Activating Background Knowledge

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Activating Background Knowledge

• By Tifanie, Kim, Emily, Heather

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Prereading Plan (PReP)
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PRePJ. Langer (1981)

• Used to activate prior knowledge of a topic
• Begin PReP lesson by looking over the text before
  it is read
• Look for key words, phrases, and illustrations

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• Assess prior knowledge by
• Having the key words written down and the
  students write what they know about that word
• Score the prior knowledge

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Scoring

• Ranking ranging from 0-3
• 0 neither prior knowledge nor response to
  the item
• 1 Little prior knowledge
• 2 Some prior knowledge
• 3 Much prior knowledge

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• 3 Distinct Phases
• Association
• Reflections on Association
• Organizing knowledge

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• Useful for helping students elaborate on what
  they know about a topic before reading it.
• PreP helps improve comprehension

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K-W-LStep K What I Know

• Accessing Prior Knowledge
• Brainstorming
• Categorizing (organizing information)

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Step W What Do I Want to Learn?

• Students have the option of choosing what they
  would like to learn from the categorized
  information.
• Forming questions to be answered

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Step L What I Learned

• After reading students will write down what they
  learned.
• Answers to the questions formed
• Summary
• Sharing with the entire class

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Summary of K-W-L

• K-W-L
• Improves comprehension
• Prior Knowledge
• Active thinking
• Organizing thoughts

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Generating Reciprocal Inferences Procedure (GRIP)

• The ability to make inferences.
• Two stages
• Inferences made by reading
• Highlighted key words or clue words

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Steps to GRIP

• First paragraph
• Teacher will
• Makes inferences using highlighted words
• Justifies the inferences with text
• Supports the inferences

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Second Paragraph

• Teacher reads four more paragraphs
• Second paragraph
• Words are highlighted
• Children make inferences
• Teacher justifies inferences

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Third Paragraph

• Third paragraph
• Children highlight words
• Teacher makes inferences
• Children justify inferences

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Fourth Paragraph

• Fourth paragraph is read
• Children highlight words
• Children make inferences
• Children justify inferences

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After Students Understand Inferences

• Students are able to write their own paragraphs
• List five or more key words, and write a
  paragraph
• Exchange paragraphs with pairs
• Mark key words, make inferences, justify
  inferences

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Monitoring Comprehensionand Fix-Up Strategies

• Metacognition
• The ability to
• plan,
• check,
• monitor,
• revise,
• evaluate

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Click or Clunk

• The ability to monitor their own comprehension
  processes.
• Reflection
• "clicks"
• "clunk".

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Repair Strategies

• Ignore the problem continue reading.
• Suspend judgement for now continue reading.
• Form a tentative hypothesis, using text
  information, continue reading.
• Look back or reread the previous sentence.

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Repair Strategies Continued

• Stop think about the previously read context,
  reread if necessary.
• Seek help from the environment, reference
  materials, or other knowledgeable individuals.

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Repair Strategies

• Think-aloud modeling procedure
• Teacher reads text aloud, as they proceed
  comment on their thinking.
• Processes used to comprehend text
• Display the strategies

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Think-Aloud Lessons

• Additional help
• Taught the strategies of metacognition through
• definition,
• description,
• examples
• Importance for steps

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Think-Aloud Lessons Continued

• Sequence of instruction using
• A. Verbal Explanation
• B. Teacher Modeling
• C. Guided Practice
• D. Independent Practice

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Think-Aloud Lessons Continued

• Centered on the following topics.
• Self-questioning
• Sources of information
• Think-aloud modeling introduction
• Think-aloud review extension
• Predicting, reading, verifying

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Think-Aloud Lessons Continued

• Understanding unstated information
• Retelling the story
• Rereading reading on
• Think-aloud/comprehension-monitoring application

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Bibliography

• http//www.depts.washington.edu/centerme/recipro.h
  tm
• http//www.virtual.parkland.cc.il.us/studyskills/R
  eadingStudySystems/PRePI.PreviewQuestions.htm
• http//153.90.193.71/ceres/html/58orbitskwl.htm

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Bibliography

• Walker, Barbara J. Diagnostic Teaching of
  Reading. OhioPrentice Hall. 1946
• Reutzel, D. Ray, Robert B. Cooter Jr. Teaching
  Children to Read.New JerseyPrentice Hall.1992