, and detective, what do you think of?" 3. Recognition- Display key terms (phrases or sentences may be used), and ask students to tell which ones they think may be related to the book they are about to read 4. Structured question- Ask students a set of prepared questions about the book they are going to be reading that will help you assess their prior knowledge 5. Unstructured discussion- Just asking random questions. This procedure is least effective and not useful for assessing prior knowledge

Anticipation Guide: Procedures

1. Identify major concepts- review the text to identify the major concepts or main ideas 2. Determine students' prior knowledge of these concepts- drawing on your experiences with your students, think about what they know about these concepts or ideas 3. Create statements- using the information from steps 1 and 2, write four to eight for students to react to that relate to the concepts to be learned and the students' prior knowledge. The number of statements depends on the amount of text to be read, the number of concepts in the text, and the age of students. The statements should reflect information about which students have some, but not complete, knowledge. Statements should require students to think. 4. Decide on the statement order and presentation mode- sequence the statements to follow the text, inserting spaces for responses. Create a set of directions. Finally, decide on whether the guide is to be presented individually or in a group mode, such as on the chalkboard or overhead 5. Present the guide- tell students they are to react to each statement by indicating whether they agree or disagree with it. Tell them they will share their responses with the group 6. Discuss each statement briefly- encourage students to share their opinions and tell why they feel as they do. You can tally the responses to each item 7. Direct students to read the text- have students read the text, keeping their opinions in mind. As they read, they should think about how the text relates to the statements on the guide 8. Conduct a follow-up discussion- Ask students to respond to each statement in light of what they have read. Then have them discuss the statements, focusing on what they have learned and how their opinions and ideas have changed

Projects: Procedures

1. Identify the project- this can be done by you or your students 2. Develop a plan or rubric to assess the project- developing and sharing rubrics with your students before they begin their work and letting them see examples from prior projects are extremely beneficial and may help students understand exactly what is expected 3. Select resources- assign the use of certain resources, or let students select them. Students may do projects independently or in groups, depending on their purposes 4. Make a plan- decide on what will be done and when 5. Decide how projects will be shared- will there be a display? An oral report? Something else?

Role Playing: Procedures

1. Select the book you want students to read. Determine the story line. 2. Select a situation that would be easy and fun for children to role play. make sure it relates to the story 3. Describe the situation to the children. Divide them into small groups to decide on parts and determine how they will act out their situations. For students who are shy, the use of puppets might increase their willingness to participate 4. Have each group perform. Then discuss the situations, focusing on the discussion on the story to be read, not on an evaluation of their performances 5. Have students read the story to compare it with their experiences

KWL: Procedures

1. Step K- What i know begins with students brainstorming what they know about the topic. The teacher selects a topic specific to the main ideas and key concepts of the material students will read. Both the students and teacher records what they know as they share ideas. Students then look over the list of what they know to see if any items fit into categories of information that might be found in their reading. This is particularly important for ELLs, who can be easily overwhelmed when confronted by massive amounts of text 2. Step W- What i want to learn is a natural growth out of the K step. As students continue to share their ideas, areas of uncertainty or lack of knowledge will arise, and you can help students turn these into questions they may answer by reading the text. 3. Step L- What i learned requires students to write the answers to their questions after reading. This helps them determine which questions they still need to answer or whether they have additional questions and can lead students to further reading

Whether planning literacy lessons within thematic units or for individual pieces of text, it is important to think about two things in relation to prior knowledge

1. What prior knowledge probably needs to be activated or developed for the overall theme, for each book to be read during the theme, and for writing to be done? Or, what is needed for this particular piece of literature? (you must consider three topics: the theme goals, the theme topic, and the literature) 2. How independent are your students in using strategies to activate their own prior knowledge?

Prior knowledge activation and development may occur at three points:

1. When introducing a unit theme, at which time the focus is on the broad concepts and ideas needed to understand the theme 2. When each piece of literature is introduced within the lessons 3. Throughout the unit when you observe that certain students need more prior knowledge to better understand what they are reading and writing

There are five commonly used organizational patterns of expository writing

1. description- presents information about a particular topic or gives characteristics of the topic 2. collection- presents a number of ideas or descriptions in a related group. This structure is often called a listing or sequence, and the author frequently uses clue words such as first, second, next, and finally to introduce the points 3. response- presents a problem, question, or remark followed by a solution, answer, or reply. Often used in mathematics, science, and social studies. The author may use clue words to find the solution such as the problem is, the question is, one reason for the problem is, a solution is, or one answer is 4. comparison- requires the reader to note the likeness and differences between two or more objects or ideas. Frequently found in social studies and science texts. The author uses clue words and phrases such as like, unlike, resemble, different from, same as, alike or similar to to make comparisons

Preview, view, review

A teacher, aide, or bilingual student previews the lesson in the student's first language, which activates background knowledge. If possible, students can discuss the topic with others who speak the same language. The lesson itself is the "view" portion and is taught in English. Then the "review" covers the key concepts in the students' first language; this can be done in pairs or small groups of students who speak the same language. After the review, students report to the teacher in English

Story Map

A graphic display of story elements (setting, character, problem, action or events, and solution); can be used to help students activate prior knowledge about narrative text structure before reading and to summarize a story after reading

Teaching Strategy

A plan or instructional activity that the teacher can use to accomplish a desired outcome

Strategy

A plan to accomplish a particular goal

Anticipation Guide: Description

A series of statements about a particular text that students are going to read. Students indicate whether they agree or disagree with statements before reading and return to them after reading to do the same. Designed to activate prior knowledge and to give students a purpose for reading

KWL: Description

A strategy for activating students' prior knowledge and helping them determine their purpose for reading expository texts. The driving force behind this strategy is students knowledge, ideas, and questions

Student Strategy

A strategy that students can use on their own to construct meaning

Discussion: Assessment value

A structured discussion is an excellent way to assess students' prior knowledge; responses and interactions will reveal their knowledge and their misconceptions

Projects: Description

A task undertaken to achieve a particular goal; it is usually long term, an because of its goal you can tell when its completed. An ongoing part of a thematic unit. May summarize what has been learned, activate prior knowledge, and develop new knowledge. Help students learn new strategies and skills to gain new information. May require students to read and do research. Help students make connections, integrate new knowledge with prior knowledge, learn to work cooperatively and independently, and develop critical thinking skills

Reading Aloud to Students: Assessment Value

As you read aloud, you can generally tell how well students comprehend through listening and how well they remember and organize ideas and understand key vocabulary without having to figure out words in print

Picture Walk/Text Walk: Description

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 ideas of what the text is about. Sets the reader up to succeed with the text by developing key concepts, vocabulary, and a general picture of the text before it is read. The term picture walk is used when referring to a picture book, and the term text walk is used when referring to an informational text

Concept Development

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

Quick Writing: Assessment Value

Although writing is a valuable way to assess students' prior knowledge, some students may be hampered by limited writing skills or a dislike for writing rather than by limited prior knowledge. It is wise to look at more samples from different sources before drawing conclusions

Discussion: Description

An effective discussion is an interactive procedure whereby the teacher and students talk about a given topic; it is not simply the teacher telling students a body of information. Discussions must meet three criteria: 1. Discussants should put forth multiple points of view and stand ready to change their minds about the matter under discussion. 2. Students should interact with one another as well as with the teacher. 3. The interaction should exceed the typical two-or three-word-phrase units common to recitation lessons

Realia

Any real, concrete object used in the classroom to create connections with vocabulary words, stimulate conversation, and build background knowledge

Graphic Organizer

Any visual representation that organizes information, such as a story map or semantic map; can be used when activating prior knowledge before reading or when reviewing or summarizing information after reading

Semantic Mapping: Assessment Value

As students contribute to semantic mapping, you can assess their understandings of concepts and relationships, as well as key vocabulary

Projects: When to use

As students use resources for projects, they are developing prior knowledge for future reading of upcoming texts within the unit of study. Also effective in helping ELLs develop prior knowledge

Projects: Assessment value

As you observe students while they work, you can assess their work habits, independence, and ability to use resources, as well as their developing background knowledge about the topic. Also lend themselves to student self-evaluation. Make certain that students do not get so caught up in completing a project that it replaces most, if not all, of the reading and writing they should be doing

Prequesitoning and Purpose Setting: Description

Asking questions of giving students a topic to think about that will continue to focus their attention as they read has been shown to be effective in activating prior knowledge and in improving meaning construction

Anticipation Guide: Assessment value

By looking at and listening to students' responses, you can tell the state of their prior knowledge and easily recognize their misconceptions. Then, by looking at the after-reading responses, you can tell whether those misconceptions have changed

Preview and Predict (story map prediction; preview and self-question): Assessment Value

By observing responses during the preview and predict process, you can assess students' prior knowledge of the type of text, concepts, and vocabulary

The story's grammar or basic plan

Characters, a setting, a problem, action, and a resolution to the problem

Prequesitoning and Purpose Setting: Assessment value

Comes after reading, when students respond and show how well they have constructed meaning

Picture Walk/Text Walk: Procedures

Can be adapted to any level, including middle school or high school content classes. 1. Before working with students, read the text to get a picture of important ideas developed, the story line, key terms, and so forth 2. If appropriate, show students the cover and have them predict what the text is likely to be about or what is likely to happen 3. While turning through pages and using the pictures, illustrations, or graphics as prompts, tell the key things that will happen int he text or have students predict what is likely to happen. As you tell the major elements of the text, use some of the key vocabulary students will encounter in the text. It is helpful for teachers to put sticky notes of key points on the back of their book so it is easy to reference the vocabulary and story elements to use during this instruction 4. In most instances, tell the entire text that is to be read. In some cases, however, tell only enough to develop a framework to avoid giving away a surprise or exciting ending

Structured Previews: Description

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. The concept is based on research showing that students' prior knowledge needs to be directed toward the story line

Discussion: Procedures

Discussions may be planned for whole class or small groups. Sometimes you may begin with small-group discussions and then use the whole-class format to pull together the ideas discussed in each group. It is helpful to develop with students a set of guidelines or suggestions to follow during discussions. 1. Review the text to be read- determine the story line or main ideas to decide what key background concepts and vocabulary are needed to comprehend the text 2. Ask questions that require students to respond with more than yes or no- questions should require students to elaborate on and explain their answers 3. Encourage students to raise their own questions about the topic or about other students' answers- model such behavior and tell students that they can ask similar questions for you or other students 4. Call on individual students to answer questions; don't always wait for volunteers to answer- encourage participation by all students, even those who are sometimes reluctant to respond 5. When calling on individual students to answer questions, ask the question before calling on the student- this practice encourages everyone to listen 6. After asking a question, give students sufficient time to answer- you'll know which students need extra time. 7. Participate in the discussion and model good questioning and question-responding behavior- encourage students to ask questions in a discussion in the same manner you do 8. Keep the discussion focused on the topic- a short, lively discussion is better and more motivating then a lengthy one 9. Conclude the discussion by having students summarize the points that were made- for the discussion to be of value to them, students must be able to internalize an verbalize the points that were developed

Making Connections: When to use

Effective in both narrative and expository material, as well as with poetry, propaganda (such as ads and commercials), and graphic materials (such as tables and charts).

Preview and Predict (story map prediction; preview and self-question): When to use

Effective with both narrative and expository text and is most effective when students have some knowledge of the topic. With second-language learners or students having difficulty constructing meaning, this strategy works best under the teacher's direction and in combination with another strategy

Picture Walk/Text Walk: When to use

Especially helpful when working with students who need a great deal of extra support to construct meaning. You can also use the procedure at any time students are going to read a text when you think they need very structured scaffolding to help them understand the material. Throughout the picture walk/text walk, discussion should be employed to increase student engagement and understanding of vocabulary, text structure, and/or prior knowledge

Role Playing: When To Use

For students who need concrete experiences. Often second-language learners who are reluctant to speak out individually in an open discussion will relate to and interact with their peers in a role-playing situation. Often used with narrative texts but may also be used with expository, especially in social studies

Semantic Mapping: Description

Helps students develop prior knowledge by seeing the relationships within a given topic. A visual representation of a particular concept. Ovals represent concepts, and lines with arrows and words written above them represent the relationships

Prediction

In reading, telling what one thinks will happen in a story or what information will be presented before actually reading the text

Anticipation Guide: When to use

May be used for any students at any level. They are most useful for expository texts. Particularly effective when students have misconceptions in prior knowledge because when students interact with the text and compare prior opinion with what they learned from reading, they are likely to correct their misconceptions

Semantic Mapping: When to use

Most effective when used with expository texts. If used with narratives, you must be certain that the concept used it central to the story line. Used with students from kindergarten through adulthood to help them visualize the relationships among ideas. Second-language learners and students with limited prior knowledge may response best when the second set of guidelines is used because they start out on a more global basis and move to specifics. Particularly effective when students will read several sources related to the same topic. The teacher and students can start the map before the students begin the reading and add to is as they gain new information while reading. After they have completed their reading, they can return to he map and make additions or changes.

Concrete Materials and Real Experiences: When to use

Most important when students lack prior knowledge on a particular topic. Second-language learners and students with limited background often need this type of support because it makes the input comprehensible. Also useful for introducing a new topic to students

Structured Previews: Procedures

Narrative Structured Preview: 1. Look through the book to get a sense of the story line. Identify the setting, characters, problem, action, and outcome 2. Formulate questions or statements that direct students to read the title and the opening paragraph or two, and look at the first few illustrations. Have students share what they learn 3. Display a story map and discuss with students the elements in the story. For beginning learners and those having difficulty constructing meaning, focus on only one or two elements first. 4. Ask students to predict what they can about the story elements from their preview, keeping students focused on the story line 5. Have students silently read the story in its entirety or in sections. Then return to the story map to help them decide whether their predictions were verified or changed. Together, complete the story map Expository Structured Preview: 1. Review the text to determine the main ideas. Try to identify a graphic organizer that will help students see how the information fits together. 2. Formulate questions and statements to help students preview the text by reading the title, looking at the illustrations and captions, and reading subheads 3. Guide students through a preview of the text, having them begin to predict the type of information they will learn 4. Show the graphic organizer and tell students that the ideas are organized in that pattern 5. Have students read to look for the main ideas in the organizer. As students become stronger readers, they can also identify information that supports the main ideas

Picture Walk/Text Walk: Assessment value

Observe and listen to students response during the picture walk or text walk to get a sense of their prior knowledge, their ability to make predictions, their familiarity with key vocabulary, and their general ability to express themselves orally

Making Connections: Assessment value

Observed responses before, during, and after reading will alert you to gaps in prior knowledge. Observation and direct questions will also alert you to whether students are indeed making connections as they read

Role Playing: Assessment Value

Observing students in a role-playing situation can give you a sense of their prior knowledge as well as the ways they think and solve problems

Role Playing: Description

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

An individuals _____ ________ includes concept development as well as they vocabulary, or language, to talk about concepts

Prior knowledge

Reading Aloud to Students: Procedures

Reading Aloud Background Material: 1. select a book, article, or other background material that relates to the topic your students are studying or selection your students will be reading 2. Tell students what it is about and why you are reading it to them 3. Give students a purpose for listening 4. After read-aloud, discuss the material by checking the purpose for which students were to listen, or discuss whether predictions were confirmed Reading Aloud a Portion of a Selection: 1. Decide on the story or article students will read 2. Identify how much of the initial part of the selection you are going to read aloud 3. Introduce the selection, and give students a purpose for listening 4. Read aloud the selection selected 5. Discuss the portion read aloud, checking the purpose given for listening 6. Have students predict what they think will happen or what they will learn in the remainder of the text 7. Have students read silently to check their predictions 8. Discuss the entire selection, focusing on students' predictions 9. Have students respond to the selection in their own way

Brainstorming: Description

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

Prequesitoning and Purpose Setting: When to use

Should be used when students are not yet able to formulate their own purposes or prequestions or when the text is extremely difficult. Usually, you should combine prequestions and purpose statements with other strategies, such as discussion or brainstorming, to activate prior knowledge

Making Connections: Procedures

Students begin by activating their prior knowledge for a text they are going to read by using preview and predict or KWL. Then they access further personal experiences by thinking about what connections they might make. Have students share their connections. Ask students to tell whether the connection they are sharing is to self (their own experiences) or other texts, or to the world.

Preview and Predict (story map prediction; preview and self-question): Procedures

Students begin by reading the title. Then they look a t the pictures or illustrations to get a sense of what will be recovered. They then decide whether this is a story or informational text. Using their prior knowledge and the information gained from their preview, students predict what will happen or what they will learn. After previewing, students read to verify predictions. A variation is a story map prediction, used for narrative texts. Students predict a couple elements of the story then read to see if their predictions were right. Another variation, preview and self-question, is used with expository texts. Students preview the text and then pose questions they think they can answer from their reading. Effective in teaching students to use subheadings and to get students to see the value of other text features like the pictures with captions, charts, tables, or graphs that are routinely used in expository texts.

Brainstorming: Procedures

Students can work individually or in pairs, first generating all of the ideas they have for a particular topic and then sharing their ideas with the group. The teacher lists the ideas on the chalkboard, and then they are discussed. 1. Provide cards on which students can write 2. Tell students they are to list any words, ideas, or phrases they know about the given topic. Provide a time limit 3. Have students read their lists aloud to the group as you record all of their ideas on the chalkboard or overhead projector 4. Discuss the information recorded, pointing out ideas that directly relate to the selection students are going to read. If incorrect information is on the list, you may leave it until after reading; through discussion and responding, students may correct themselves. However, if the error is significant and is likely to interfere with meaning construction, discuss it at this point 5. Direct the discussion of the ideas generated by students to the story line of main ideas of the selection. Conclude the discussion by helping the students set a purpose for reading or giving them a purpose for reading

Making Connections: Description

Students 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, and so forth), and how it relates to what is going on int he world

Structured Previews: Assessment value

Students' responses during the preview session may help you determine the status of prior knowledge and what they are gaining from the preview, but because the preview is so teacher directed, what you learn may be limited

Concrete Materials and Real Experiences: Assessment Value

Students' responses will given you an indication of what they know and what they are learning

KWL: Assessment Value

Teachers can assess students' prior knowledge during all three steps. During the K and W steps, you can tell whether students have prior knowledge relative to the topic and how accurate it is. During the L step, you can tell whether the students have gained new knowledge and how well they have integrated that knowledge with what they already know

Expository Text

Text that presents information and is organized in whatever way best suits the type of information being presented and the purpose for presenting it. These are the types of materials commonly found in informational books, in textbooks, online, on CD-ROMs, and in newspapers and magazines

Narrative Text

Text that tells a story; it is usually organized in a sequential pattern and consists of story elements

The prior knowledge that is important for a particular topic or theme is further divided into two kinds:

Text-specific knowledge- knowledge about the text structure. Students need to know that informational (expository) text and stories (narrative text) are organized according to different structures, and in addition, not all informational texts are organized alike Topic-specific knowledge- information related to the topic about which students are going to read

Theme

The basic ideas around which the whole story is written. It is often unstated, requiring the reader to infer it

Concrete Materials and Real Experiences: Description

The best way to activate students' prior knowledge. Includes realia and experiences such as the internet, YouTube, CD-ROMs, pictures, DVDs, videos, films, field trips, or classroom planned experiences. ELLs benefit a great deal from hands-on experiences and visual vocabulary

Overall Prior Knowledge

The entire base of knowledge that students possess as a result of their accumulated experiences both in and out of school, such as being read to, taking trips, watching television, or attending events. The independent reading and writing component of the literacy program is critical for expanding this knowledge base because the more students read and write, the most extensive prior knowledge they build, which in turn improves their ability to construct meaning

Quick Writing: Procedures

The procedures are general because they depend on the selection being read and what is to be written. 1. Select what students are to write about- this should relate directly to the story line or main ideas in the text. Quick writing can focus on a character, on the story problem, or on the major topic developed in an expository text 2. Have students write- allow students 3 to 5 minutes to complete the writing. Remind them that these papers will not be evaluated or graded 3. Invite students to share what they have written- Direct students in a discussion of the ideas shared 4. Help students formulate a purpose for reading

Reading Aloud to Students: Description

The reading is specific to a thematic topic or selection

Problem

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

Plot

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

Schema Theory

Theory that individuals develop a cognitive structure of knowledge in the mind to which new information and experiences are added as they occur. Contends that individuals understand what they read only as it relates to what they already know

Semantic Mapping: Procedures

There is not one right way to develop a semantic map. Guideline 1: 1. Write the major concept being discussed on the chalkboard or overhead, and draw an oval around it 2. Ask students to think of words that describe the topic. Write those words in boxes, and link them with arrows on the main-concept oval. Above the arrows, write words and phrases such as have or are used for to indicate the relationship between the main concept and the boxed words. 3. Ask students to give some examples of the topic, and write those ovals with arrows indicating examples. Guideline 2: 1. Present the concept to be discussed by placing it in an oval on the chalkboard or overhead 2. Ask students to brainstorm words or ideas related to the concept. If necessary, probe for additional information 3. Guide students in grouping the words or ideas to create the semantic map for the concept. Use different shapes to depict the different categories of information: rectangles for uses or descriptions, circles for examples, and squares for other types of information

Preview and Predict (story map prediction; preview and self-question): 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 inferencing. As they read or after completing the reading, students decide whether their predictions have been confirmed, verified, or changed

Brainstorming: Assessment value

Through student brainstorming,t he teacher is able to identify and being to correct errors in students' prior knowledge. It is important to keep the brainstorming focused without exerting too much teacher control

Brainstorming: When to use

Use when students have some knowledge of the topic. It is useful as an opening activity for a thematic unit or for reading a story or informational text

.Reading Aloud to Students: When to use

Use when you know students have limited or erraneous prior knowledge. Use it with second-language learners to help them hear the structure of the English Language and develop oral language

Discussion: When to use

Used with any group at any time to activate and develop prior knowledge. To help students move toward independence, encourage them to take the lead in small-group discussions

KWL: When to use

Used with expository texts, with students of any age. It gives students opportunities to learn from one another. It is especially strong for second-language learners and students experiencing difficulty constructing meaning; it immerses them in a natural discussion and offers a strong scaffold provided by teacher support and student interaction. Good way to initiate a thematic unit because it prepares students to read several selections on a given topic. Also useful when reading chapters in textbooks in content areas such as science, social studies, or health

Action

What happens as a result of the problem; it is composed of events that lead to the solution of the problem

Background knowledge (also background information)

What students already know, through learning and experience, about a topic or kind of text

Prior Knowledge (also background knowledge, background information)

What students already know, through learning and experience, about a topic or kind of text

Structured Previews: When to use

When the text is particularly difficult, when students are second-language learners, when students are having difficulty constructing meaning, and when you know students have limited prior knowledge about either the topic or type of text.

Students have more difficulty reading __________ texts than _________ texts. This may be because they have less experience with them and because these texts may not follow a clear-cut pattern; instead, the organization depends on the type of information and purpose of the text

expository; narrative

Years of research has established that the process of constructing meaning through _______, _______, ________, and _________ is based on the background knowledge, or prior knowledge, that individuals bring to the sitution

reading; writing; speaking; listening

Students are more likely to meet reading standards when teachers help them activate and develop the __________ and ________ that make up prior knowledge

vocabulary; concepts