Building Background Knowledge

​Building Background Knowledge in a Diverse, International Classroom

​Building Background Knowledge in a Diverse, International Classroom

Objectives:

By the end of this session, you will be able to:

• Explain how background knowledge supports comprehension and learning

• Recognize and value the diverse cultural, linguistic, and experiential backgrounds that influence students’ understanding

• Apply practical, evidence-based strategies to intentionally build and activate students’ background knowledge

Please read the following news articles:

• Alana King stars as Australia demolish South Africa at World Cup

• American Melissa Jefferson-Wooden wins world title in women’s 100m and sets championship record

Poll

Which news article was easier for you to understand?

• Alana King stars as Australia demolish South Africa at World Cup

• American Melissa Jefferson-Wooden wins world title in women's 100m and sets championship record

Open Ended

Why was the news article easier for you to understand?

Open Ended

What is Reading?

What is Reading?

What is Reading?

Reading is making meaning from print.

(Reading Rockets, n.d.)

What is Reading?

Reading requires that we do the following:

• Identify the words in print: a process called word recognition

• Construct an understanding from them: a process called comprehension

• Coordinate identifying words and making meaning so that reading is automatic and accurate: an achievement called fluency
  

(Reading Rockets, n.d.)

Models of Reading

Models of Reading

The Simple View of Reading (SVR)

(Image Source: LD@school)

Models of Reading

The Simple View of Reading (SVR)

(Reading Rockets, n.d.)

Models of Reading

Scarborough's
Reading Rope

(Image Source: LD@school)

Models of Reading

Scarborough's Reading Rope

• Dr. Hollis Scarborough's Reading Rope provides an illustration of the multiple strands of proficient reading.

• The rope model unravels the critical skills of word recognition and language comprehension.

(AIM Institute for Learning and Research, n.d.)

Models of Reading

Scarborough's Reading Rope

• The metaphor of a woven rope illustrates the inter-connectedness of each "strand" — as well as the complexity of helping students become skilled readers.

(Reading Rockets, n.d.)

Scarborough's Reading Rope

A Model of Reading

Multiple Select

Which reading subskills are part of Word Recognition?

• Phonological Awareness

• Language Structures

• Decoding

• Background Knowledge

• Sight Recognition

Multiple Select

Which reading subskills are part of Language Comprehension?

• Background Knowledge

• Vocabulary Knowledge

• Language Structures

• Verbal Reasoning

• Literacy Knowledge

Multiple Choice

According to Scarborough’s Reading Rope model, which statement best describes the development of skilled reading?

• Vocabulary knowledge alone is the primary driver of reading proficiency.

• Fluency is the only subskill necessary for comprehension once decoding is mastered.

• Skilled reading emerges from the simultaneous and intertwined development of word recognition and language comprehension subskills.

• Word recognition and language comprehension develop independently and are combined only after mastery of each.

Scarborough's Reading Rope

A Model of Reading

Understanding Background Knowledge

Open Ended

What is Background Knowledge?

Strategies to
Build and Strengthen Background Knowledge

The resources below offer practical approaches to enhancing students' background knowledge:

• Building Background Knowledge | Reading Rockets

• The Importance of Background Knowledge in Understanding Text | TeachHUB

• 5 Steps to Leveraging Background Knowledge in Lessons | Edutopia

Application:
Collaborative Planning

Collaborative Planning

1. In grade-level or mixed groups, select a short reading text from your subject area.

2. Plan two activities that build or activate background knowledge related to the text.

3. Share your planned activities on the Google Doc

Reflection

Multiple Choice

In Scarborough’s Reading Rope, which of the following best illustrates the relationship between word recognition and language comprehension?

• Language comprehension is only important for advanced readers.

• Word recognition is more important than comprehension for reading development.

• They develop linearly, one after the other, with comprehension dependent on perfect decoding first.

• They are intertwined strands that continuously strengthen each other to support fluent, skilled reading.

Open Ended

How does students' existing background knowledge impact their comprehension, engagement, and ability to learn new material in your classroom?