1	Leadership Institute for Latino Literacy (LILL) Building Students’ Background Knowledge Eunice Greer
2	Idea Wave Activates relevant prior knowledge Generates/builds interest Increases oral participation Models academic language Serves as an assessment for you!
3	Idea Wave – What and How Set expectations and motivate Model academic language Practice and preparation Application Re-cap
4	Our Advanced Organizer Bell Work – Idea Wave What research says about why we need to bother with PK Types of PK that will affect your students success Ways of activating and using PK Your exit ticket, Did [ Do
5	Prior Knowledge Why Bother? Research from the late ’70s and ’80s tells us: Prior knowledge is highly correlated with comprehension. Helping students activate relevant knowledge improves comprehension and learning. Assume nothing! Students don’t do this automatically. Important part of “before, during an after” model for successful reading instruction.
6	More Reasons to Bother! It reveals misconceptions or naive beliefs that may impede learning. It reveals the need for pre-teaching an identifies gaps in knowledge or skills that may exist. It stimulate interest and curiosity. personalized learning experience.
7	3 Sources of Prior Knowledge What students know about school What students know about the topic What students know about the genre and media that you will use to convey information
8	Another Representation
9	Topic and Vocabulary Knowledge What students know about a topic is influenced by What the read, view, hear Their experiences Their beliefs/attitudes/interests Their vocabulary
10	Knowledge of Classroom Procedures and Vocabulary Students have different experiences with school Beliefs about the role and value of school How to participate, respond, question Procedures What “good work” looks like Classroom language (illustrations, draw conclusions, passing time, seat work, round-robin, etc.)
11	Knowledge of Genres and Media Texts are organized in many different ways. Students’ knowledge of how texts are organized, and how to “use” text features affects comprehension. Texts are “read” in different ways.
12	Narrative Texts Are usually organized episodically. Include characters, setting, plot. Use literary elements including foreshadowing, flashback and metaphor. Are the texts students are most familiar with.
13	Narrative Texts Include These Features Chapter titles and numbers Minimal illustrations Frequent use of dialogue Dialect Period language Names of characters and places
14	Science Texts Use different organizations including: Main idea, supporting detail Sequential, procedural Concept, explanation, examples Comparison, contrast
15	Science Texts Include These Features Headings and sub-headings Bolded key vocabulary (also italics and in different color) Definitions Illustrations and captions Diagrams with labels and elaboration Data charts Sidebars
16	History Texts Are organized in several ways: Chronology Main idea, supporting detail Theory, explanation, examples and non-examples Persuasive essays Comparison, contrast Biography
17	History Texts Include These Features Headings and sub-headings Bolded key vocabulary Definitions Illustrations, photographs and captions Maps Charts and graphs Timelines Sidebars
18	Some Ways of Activating Students’ Prior Knowledge Book previews Graphic organizers Video Think – Pair – Share K – W – L and LINK Survey Graffiti
19	Book Previews Use the technique of a “book walk” to preview features of content area texts and how they should be read. Encourage students to read the summary or end-of-session questions to set a purpose for reading.
20	Graphic Organizers One of the most common methods for activating PK. Lets you assess student’s knowledge and vocabulary Students learn from one another Format graphic to preview text organization
21	Some Formats for Graphic Organizers
22	Begin with a Topic or Concept
23	Elicit Knowledge From Student
24	Use as a Measure of Learning
25	Video Activates prior knowledge Helps student visualize Introduces key vocabulary Can fill in gaps Can be used in conjunction with others Is motivating and engaging
26	Think – Pair - Share Students list their ideas (or diagram them) Pair with one or more classmates to share information and add to their lists Discuss/share with the entire class Write an opinion statement based on their knowledge
27	K – W – L and LINK Helps students set a purpose for reading, learn from one another, and use their academic language. K – W – L students discuss, as a group, what they know, want to know and learned. LINK – List, Inquire, Note, Know.
28	K – W – L and LINK
29	Survey Graffiti Students write, diagram, illustrate their knowledge (and questions) on large sheets of paper labeled with key concepts/topics. Sheets reviewed by the entire class. Remain posted in the class throughout unit as a resource and a place for students to record new information as well as questions.
30	Exit Ticket – Did [ Do In the next 2 minutes, write down 1 way you used to activate prior knowledge with your students, and One new thing you will do to activate students prior knowledge in the future. Share with your neighbor.
31	Thank you!! Contact me: Eunice Greer 1909 35^th Pl. NW Washington, DC 20007 E-mail: eunice.greer@gmail.com phone: (202)320-7356