Building Background Knowledge and Vocabulary

Essential Question… How do I think about, plan, and deliver instruction so that students can learn it faster and keep it longer?

Robert Marzano Learning new content is strongly correlated to students’ background knowledge about a subject. Background knowledge is a predictor of success in school.

Know – Want to Know – Learn KnowWant to KnowLearned

Strategies to Build Background Knowledge Picture Walks Advanced Organizers Using Picture Books Tea Party Strategy Word Webs List, Group, Label Rate Your Knowledge Predicting ABCs Wordsplash

Picture Walks Scan picture books Looking for patterns, features Record notes Unknown vocabulary Discuss observations

Advanced Organizers Graphic Organizers – perhaps the most common way to help students generate nonlinguistic representations Combine linguistic mode in that they use words and phrases, and the nonlinguistic mode in that they use symbols and arrows to represent relationships

Using Picture Books Particularly effective when the students do not have background knowledge Gives base information Visuals are engaging Make predictions

Picture Books Casey Over There – World War I The Butter Battle Book – Cold War Mercedes and the Chocolate Pilot – Berlin Airlift Pie Biter – Transcontinental Railroad Seaman’s Journal: On the Trail with Lewis and Clark – US Expansion George Did It – Setting the Precedent for the Presidency The Great Migration – Migration of African Americans from the South to the North, beginning around World War I

Tea Party Strategy Engaging reading strategy – helps students activate background knowledge, anticipate what the will read, make predictions before they read, and make connections to information

Word Webs Visual organizers to help students build background knowledge American Indians Shelter Food Miscellaneous Information Clothing Transportation

List, Group, Label List essential words… Categorize the words… Defend categorize…

RateYour Knowledge Graphic Organizer – used for prior knowledge to assess students’ familiarity with words and give them a purpose for reading Builds confidence before reading because they recognize the words before beginning text

Predicting ABCs Help students activate and build background knowledge and make predictions about the content of the material they will be reading. Helps set a purpose for reading.

Wordsplash Students make predictions about the text, make connections among the words, and generates interest. –Students examine words and predict how the words are related to one another and to the topic –Write statements showing relationships prior to reading. –Read the text and see if their predictions were accurate. –After reading, revise statements to include accurate information.

Vocabulary Report of the National Reading Panel: Teaching Children to Read: An Evidenced-Based Assessment of Scientific Research Literature on Reading and Its Implications for Reading Instruction: Reports of the Subgroups (NICHHD, 2000) –Vocabulary holds a special place among these components. Vocabulary is not a development skill or one that can be seen as fully mastered. The expansion and elaboration of vocabularies is something that extends across a lifetime. (Kamil&Hiebert, 2005, p. 2)

Vocabulary “Systematic vocabulary instruction is one of the most important instructional interventions that teachers can use, particularly in low-achieving students.” –Marzano, Pickering & Pollack, 2001)

Academic Terms in Subject Areas SubjectK History Geography Economics English/LA Math Science

Vocabulary Strategies Vocabulary Word Map Word in Context Word Questioning Frayer Model Comparing Vocabulary

Vocabulary Strategies Word Walls Content Word Walls Anything Goes Lansdown Cards Find That Word Word Sightings