| Students use what they already know to make | | | | Library and internet research is perfect for this. |
| sense of what they are reading. Providing | | | | Students that work quickly can help those that |
| strategies to activate this prior knowledge is a | | | | struggle. When everyone has discovered a new |
| powerful way to improve student reading | | | | piece of information, these can be shared with |
| comprehension. | | | | the class. |
| 1. BRAINSTORM WHAT THE STUDENTS | | | | The new information could also be used in a |
| ALREADY KNOW. | | | | classroom display. Each student could write out |
| Ask the students to tell you what they already | | | | their fact on a card or strip of paper and these |
| know and then write this information on the | | | | could be placed on a noticeboard. |
| board. | | | | 4. USE PRIOR KNOWLEDGE TO CREATE |
| It can be a really useful process for the students | | | | SOMETHING. |
| to then reorganize this information. | | | | Students take what they already know to create |
| Students working in small groups can sort the | | | | something new. |
| information into lists, categories or text. Provide | | | | Students could create a labeled diagram, write a |
| each group with a large poster size piece of paper | | | | short story, design a new model, write |
| and ask them to rearrange the information into | | | | instructions or create a set of question and |
| an informative poster. Students can refresh or | | | | answer cards. |
| clarify their knowledge with dictionaries, atlases | | | | 5. USE PRIOR KNOWLEDGE TO HYPOTHESIZE. |
| and encyclopedias. Personal accounts can be | | | | Students use what they already know to explain |
| included in the form of speech balloon quotes or | | | | what might happen in a range of scenarios. |
| short stories pinned to the bottom. This should be | | | | The teacher can simply ask questions that will |
| a creative free flowing activity with the primary | | | | open up discussion or write some on the board |
| aim being the manipulation of the information. | | | | for the students to work on. |
| 2. FOCUS ON KEY ASPECTS OF THE SUBJECT. | | | | Here are some examples: |
| Students look more closely at a familiar topic by | | | | If your dog was not fed for two days, what |
| focusing on single aspects or elements. | | | | would he do? |
| Students could:think of 10 adjectives that could be | | | | If it rained for 10 days, what effect would this |
| used when discussing the subject,describe a | | | | have on you? |
| related or alternate setting,describe an integral | | | | Imagine you can't read - write three benefits and |
| process,list the people involved,write a one day | | | | three negatives about this situation. |
| diary account,write a packing or shopping list,write | | | | Imagine you had no friends at school - how would |
| a definition or explanation,describe a personal | | | | this effect your day? |
| experience,list the positive and negatives.give | | | | It makes sense to provide opportunities for your |
| examplesor define the characteristics. | | | | students to access and employ their prior |
| 3. BUILD ON PRIOR KNOWLEDGE BY | | | | knowledge before they read something complex |
| SEARCHING FOR MORE. | | | | or new. It is a simple and straight forward way to |
| Students explore the familiar subject with the aim | | | | improve their reading comprehension ability. |
| of finding one piece of information that is new. | | | | |