copyright © allyn & bacon 2011 activating prior knowledge and interest chapter 6 this...

Copyright © Allyn & Bacon 2011

Activating Prior Knowledge and Interest

Chapter 6

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Frame of Mind

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?

How can meaningful learning be achieved with content area reading?

What are the relationships among curiosity arousal, conceptual conflict, and motivation?


Frame of Mind

How and why does a prediction strategy such as use of an anticipation guide facilitate reading comprehension?

What is the value of student-generated questions, and how might teachers help students ask questions as they read?


Key Terms

Active comprehension Anticipation guides Expectation outlines Guided imagery IEPC Metacognitive

awareness Motivation

Prediction strategy PreP ReQuest Self-efficacy Story impressions Student-generated

questions


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?


Motivation to Read

Make connections between the text and students’ own lives.

Help students to understand that they are capable of generating credible responses.

Pay attention to students’ curiosity and imagination.

Understand students’ backgrounds, prior knowledge, and interests.


Assessing Students’ Prior Knowledge: PreP Strategy Initial associations with the concept: “Tell me

anything that comes to mind when…”

Reflections on initial associations: “What made you think of…[the response given by a student]?”

Reformulation of knowledge: “Based on our discussion and before we read the text, have you any new ideas about…?”


Arousing Curiosity:Creating Story Impressions Introduce the strategy.

Use large newsprint, a transparency, or a chalkboard to show students the story chain.

Read the clues together, and explain how the arrows link one clue to another in a logical order.


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

Invite the students to read the actual story silently, or initiate a shared reading experience.

For subsequent stories, use story impressions to have students write individual story predictions.


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

discussion, and group work Exploring and stretching concepts Solving and clarifying problems Exploring history and the future Exploring other lands and worlds


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

the major ideas, both implicit and explicit.

Write those ideas in short, clear, declarative statements.

Put these statements in a format that will elicit anticipation and prediction.


Making Predictions:Anticipation Guides Discuss the students’ predictions and

anticipations before they read the text selection.

Assign the text selection.

Contrast the readers’ predictions with the author’s intended meaning.


Making Predictions:IEPC Select a text passage that contains content

appropriate for developing imagery.

Have students imagine a scene for the text they are going to read.

Once they’ve heard initial responses from their classmates, have students elaborate on their initial visualizations.


Making Predictions:IEPC Have students use their initial and

elaborated images to make predictions about what they are going to read.

During and after reading, encourage students to confirm or modify their predictions based upon their reading of the text.


Question Generation:ReQuest Both the students and the teacher silently

read the same segment of the text.

The teacher closes the book and is questioned about the passage by the students.

Next, there is an exchange of roles.


Question Generation:ReQuest 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.

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