Why is it important to help students activate their prior knowledge and connect it to their reading materials?

In general, the more students know about a topic, the better they comprehend and learn from the passages. Because prior knowledge and ability to comprehend are highly correlated, instruction that focuses on activating students' prior knowledge and helping them relate their prior knowledge to the texts that they will read improves comprehension.

How do we help children to activate their prior knowledge?

• Prompt students to think about what they know about the topic prior to reading.
• Ask students to predict what the text may be about based on the title.
• Ask students to predict what the text may be about based on the illustrations.

What are some ways to help children develop or expand upon their prior knowledge?

• Read to the students often from a variety of texts.
• Allow students to read a variety of texts.
• Make a variety of texts available to students within the classroom.
• Take field trips (virtual or live).
• Show non-fiction videos.
• Use the Web as a resource to gather and share information.
• Encourage children to share their knowledge on a given topic.
• Ask parents to visit your classroom to share their knowledge and experiences.

Why is it important to expose students to many varieties of books?

• It expands their knowledge base.
• It develops curiosity about the world around them.
• It helps to develop problem-solving strategies.
• It improves comprehension by deepening understanding.

Why is it important to read to children?

• It develops oral language and vocabulary.
• It exposes students to the world at large.
• It teaches about things and places they may never experience.
• It develops listening and thinking skills.
• It creates curiosity and desire to learn more about topics.
• Books provide visuals for students.
• It motivates students to read the books over and over again.

In an effective classroom, activating prior knowledge is an essential element of daily instruction. Activating prior knowledge is modeled, and opportunities for guided and independent practice are provided.

Teaching Activities

• Give students opportunities to build a broad base of knowledge by providing access to a wide variety of materials.
  • Go on real or virtual field trips.
  • Provide visuals such as photos, videos, diagrams or drawings prior to reading a passage in order to help them create images as they read.
  
  
• Help students recall what they might already know about a topic.
  • Choose a specific topic that is key to a story or report students will be reading. Prompt them to think about everything they know related to that topic.
  • Ask students to jot down as many ideas as they can, as quickly as possible.
  • Ask students to discuss their ideas in small informal groups before they read.
  
  
• Choose a word that identifies a broad topic related to a story or report that students will read.
  • Brainstorm ideas related to the topic.
  • As students suggest ideas, create a web showing how their ideas relate to the key word.
  • Display the web and ask students who have additional information to add to the web throughout the day. The next day, review the web and read the story.
  
  
• Using old travel magazines, catalogs and advertising brochures, ask students to clip out several pictures that remind them of a specific topic related to a book that they will read.
  • Ask students to create a bookmark using some of the pictures.
  • In pairs, students can share their bookmarks and talk about what they already know about the book they will be reading.
  
  
• Ask students to do a brief, informal phone interview with a social studies teacher, an older student, or a community member to find information about a topic that they will be studying. Ask these students to share the information with the class before they read their texts.
  
  
• Give students many opportunities to read a variety of nonfiction and fiction materials.
  • Provide students with time to talk about and to write about text. Internalization of word meanings occurs when students begin to use new words in oral or written discussions of text.
  • Use graphic organizers to highlight new words and concepts.
  • Use strategies such as semantic mapping, semantic feature analysis, concept definition maps, and the Frayer model.
  
  
• The Anticipation Guide invites students to explore concepts that will be presented in the text. Anticipation Guides spark curiosity in the reader. Students respond to a sample of statements based on their awareness of the topic.
  • Students are given time to discuss their responses in small group settings. This can be an excellent writing opportunity.
  • To construct an Anticipation Guide, consider the main idea presented in the text. Consider your students' experiences and construct three to six statements related to the topic.
  • Students put a check mark next to statements that they agree with.
  • At this point, the students are ready to read the text. After reading, they are asked to review their Anticipation Guides to determine whether they have changed their minds regarding any of the statements.
  
  
• Visual Imagery is a technique that allows students to use their imaginations to create mental images. Visual Imagery brings text to life. Students who create visual images prior to reading will remember the material for a longer period of time. Using Visual Imagery invites students to become more engaged in text. Visual Imagery can be used across the curriculum.
  • When using guided imagery, ask students to close their eyes and relax as you share a visual description of the topic.
  • Remind students to use their five senses to create a mental image.
  • Reveal one sentence at a time. Pause after each sentence to allow students a moment to envision the picture.
  • After the exercise, ask the student to share their images, how they felt, and what they heard.
  
  
• Read aloud to students often.