Rationale:
Activating prior knowledge is a useful skill that most mature readers naturally do. It is important to develop this skill in students because it can add to their every day learning experience. When students make connections between new content, and ideas they already have, learning is enhanced and new information is remembered. It is important to activate background knowledge before, during, and after reading. Since nonfiction text gives students a lot of new information while reading, it is important for students to active prior knowledge on the topic to make the connections and make the content easier to understand.
Content Connection: Science
Objective:
Given a science non-fiction text, students will be able to create a book jacket to activate background knowledge on the topic with appropriate explanation for illustrations with at least three connections (text to text, text to self, or text to world).
Common Core State Standards:
· CCSM.ELA-LITERACY.RI.3.7: Use information gained from illustrations and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
· CCSM.ELA-LITERACY.RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparisons, cause/effect, first/second/third in a sequence).
· CCSM.ELA-LITERACY.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
· CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
Materials:
· Science nonfiction text
· Construction paper
· Markers, crayons, colored pencils
Procedures:
Introduction/anticipatory set:
· Model pre-reading nonfiction text to illustrate how a reader activates background knowledge.
o Students will look at title and front cover and ask themselves “what do I already know about this topic?”.
o Read 1-2 pages of “Bats” (science nonfiction text) and demonstrate using background knowledge and how it is helpful during reading of nonfiction text.
o Review “text to text”, “text to self”, “text to world” and how they are useful for activating prior knowledge.
Instruction:
· Students will select a topic in the science section of the library and find a nonfiction book on topic of their choice.
· Students will preview the text.
o They do this by looking at title and pictures in the text, reading the introduction, subtitles, and sections headings and skimming across pages.
o Students will respond to prompt questions:
§ What type of text is this?
§ How is this text set up?
§ What is this text about?
§ What is this author going to be talking about?
§ What do I already know about this topic?
§ Can you make any “text to text”, “text to self”, or “text to world” connections?
· Have students create a book jacket that would activate other’s background knowledge.
· Have students write about their cover and how they used background knowledge to create the cover.
Conclusion:
· Have students leave their book jacket and written explanation of the cover on the desk and have them walk around the room to participate in a “silent museum walk”.
o This will allow students to observe each other’s work and understand how others activated background knowledge to create a book jacket.
· Have a discussion with students about activating previous knowledge. Ask:
o How does using prior knowledge and building background help us to understand text?
· Homework: Give students a KWL chart and have them select a nonfiction text from their independent book bags. Have them complete the chart at home.
Grouping:
Students will work independently to complete the book jackets. They will then observe their peers work and have a group discussion about activating prior knowledge to understand nonfiction text.
Assessment:
Students should be able to successfully create a book jacket for their science nonfiction text and provide a written explanation with at least three connections that are based off of their previous knowledge. These connections can be based off of text to text, text to self, or text to world connections.
Adaptations/accommodations/differentiation for specific learner needs:
· Quantity: The amount of connections required in the book jacket and explanation can vary depending on the student’s ability.
· Time: Students may need more time to complete the assignment and will be allotted more time if this is the case. I want students to be able to make as many connections as they can and not feel rushed so I will monitor student’s progress.
· Level of support: Some of the students may need extra support and guidance to complete the activity. I can meet with them individually or pull them aside in a small group if they need prompting or help getting their ideas down.
· Input: Some of the students may need to have the instruction delivered in another way. If I see that they do not understand activating prior knowledge during the whole group instruction, I will pull anyone who is struggling to the back table to work with them and help them understand the topic.
· Output: If students need special tools to help create their book jacket or record their explanation, the materials will be given. Some students may not want to draw their book covers and can complete their book jacket on the computer using clip art.
Activating prior knowledge is a useful skill that most mature readers naturally do. It is important to develop this skill in students because it can add to their every day learning experience. When students make connections between new content, and ideas they already have, learning is enhanced and new information is remembered. It is important to activate background knowledge before, during, and after reading. Since nonfiction text gives students a lot of new information while reading, it is important for students to active prior knowledge on the topic to make the connections and make the content easier to understand.
Content Connection: Science
Objective:
Given a science non-fiction text, students will be able to create a book jacket to activate background knowledge on the topic with appropriate explanation for illustrations with at least three connections (text to text, text to self, or text to world).
Common Core State Standards:
· CCSM.ELA-LITERACY.RI.3.7: Use information gained from illustrations and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
· CCSM.ELA-LITERACY.RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparisons, cause/effect, first/second/third in a sequence).
· CCSM.ELA-LITERACY.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
· CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
Materials:
· Science nonfiction text
· Construction paper
· Markers, crayons, colored pencils
Procedures:
Introduction/anticipatory set:
· Model pre-reading nonfiction text to illustrate how a reader activates background knowledge.
o Students will look at title and front cover and ask themselves “what do I already know about this topic?”.
o Read 1-2 pages of “Bats” (science nonfiction text) and demonstrate using background knowledge and how it is helpful during reading of nonfiction text.
o Review “text to text”, “text to self”, “text to world” and how they are useful for activating prior knowledge.
Instruction:
· Students will select a topic in the science section of the library and find a nonfiction book on topic of their choice.
· Students will preview the text.
o They do this by looking at title and pictures in the text, reading the introduction, subtitles, and sections headings and skimming across pages.
o Students will respond to prompt questions:
§ What type of text is this?
§ How is this text set up?
§ What is this text about?
§ What is this author going to be talking about?
§ What do I already know about this topic?
§ Can you make any “text to text”, “text to self”, or “text to world” connections?
· Have students create a book jacket that would activate other’s background knowledge.
· Have students write about their cover and how they used background knowledge to create the cover.
Conclusion:
· Have students leave their book jacket and written explanation of the cover on the desk and have them walk around the room to participate in a “silent museum walk”.
o This will allow students to observe each other’s work and understand how others activated background knowledge to create a book jacket.
· Have a discussion with students about activating previous knowledge. Ask:
o How does using prior knowledge and building background help us to understand text?
· Homework: Give students a KWL chart and have them select a nonfiction text from their independent book bags. Have them complete the chart at home.
Grouping:
Students will work independently to complete the book jackets. They will then observe their peers work and have a group discussion about activating prior knowledge to understand nonfiction text.
Assessment:
Students should be able to successfully create a book jacket for their science nonfiction text and provide a written explanation with at least three connections that are based off of their previous knowledge. These connections can be based off of text to text, text to self, or text to world connections.
Adaptations/accommodations/differentiation for specific learner needs:
· Quantity: The amount of connections required in the book jacket and explanation can vary depending on the student’s ability.
· Time: Students may need more time to complete the assignment and will be allotted more time if this is the case. I want students to be able to make as many connections as they can and not feel rushed so I will monitor student’s progress.
· Level of support: Some of the students may need extra support and guidance to complete the activity. I can meet with them individually or pull them aside in a small group if they need prompting or help getting their ideas down.
· Input: Some of the students may need to have the instruction delivered in another way. If I see that they do not understand activating prior knowledge during the whole group instruction, I will pull anyone who is struggling to the back table to work with them and help them understand the topic.
· Output: If students need special tools to help create their book jacket or record their explanation, the materials will be given. Some students may not want to draw their book covers and can complete their book jacket on the computer using clip art.