Activating Prior Knowledge and Interest Chapter 6 Copyright

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Activating Prior Knowledge and Interest Chapter 6 Copyright © Allyn & Bacon 2011 This

Activating Prior Knowledge and Interest Chapter 6 Copyright © Allyn & Bacon 2011 This multimedia product and its content are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

Frame of Mind n Why do prereading strategies that activate prior knowledge and raise

Frame of Mind n Why do prereading strategies that activate prior knowledge and raise interest in the subject prepare students to approach text reading in a critical frame of mind? n How can meaningful learning be achieved with content area reading? n What are the relationships among curiosity arousal, conceptual conflict, and motivation? Copyright © Allyn & Bacon 2011

Frame of Mind n How and why does a prediction strategy such as use

Frame of Mind n How and why does a prediction strategy such as use of an anticipation guide facilitate reading comprehension? n What is the value of student-generated questions, and how might teachers help students ask questions as they read? Copyright © Allyn & Bacon 2011

Key Terms n Active comprehension n Prediction strategy n Anticipation guides n Pre. P

Key Terms n Active comprehension n Prediction strategy n Anticipation guides n Pre. P n Expectation outlines n Re. Quest n Guided imagery n Self-efficacy n IEPC n Story impressions n Metacognitive n Student-generated awareness n Motivation questions Copyright © Allyn & Bacon 2011

Motivation to Read Typically, by the time they enter middle school, students’ motivation to

Motivation to Read Typically, by the time they enter middle school, students’ motivation to read often declines. What can teachers do to address this decline? Copyright © Allyn & Bacon 2011

Motivation to Read n Make connections between the text and students’ own lives. n

Motivation to Read n Make connections between the text and students’ own lives. n Help students to understand that they are capable of generating credible responses. n Pay attention to students’ curiosity and imagination. n Understand students’ backgrounds, prior knowledge, and interests. Copyright © Allyn & Bacon 2011

Assessing Students’ Prior Knowledge: Pre. P Strategy n Initial associations with the concept: “Tell

Assessing Students’ Prior Knowledge: Pre. P Strategy n Initial associations with the concept: “Tell me anything that comes to mind when…” n Reflections on initial associations: “What made you think of…[the response given by a student]? ” n Reformulation of knowledge: “Based on our discussion and before we read the text, have you any new ideas about…? ” Copyright © Allyn & Bacon 2011

Arousing Curiosity: Creating Story Impressions n Introduce the strategy. n Use large newsprint, a

Arousing Curiosity: Creating Story Impressions n Introduce the strategy. n Use large newsprint, a transparency, or a chalkboard to show students the story chain. n Read the clues together, and explain how the arrows link one clue to another in a logical order. Copyright © Allyn & Bacon 2011

Arousing Curiosity: Creating Story Impressions n Demonstrate how to write a story. n Invite

Arousing Curiosity: Creating Story Impressions n Demonstrate how to write a story. n Invite the students to read the actual story silently, or initiate a shared reading experience. n For subsequent stories, use story impressions to have students write individual story predictions. Copyright © Allyn & Bacon 2011

Establishing Problematic Perspectives: Guided Imagery n Building an experience base for inquiry, discussion, and

Establishing Problematic Perspectives: Guided Imagery n Building an experience base for inquiry, discussion, and group work n Exploring and stretching concepts n Solving and clarifying problems n Exploring history and the future n Exploring other lands and worlds Copyright © Allyn & Bacon 2011

Making Predictions: Anticipation Guides n Analyze the material to be read. Determine the major

Making Predictions: Anticipation Guides n Analyze the material to be read. Determine the major ideas, both implicit and explicit. n Write those ideas in short, clear, declarative statements. n Put these statements in a format that will elicit anticipation and prediction. Copyright © Allyn & Bacon 2011

Making Predictions: Anticipation Guides n Discuss the students’ predictions and anticipations before they read

Making Predictions: Anticipation Guides n Discuss the students’ predictions and anticipations before they read the text selection. n Assign the text selection. n Contrast the readers’ predictions with the author’s intended meaning. Copyright © Allyn & Bacon 2011

Making Predictions: IEPC n Select a text passage that contains content appropriate for developing

Making Predictions: IEPC n Select a text passage that contains content appropriate for developing imagery. n Have students imagine a scene for the text they are going to read. n Once they’ve heard initial responses from their classmates, have students elaborate on their initial visualizations. Copyright © Allyn & Bacon 2011

Making Predictions: IEPC n Have students use their initial and elaborated images to make

Making Predictions: IEPC n Have students use their initial and elaborated images to make predictions about what they are going to read. n During and after reading, encourage students to confirm or modify their predictions based upon their reading of the text. Copyright © Allyn & Bacon 2011

Question Generation: Re. Quest n Both the students and the teacher silently read the

Question Generation: Re. Quest n Both the students and the teacher silently read the same segment of the text. n The teacher closes the book and is questioned about the passage by the students. n Next, there is an exchange of roles. Copyright © Allyn & Bacon 2011

Question Generation: Re. Quest n n On completion of the student-teacher exchange, the class

Question Generation: Re. Quest n n On completion of the student-teacher exchange, the class and the teacher read the next segment of the text. Steps 2 and 3 are repeated. Students stop questioning and begin predicting. Students are then assigned the remaining portion of the selection to read silently. The teacher facilitates a follow-up discussion of the material. Copyright © Allyn & Bacon 2011

Chapter 3 Prior Knowledge Activating and Developing ConceptsChapter 3 Prior Knowledge Activating and Developing Concepts
Chapter 9 Cellular Reproduction Activating Prior Knowledge 1Chapter 9 Cellular Reproduction Activating Prior Knowledge 1
Symbolism and Allegory Activating Prior Knowledge See ifSymbolism and Allegory Activating Prior Knowledge See if
Activating Prior Knowledge 1 2 3 4 5Activating Prior Knowledge 1 2 3 4 5
Unit 3 Opener Theme Imagination Activating Prior KnowledgeUnit 3 Opener Theme Imagination Activating Prior Knowledge
FLIGHT Activating Prior Knowledge LESSON VOCABULARY Device aFLIGHT Activating Prior Knowledge LESSON VOCABULARY Device a
4 3 Properties of Exponents Activating Prior Knowledge4 3 Properties of Exponents Activating Prior Knowledge
4 5 Scientific Notation Activating Prior Knowledge Notes4 5 Scientific Notation Activating Prior Knowledge Notes
Activating Prior Knowledge APK is used to provideActivating Prior Knowledge APK is used to provide
Reading Strategies Activating Prior Knowledge Definition When youReading Strategies Activating Prior Knowledge Definition When you
Activating Prior Knowledge Every culture possesses different valuesActivating Prior Knowledge Every culture possesses different values
Activating Prior Knowledge I can use what IActivating Prior Knowledge I can use what I
Mod 3 LSN 1 Dilations ACTIVATING PRIOR KNOWLEDGEMod 3 LSN 1 Dilations ACTIVATING PRIOR KNOWLEDGE
Activating Prior Knowledge Tie to LO Module 7Activating Prior Knowledge Tie to LO Module 7
M 5 LSN 5 Activating Prior Knowledge NotesM 5 LSN 5 Activating Prior Knowledge Notes