Building background knowledge, is a different but equally important process from activating background knowledge. How can we can help students fill in the gaps of between the knowledge that they have and the knowledge that they need to fully understand the lesson or the text?
When it is apparent that students have gaps in their knowledge and background information, the teacher must take steps to assist students in building background before the lesson begins. Following are some strategies that teachers can use to assist their students in building background knowledge:
When it is apparent that students have gaps in their knowledge and background information, the teacher must take steps to assist students in building background before the lesson begins. Following are some strategies that teachers can use to assist their students in building background knowledge:
- Picture walk/Previewing the text. A picture walk is an essential element, in my opinion, of any pre-reading program, and should be done prior to any other background building activities in order to give students a framework for how the new background knowledge will be used. It gives students an opportunity to specifically preview the story they will be reading. If students have individual copies of the book or text, have them take a picture walk in pairs. They should discuss what they see in the pictures and titles, what they think the book or reading might be about, what they hope to learn from story, and how they can relate the pictures to their own knowledge or experience. Then, together as a class, take a picture walk and give the students the opportunity to share what they and their partners discussed. Make sure to ask questions about what the students see and help them make explicit connections between their own lives and experiences and the story.
- Video Viewing. Find a video or video clip about the topic of the reading. Show it to the class and discuss it with students. Add any new knowledge to the KWL chart and any new words to the vocabulary chart.
- Manipulatives and Predictions. Select several items from the story or related to the topic for which you can find miniature representations. Divide students into small groups and provide a basket of the miniatures to each group. Have students discuss each of the manipulatives and discuss what they remind them of and predict how they might be related to the story or topic.
- Concept Definition Mapping. The concept definition map can be used to clarify and explore the key words or concepts in a lesson. Below is a sample Concept Definition Map for “war”, of course, this is only one example of a concept definition map, which can take on many forms and formats.
- Think-pair-share. After introducing a concept or topic related to the reading, give students 2 minutes to think and write a few sentences about what they already know, and one question that they hope will be answered. Then have students pair off and share what they wrote with a partner. Return to large group and give students an opportunity to share what their partner new or wanted to know. Give students the opportunity to answer another student’s question if they can.
- Current events. If reading a non-fiction book about a real world event, situation or phenomena (hurricanes, tornadoes, homelessness), then gather a selection of news and magazine articles related to the topic (preferably with pictures). If necessary, adapt the text for readability for students. Give students the opportunity to read in pairs or small groups. Then have the groups discuss and write 1-2 sentences about how the article they read may relate to their lives or personal experiences.
- Cubing. This is a writing activity that can be useful for looking at a subject from six different sides. It can also be used as an individual or pair activity for building background knowledge. This strategy can be used for something as simple as a pencil or water to a complicated issue such as homelessness.
- Describe it: consider and visualize the subject in detail. What does it look like? Think about colors, shapes and memories.
- Compare it: What is the object or idea similar to? What is it different from? Explain how.
- Associate it: What does it make you think of?
- Analyze it: How is it made? How does it work? If you are not sure, make a prediction.
- Apply it: Tell what you can do with it. How can it be used? How does it work?
- Argue for or against it: Take a stand. Why are you in favor of or against this object?
Inside/Outside Circles
In Chapter 3, Ms. Schmidt used inside/outside circles during her lesson in her 5th grade social studies class. This strategy also requires student movement and is intended to extend thinking through multiple conversations. Two concentric circles of students stand and face one another. The teacher poses a question to the class, and the partners talk for a brief time (usually 30–60 seconds). At the signal, the outer circle rotates one position to the left to face a new partner. The conversation continues for several rotations.Mr. Garland uses inside/outside circles in his 10th grade English class to get discussion going about a thought-provoking question. "You've got to ask a good, meaty question," he cautions, "or they'll run out of things to say pretty quickly." His class will be reading a variety of titles to explore the essential question "When does the desire to obtain something or someone become destructive?" For several minutes, students explore this idea with a series of partners, while Mr. Garland listens in on the conversations. "It helps me to make connections to books I am going to discuss with them, and reminds me of what's in the heads of 15-year-olds."- PreP strategy. This strategy helps teachers to assess the background knowledge of the students and to build their background knowledge by hearing what their peers know about the topic. The PreP strategy follows the following steps:
1. Initial associations- students are asked to jot down whatever comes to their mind when they think of a particular word or concept
2. Sharing- students are asked to share what they wrote. The teacher checks to ensure that each student has a chance to get his or her idea listed on a collective list.
3. Reflecting- if a student does not offer a rationale, the teacher should ask each student why s/he make that particular association. The added discussion facilitates the building of background for the rest of the class.
4. Organizing conceptually- once each student has had the chance to share, students are divided into groups to consider what types of categories they might be able to classify these terms into (the teacher may also designate the categories and simply have students organize the words within them).
5. Discussion- the teacher should now lead a full-class discussion to determine the thinking of various groups.
Once students have completed the PreP strategy, they should have discovered that even if they thought they knew nothing about a topic or concept, they have discovered through discussion with their classmates that they really do know something.
According to Jim Cummins building background knowledge and activating prior knowledge is one of the 3 Pillars of English Language Learning (http://www.ednebula.com/index.php/earticles/434-the-three-pillars-of-english-language-learning.html)
The Three Pillars of English Language Learning
by Dr. Jim Cummins, the University of Toronto
Teaching social studies is as much about teaching new ideas and skills as it is about teaching language—new vocabulary, new terms, and new text structures abound in each year of social studies learning. Yet more teachers than ever before are working with students whose first language is not English. Students enter today’s classrooms from diverse backgrounds, and educators are sometimes overwhelmed by the challenge of meeting every student’s needs.
Teachers of students who are English language learners will find that best teaching practices for those students are often the same as best teaching practices for all students. However, there are critical understandings that a teacher must possess, about language proficiency and about the foundations of teaching language, in order to successfully support English language learners on their journey.
Understanding Language Proficiency
In order to understand how English learners develop second-language literacy and reading comprehension, we must distinguish among three different aspects of language proficiency.
In order to understand how English learners develop second-language literacy and reading comprehension, we must distinguish among three different aspects of language proficiency.
Conversational fluency
This dimension of proficiency represents the ability to carry on a conversation in face-to-face situations. Most native speakers of English have developed conversational fluency by age 5. This fluency involves the use of high-frequency words and simple grammatical constructions. English learners generally develop fluency in conversational English within a year or two of intensive exposure to the language in school or in their neighborhood environments.
This dimension of proficiency represents the ability to carry on a conversation in face-to-face situations. Most native speakers of English have developed conversational fluency by age 5. This fluency involves the use of high-frequency words and simple grammatical constructions. English learners generally develop fluency in conversational English within a year or two of intensive exposure to the language in school or in their neighborhood environments.
Discrete language skills
These skills reflect specific phonological, literacy, and grammatical knowledge that students can acquire in two ways—through direct instruction or through immersion in a literacy-rich and language-rich environment in home or in school. The discrete language skills acquired early include
• knowledge of the letters of the alphabet
• knowledge of the sounds represented by individual letters and combinations of letters
• the ability to decode written words
Children can learn these specific language skills concurrently with their development of basic English vocabulary and conversational fluency.
These skills reflect specific phonological, literacy, and grammatical knowledge that students can acquire in two ways—through direct instruction or through immersion in a literacy-rich and language-rich environment in home or in school. The discrete language skills acquired early include
• knowledge of the letters of the alphabet
• knowledge of the sounds represented by individual letters and combinations of letters
• the ability to decode written words
Children can learn these specific language skills concurrently with their development of basic English vocabulary and conversational fluency.
Academic language proficiency
This dimension of proficiency includes knowledge of the less-frequent vocabulary of English as well as the ability to interpret and produce increasingly complex written language. As students progress through the grades, they encounter
• far more low-frequency words, primarily from Greek and Latin sources
• complex syntax (for example, sentences in passive voice)
• abstract expressions
This dimension of proficiency includes knowledge of the less-frequent vocabulary of English as well as the ability to interpret and produce increasingly complex written language. As students progress through the grades, they encounter
• far more low-frequency words, primarily from Greek and Latin sources
• complex syntax (for example, sentences in passive voice)
• abstract expressions
Acquiring academic language is challenging. Schools spend at least 12 years trying to teach all students the complex language associated with academic success. It is hardly surprising that research has repeatedly shown that English language learners, on average, require at least 5 years of exposure to academic English to catch up to native-speaker norms. Effective instruction for English language learners is built on three fundamental pillars.
Activate Prior Knowledge and Build Background
No learner is a blank slate. Each person’s prior experience provides the foundation for interpreting new information. In reading, we construct meaning by bringing our prior knowledge of language and of the world to the text. The more we already know about the topic in the text, the more of the text we can understand. Our prior knowledge enables us to make inferences about the meaning of words and expressions that we may not have come across before.
No learner is a blank slate. Each person’s prior experience provides the foundation for interpreting new information. In reading, we construct meaning by bringing our prior knowledge of language and of the world to the text. The more we already know about the topic in the text, the more of the text we can understand. Our prior knowledge enables us to make inferences about the meaning of words and expressions that we may not have come across before.
Furthermore, the more of the text we understand, the more new knowledge we can acquire. This expands our knowledge base (what cognitive psychologists call schemata, or underlying patterns of concepts). Such comprehension, in turn, enables us to understand even more concepts and vocabulary.
It is more important to activate students’ prior knowledge because students may not realize what they know about a particular topic or issue. Their knowledge may not facilitate learning unless that knowledge is brought to consciousness. Teachers can use a variety of strategies to activate students’ prior knowledge:
• Brainstorming
• Discussion
• Direct experience
• Dramatization
• Visual stimuli
• Student writing
• Drawing
• Brainstorming
• Discussion
• Direct experience
• Dramatization
• Visual stimuli
• Student writing
• Drawing
When students don’t already have knowledge about a topic, it is important to help them acquire that knowledge. For example, in order to comprehend text such as “The Midnight Ride of Paul Revere,” students need to have background in United States history.
Access Content
How can teachers make complex academic English comprehensible for students who are still in the process of learning English?
How can teachers make complex academic English comprehensible for students who are still in the process of learning English?
We can scaffold students’ learning by modifying the input itself. Here are a variety of ways of modifying the presentation of the academic content to students so that they can more effectively gain access to the meaning.
Using visuals
Visuals enable students to “see” the basic concepts we are trying to teach much more effectively than if we rely only on words. Among the visuals we can use are
• pictures, diagrams, and maps
• real objects
• vocabulary cards
• graphic organizers
Visuals enable students to “see” the basic concepts we are trying to teach much more effectively than if we rely only on words. Among the visuals we can use are
• pictures, diagrams, and maps
• real objects
• vocabulary cards
• graphic organizers
Dramatization and acting out
For beginning English learners, Total Physical Response, in which they follow commands such as “Turn around,” can be highly effective. The meanings of words can be demonstrated through gestures and pantomime.
For beginning English learners, Total Physical Response, in which they follow commands such as “Turn around,” can be highly effective. The meanings of words can be demonstrated through gestures and pantomime.
Language clarification
This category of teaching methods includes languageoriented activities that clarify the meaning of new words and concepts. Use of dictionaries, either bilingual or Englishonly, is still the most direct method of getting access to meaning.
This category of teaching methods includes languageoriented activities that clarify the meaning of new words and concepts. Use of dictionaries, either bilingual or Englishonly, is still the most direct method of getting access to meaning.
Making personal and cultural connections
We should constantly search for ways to link academic content with what students already know and what is familiar to them from their family or cultural experiences. This not only validates children’s sense of identity, but it also makes the learning more meaningful.
We should constantly search for ways to link academic content with what students already know and what is familiar to them from their family or cultural experiences. This not only validates children’s sense of identity, but it also makes the learning more meaningful.
Extend Language
A systematic exploration of language is essential if students are to develop a curiosity about language and deepen their understanding of how words work. Students should become language detectives who investigate the mysteries of language and how it has been used throughout history to shape and change society.
A systematic exploration of language is essential if students are to develop a curiosity about language and deepen their understanding of how words work. Students should become language detectives who investigate the mysteries of language and how it has been used throughout history to shape and change society.
When students know rules or conventions of how words are formed, it gives them an edge in extending vocabulary. It helps them figure out the meaning of words and how to form different parts of speech from words. The exploration of language can focus on meaning, form, or use.
Focus on meaning
Categories that can be explored within a focus on meaning include
• native language equivalents or cognates
• synonyms, antonyms, and homonyms
• meaning of prefixes, roots, or suffixes
Categories that can be explored within a focus on meaning include
• native language equivalents or cognates
• synonyms, antonyms, and homonyms
• meaning of prefixes, roots, or suffixes
Focus on form
Categories that can be explored within a focus on form include
• word families
• words with the same prefixes, roots, or suffixes
• grammatical patterns
Categories that can be explored within a focus on form include
• word families
• words with the same prefixes, roots, or suffixes
• grammatical patterns
Focus on use
Categories that can be explored within a focus on use include
• general uses
• metaphorical use
• advertisements
• idioms
• proverbs
• puns and jokes
Categories that can be explored within a focus on use include
• general uses
• metaphorical use
• advertisements
• idioms
• proverbs
• puns and jokes
The Three Pillars
Establish a solid structure for the effective instruction of English language learners with the Three Pillars of English Language Learning:
• Activate Prior Knowledge and Build Background
• Access Content
• Extend Language
Establish a solid structure for the effective instruction of English language learners with the Three Pillars of English Language Learning:
• Activate Prior Knowledge and Build Background
• Access Content
• Extend Language
Dr. Cummins teaches in the Department of Curriculum, Teaching, and Learning of the Ontario Institute for Studies in Education at the University of Toronto. His research has focused on the education of bilingual students and the possibilities and pitfalls of technology in education. Dr. Cummins has written and presented many works on secondlanguage learning and literacy development, including “Language and the Human Spirit” (TESOL Matters 13, December 2002–Feb 2003) and The International Handbook of English Language Teaching (Springer, 2007), co-edited with Chris Davison.
