[blank]
Strategies:  Browse Reading Strategies
 

Connecting to Prior Knowledge

by Paula Guisinger
  What is connecting to prior knowledge?
Connecting to prior knowledge involves making associations. Good readers are active in constructing meaning through the process of interacting with what they read and connecting this knowledge with what they already know (Anderson, Herbert, Scott, & Wilkerson, 1985). These connections, or associations, help to elucidate meaning and deepen comprehension.  
 

return to top


  Where is connecting to prior knowledge discussed in the Ohio Academic Content Standards?
English Language Arts

Standard: Reading Process—Concepts of Print, Comprehension Strategies and Self Monitoring Strategies
Grades 4–7
  Benchmark A. Determine a purpose for reading and use a range of reading comprehension strategies to better understand text.
Grades 8–12
  Benchmark A. Apply reading comprehension strategies to understand grade appropriate text.

Standard: Writing Process
Grades 5–7
  Benchmark A. Generate writing topics and establish a purpose appropriate for the audience.
Grades 8–12
  Benchmark A. Formulate writing ideas and identify a topic appropriate to the purpose and audience.

Social Studies

Standard: Social Studies Skills and Methods
Grades 6–8
  Benchmark A. Analyze different perspectives on a topic obtained from a variety of sources.
Grades 9–10
  Benchmark A. Evaluate the reliability and credibility of sources.

Math

Standard: Data Analysis and Probability
Grades 5–7
  Benchmark G. Evaluate interpretations and conclusions as additional data are collected, modify conclusions and predictions, and justify new findings.

Science

In science, connecting to prior knowledge is implied in the standards. 		 
 

return to top


  How does connecting to prior knowledge support reading comprehension?
In How the Brain Learns, David Sousa (2001) notes that "past experiences always influence new learning. What we know acts as a filter, helping us attend to those things that have meaning and discard those that don't" (p. 49). When we read something new, we are much more likely to understand it if we see connections that make it relevant. When these connections are murky or unseen, reading comprehension gets cloudy.  
 

return to top


  What activities support students in connecting to prior knowledge?


According to Helping Middle and High School Readers (Riggs & Gil-Garcia, 2001), "three types of prior knowledge are considered especially important for students as they read content-area texts: (1) knowledge about the topic, (2) knowledge about the structure and organization of the text, and (3) knowledge about vocabulary" (quoted in Frank, Grossi, & Stanfield, 2006, p. 12). If students approach a text with large gaps in any (or all) of these areas, it will be a struggle to read the text. Recognizing where these gaps lie is crucial in planning the prereading stage.



Brainstorming
Brainstorming allows students to share their knowledge and experiences related to a topic, creating interest in the text. The strategy facilitates comprehension by activating prior knowledge.

Begin by listing words or concepts that will be in the text. You might use a KWL chart, a concept map, or just a simple brainstorm list. Then ask students to identify what they already know about these words or concepts—in writing or orally. This can be done individually, in small groups, or in a large group. Share the information with the entire class before reading the text.

For example:
For language arts, before reading a folktale, brainstorm with students, asking what they know about folktales, if they can supply examples of folktales, and what are the characteristics of folktales.

For social studies, before reading about the American Revolution, brainstorm, one at a time, important terms such as Boston Tea Party, boycott, independence, and patriot.

For science, before reading about types of solutions, brainstorm, one at a time, significant vocabulary terms such as colloids and suspensions, concentrates, and saturation.



From the ORC Collection: Anticipation Guide
The lesson "Guided Comprehension: Previewing Using an Anticipation Guide" gives students practice in connecting to prior knowledge. The ORC record (#2817) describes the lesson this way:
The focus of this lesson is on helping students to use effective strategies for reading comprehension. Strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences. Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson introduces students to the comprehension strategy of previewing. Students use an anticipation guide to preview and make predictions about the story Teammates by Peter Golenbock. Students also work in teacher- and student-directed small groups to extend their use of the previewing strategy. Detailed procedural guidelines are provided for instructors. Links to references and activity sheets are available at the website. (author/ncl)
You can view the full ORC record, which includes a link to the resource along with information such as standards alignment, at http://www.ohiorc.org/record/?id=2817, or go straight to the site at http://www.readwritethink.org/lessons/lesson_view.asp?id=226.


  

Identifying Questions
Identify important questions about a topic that should or could be answered through the reading as well as connected with students' prior knowledge. Have students read multiple sources to answer the questions. You might have students use the following graphic organizer, inspired by one in Beer and Howell (2003):


Subject: Facts about colds
 
Question: What causes the common cold?

What I know that will help answer the question:

First resource
What I just read that will help answer the question:

Name of resource:
Page number:

Second resource
What I just read that will help answer the question:

Name of resource:
Page number:

Third resource
What I just read that will help answer the question:

Name of resource:
Page number:

Question: Why is a vaccine helpful in preventing the flu but not a cold?

What I know that will help answer the question:

First resource
What I just read that will help answer the question:

Name of resource:
Page number:

Second resource
What I just read that will help answer the question:

Name of resource:
Page number:

Third resource
What I just read that will help answer the question:

Name of resource:
Page number:



A template for this graphic organizer is available for your use.




In this during-reading activity, the teacher divides the assignment into three relatively equal parts. As the students finish reading each part, have them list:
  • One main idea or an important idea in the section
  • One question they have about what they read
  • One connection they made between the reading and information they already knew. The question could be one which is not answered in the text but to which they would like the answer.
The main idea I chose:

It is important to model the use of reading strategies for all students across all content area so they can become better readers.


Text section from: "Importance of Reading Strategies"
to: "Origin Strategies"		 What is it I want to know?

How do I do that in my math classroom?		 The connection between what I read and what I know:

Connection: SIRI instructors modeled reading strategies in their course last summer.
The main idea I chose:











Text section from:
to:		 What is it I want to know?
The connection between what I read and what I know:
The main idea I chose:











Text section from:
to:		 What is it I want to know?
The connection between what I read and what I know:


A template for this graphic organizer is available for your use.



     

Read the Questions First
As suggested in Frank, Grossi, and Stanfield (2006), the teacher decides what the students need to know at the end of the lesson and prepares a set of questions to facilitate learning. Or if there are questions listed at the end of the story or nonfiction chapter, the teacher can also use those.

Before the students begin to read, the teacher gives the students a sheet of questions. The students read the questions and then look through the story or chapter, paying special attention to titles, headings, captions, pictures, charts, and so forth. Using their prior knowledge and the information they gained, they then answer the questions.

Now the students are ready to begin reading. As they read, they seek to clarify or verify predictions and note new information on their question sheet. This can be done individually or in small groups.

After reading, have students discuss any changes that occurred in their responses on their question sheet. The teacher records answers that the group has reached on an overhead or smart board. The students can then use the answers as a study guide.


     

From the ORC Collection: Reading and Thinking Strategies
Check out the three-part activity at "Before, During, and After Reading: Reading and Thinking Strategies" (ORC Record #141):
This resource summarizes widely accepted comprehension strategies that effective readers use to understand a variety of texts. Based, in part, on research related to students' use of prior knowledge, this resource provides a chart describing the strategies used when students are effectively engaged in reading. (author/ncl)
You can access the full ORC record at http://www.ohiorc.org/record/?id=141, or you can go right to the activity at http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2befor.htm.


  

From the ORC Collection: Double-Entry Journals
A lesson that supports connecting to prior knowledge is "Guided Comprehension: Making Connections Using a Double-Entry Journal." The description in the ORC record (Record #2815) reads:
Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson introduces students to the comprehension strategy of making connections. Building strategic reading allows students to monitor their own thinking and make connections between texts and their own knowledge. (author/ncl)
You can see the entire ORC record at http://www.ohiorc.org/record/?id=2815, or you can go directly to the resource at http://www.readwritethink.org/lessons/lesson_view.asp?id=228.



From the ORC Collection: "Meeting of the Minds" Technique
Another lesson that targets connecting to prior knowledge is "Guided Comprehension: Evaluating Using the Meeting of the Minds Technique." The ORC record (Record #2813) provides this summary:
Based on the Guided Comprehension Model developed by Maureen McLaughlin and Mary Beth Allen, this lesson introduces students to the comprehension strategy of evaluating texts. Building strategic reading allows students to monitor their own thinking and make connections between texts and their own experiences. Students learn how to evaluate information using the meeting of the minds technique, a strategy that teaches them to act out the opposing views of two or more characters in an oral debate or interview format. Although this lesson focuses on a specific text, the strategy and the procedures may be adapted to fit other instructional scenarios. (author/ncl)
You can see the entire ORC record at http://www.ohiorc.org/record/?id=2813, or you can go directly to the resource at http://www.readwritethink.org/lessons/lesson_view.asp?id=244.		  
 

return to top


  How can connecting to prior knowledge be used to teach vocabulary?
Choose nine to ten important words that a child would need to know to understand the text or content-area material. Have the students decide: Do they not know the word at all, do they think they might know the meaning, or do they know the meaning? Next, have the students read the words in the context of the text. As they read the story or content material or after they have finished reading, have them repeat the procedure and fill in the meanings of the words. The table below, based on one by Janet Allen (1999), shows an example of the kind of graphic organizer that students could use for this activity. Print off our template if you wish, or for a deluxe version—the Allen original—go to http://www.stenhouse.com/pdfs/0085appe.pdf (scroll down to E.3, "How Well Do I Know These Words").

Word I really don't know what this word means I may know the meaning. I think it means I do know it. It means

docent
 		 X    
co-owner     To own something with someone

pragmatic
 		 X    
compliance
 
 		 You have to do it  

 
 		      


A template for this graphic organizer is available for your use.
 
 

return to top


  Where can I go for additional resources pertaining to connecting to prior knowledge?
Allen, Janet. (1999). Words, words, words: Teaching vocabulary in grades 4–12. York, ME: Stenhouse.

Anderson, R. C., Herbert, E., Scott, J., & Wilkinson, J. (1985). Becoming a nation of readers. Washington, DC: National Academy of Education.

Beer, S., & Howell, L. (2003). Reading strategies for the content areas: Teaching and learning strategies across the curriculum. Alexandria, VA: Association for Supervision and Curriculum.

Frank, Cecilia, Grossi, Janice, & Stanfield, Dorothy. (2006). Applications of reading strategies within the classroom. Boston: Pearson.

Harvey, Stephanie, & Goudvis, Anne. (2000). Strategies that work. York, ME: Stenhouse.

Riggs, Ernestine Gates, & Gil-Garcia, Ana. (2001). Helping middle and high school readers. Arlington, VA: Educational Research Service.

Sadler, Charlotte. (2005). Comprehension strategies for middle grade learners. Newark, DE: International Reading Association.

Sousa, David. (2001). How the brain learns. Thousand Oaks, CA: Corwin Press.
 
 

return to top


References

Allen, Janet. (1999). Words, words, words: Teaching vocabulary in grades 4–12. York, ME: Stenhouse, 1999.
 
Anderson, R. C., Herbert, E., Scott, J., & Wilkinson, J. (1985). Becoming a nation of readers. Washington, DC: National Academy of Education.
 
Beer, S., & Howell, L. (2003). Reading strategies for the content areas. Alexandria, VA: Association for Supervision and Curriculum Development.
 
Frank, Cecilia, Grossi, Janice, & Stanfield, Dorothy. (2006). Applications of reading strategies within the classroom. Boston: Pearson.
 
Riggs, Ernestine Gates, & Gil-Garcia, Ana. (2001). Helping middle and high school readers: Teaching and learning strategies across the curriculum. Arlington, VA: Educational Research Service.
 
Sousa, David. (2001). How the brain learns. Thousand Oaks, CA: Corwin Press.
 
Paula Guisinger is a retired teacher who has 35 years of experience in K–6 grade classrooms. She is currently busy teaching SIRI courses and working on other literacy projects.
 

return to top