Edutopia has published an excerpt from our new book, The ELL Teacher’s Toolbox.
All teachers have a least heard about the importance of helping students connect their prior, or background, knowledge to new information and concepts — it’s a very effective learning/teaching strategy.
Here is a collection of new and prior articles and posts that can help teachers (and students) understand why it’s important and consider various instructional strategies to do it effectively in the classroom:
What you already know is the key to learning new things is a new article in the Guardian, and the piece that prompted this “Best” list.
Does Background Knowledge Matter to Reading Comprehension? by Russ Walsh.
We all know that students learn more effectively if they can connect new information to prior knowledge. How the brain builds on prior knowledge is a report on a new study that saw how different parts of the brain actually do it.
Background Knowledge: A Key to Close Reading with ELLs is from Colorin Colorado
Prior Knowledge: Can We Really Level the Playing Field? is by Timothy Shanahan.
Prior Knowledge Part 2 is by Timothy Shanahan.
When Readers Struggle: Background Knowledge is from Russ on Reading.
8 Strategies to Quickly Assess Prior Knowledge is by Barbara Blackburn, and appeared in Middleweb.
— 🌍 v a l e n t i n a g o n z a l e z (@ValentinaESL) January 16, 2018
The importance of prior knowledge: pic.twitter.com/Y4GqNd94wn
— Kelly Gallagher (@KellyGToGo) February 13, 2018
Here are some interesting thoughts on the KWL chart from Crawling Out Of The Classroom.
This #communicative activity prepares the class for #reading a text and encourages them to #collaborate together.
📘 You can find more suggestions for pre-, during and post reading activities here:https://t.co/g7se05ynDy#21stcenturylearning #TESOL #ELT #TEFL #teachingenglish pic.twitter.com/e841Ew64sG
— TeachingEnglish (@TeachingEnglish) December 3, 2018
Research Zeroes In on a Barrier to Reading (Plus, Tips for Teachers) appeared in Edutopia.
Using RAN Charts to Reimagine Nonfiction Learning appeared in Medium.
I was today’s years old when I learned about adding an extra “W” to our KWL chart 😲
The extra “W” asks students to think about WHY they want to learn what they indicated about the topic.
“This helps improve students’ metacognitive skills…adding higher order thinking. @SDLBACK pic.twitter.com/72yLUTJH30
— Emily Fɾαɳƈιʂ 💫 (@emilyfranESL) January 31, 2020
‘Teaching That Activates & Leverages Background Knowledge Is an Equity Issue’ is the headline of my latest Education Week Teacher column.
Building Background Knowledge is from Reading Rockets.
⭐️Background knowledge⭐️ is🔑 to comprehension. When supporting #ELs, don’t forget about the💪of activating & building🧠through vocab instruction, rich experiences, & content materials. @irina_mcgrath & I💜these resources. #ell2point0 #ESL #JCPSESL
— Michelle Makus Shory (@michelleshory) March 2, 2021
— Daniel Willingham (@DTWillingham) March 26, 2021
Determining How Much Background Knowledge to Provide for ELLs is from Colorin Colorado.
The science that’s missing from science of reading laws is from Chalkbeat.