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Primals 4-6: Session 6.0 Activating Prior Knowledge

This document outlines a session on activating prior knowledge for reading comprehension. The objectives are to describe the role of prior knowledge, explain the importance of schema activation in pre-reading strategies, and plan a pre-reading lesson focusing on activating prior knowledge. The session includes learning about schema theory, the aims of pre-reading activities, and types of reader and text knowledge. Activities include developing a mini lesson plan for a story and choosing stories to create pre-reading activities for that focus on activating schema. The goal is to help teachers understand how to structure effective pre-reading lessons to improve reading comprehension.

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April Pristine Ole
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276 views5 pages

Primals 4-6: Session 6.0 Activating Prior Knowledge

This document outlines a session on activating prior knowledge for reading comprehension. The objectives are to describe the role of prior knowledge, explain the importance of schema activation in pre-reading strategies, and plan a pre-reading lesson focusing on activating prior knowledge. The session includes learning about schema theory, the aims of pre-reading activities, and types of reader and text knowledge. Activities include developing a mini lesson plan for a story and choosing stories to create pre-reading activities for that focus on activating schema. The goal is to help teachers understand how to structure effective pre-reading lessons to improve reading comprehension.

Uploaded by

April Pristine Ole
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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PRIMALS 4-6

Pedagogical Retooling in Mathematics, Languages,


and Science for Grades 4-6 Teachers

Session 6.0
Activating
prior knowledge

Learning Action Cell Session Guide


English 4-6

Prepared by:

ROSE ANN B. PAMINTUAN


Master Teacher I
Pasig City Division Office
Department of Education – National Capital Region
Objectives of the Session

At the end of the session, teachers should be able to:

1. Describe the role of prior knowledge in reading comprehension;


2. Explain the importance of schema activation and the principles that underlie
pre-reading strategies; and,
3. Plan a pre-reading lesson focusing on activation of prior knowledge.

Key Understanding or Learning Points

1. Rationale of the Before-During-After Lesson Structure


a. Before Reading: To establish purpose, activate background
knowledge, sustain motivation, and provide direction.
b. During Reading: To guide an active search for meaning
c. After Reading: To extend and elaborate ideas from the text
2. Schema Theory: We cannot understand new information unless we connect
it to something we already know.
3. A spoken or written text does not in itself carry meaning. Instead, meaning
is created by using previously acquired knowledge (schemata). The schema
theory specifies how prior knowledge (in the reader’s memory) interacts
with and shapes incoming information (from the text) and how this
knowledge must be organized to support this interaction, resulting in
comprehension.
4. What counts as Pre-Reading? Activities designed to help students
understand what they are about to read, viz:
a. Contextualizing the text including exploration of key vocabulary
concepts;
b. Exploring prior knowledge that is relevant to the text;
c. Setting a purpose for reading;
d. Previewing to get a sense of the structure and content (especially for
informational materials); and
e. Providing students with “tips” before reading.
5. Why conduct Pre-Reading activities?
a. Encourages students to access background knowledge that is
pertinent.
b. Encourages a preview of text features to get a sense of the structure
and content of a reading selection (especially for informational
materials).
c. Provides context for possibly unknown topics and themes.
d. Builds students’ confidence to delve into complex text.
e. Engages and interests students.
Materials Needed: Approximate Duration
 Session PPT 1.5 hours / 90 mins
 meta cards
 LAC Session Video
 LINKS Lesson Winnie the Witch
 manila paper

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 bond paper
 Copy of the Winnie the Witch,
The Giving Tree by Shel
Silverstein, A Story About Ping
by Marjorie Flack, Millions of
Cats by Wanda Gag, How a
Shark Finds Its Food, Mafatu and
the Ma’o, The Mixed-up
Chameleon by Eric Carle, The
Mouse at the Seashore, Tides ,
You are Special by Max Lucado

References

“Good day everyone. Welcome once again to the ____ day of our journey of
learning and discovery.”
Introduction
Say: “Today, we will start a new topic and its title is Pre-reading Principles and
Strategies. In this topic, we will look at the principles that underpin the pre-reading
stage, as well as some strategies teachers can use in implementing this part of the
lesson. This topic has three sub-topics: (1) Activating Prior Knowledge, (2)
Developing Vocabulary and Concepts, and (3) Developing Purpose for Reading.
Therefore, three SLACs will cover this main topic. Let’s begin.”
Introduce the session
Say: “Our topic today is Activating Prior Knowledge.”
Note to the Facilitator: Show the Session Objectives slide.

“At the end of the session, you should be able to:


1. Describe the role of prior knowledge in reading comprehension;
2. Explain the importance of schema activation and the principles that underlie
pre-reading strategies; and
3. Plan a pre-reading lesson focusing on activation of prior knowledge.”

ACTIVITY (25 minutes)


Brainstorming Procedure: A Teeny-Weeny Lesson Plan (Part I)
1. The participants are divided into groups.
2. Each group is given a copy of the story Winnie the Witch.
3. Have each group make a teeny-weeny lesson plan on the story focusing on
pre-reading activities. (5 minutes)
4. Group presentation of outputs follows. (2 minutes per group)

Objective Pre-reading Activities Questions


1. 1.
2. 2.
3. 3.
Materials: bond paper, Manila paper

ANALYSIS (15 minutes)


Say: “After the group reporting, let’s reflect on the following questions:

3
1. Based on the group outputs, what activities will you use in your own class?
2. What activities will you do differently?
3. Why do you think these activities are important? Why do you think so?”

ABSTRACTION (30 minutes)


Say: “Let us watch the short video presentation of Dr. Nemah N. Hermosa and
learn more about how to structure pre-reading activities specifically activating prior
knowledge. After watching, we will discuss the following guide questions:
Guide Questions
1. What are the role of prior knowledge in reading comprehension?
2. What are the aims of pre-reading activities?
3. What types of knowledge does the reader bring to a reading situation?
4. What types of knowledge/information are found in the text?
5. Which of the reader factors corresponds to each of the different text factors
shown in the diagram?
6. What are the possible sources of difficulties readers might have in
understanding a given text?
7. Did the activities you describe in the previous activity cover all the major
aims of pre-reading? If not, what should you add?”
Viewing: Activating Prior Knowledge
Resource Person: Dr. Nemah N. Hermosa, PRIMALS 4-6 National
Training of Trainers

Note to the Facilitator: The Guide Questions will be answered by the participants
after the viewing. The Reflection Questions will be answered after the Guide
Questions.

Reflection Questions
Do you do the Activation of Prior Knowledge (APK) in your ELA class?

1. If yes, are you doing the same APK activities over and over? If no, what
other APK activities are you doing?
2. Which APK activities do your students enjoy very much? Why do you think
so?
3. Which APK activities do your students enjoy least? Why do you think so?
4. What will you continue doing or do differently in your APK activities?

APPLICATION (30 minutes)


Small Group Workshop Procedure
1. Ask the groups/participants to choose a book that they will work on.
a. The Giving Tree by Shel Silverstein
b. A Story About Ping by Marjorie Flack
c. Millions of Cats by Wanda Gag
d. How a Shark Finds Its Food
e. Mafatu and the Ma’o
f. The Mixed-up Chameleon by Eric Carle
g. The Mouse at the Seashore
h. Tides
i. You are Special by Max Lucado

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2. Have them plan a pre-reading activity focusing on Activation of Prior
Knowledge.
3. Let each group present their output.
Materials: Teeny-Weeny Lesson Plan, copies of the stories, manila paper, bond
paper

Closure

Say: “Before we end our SLAC session today, let me share with you a quote about
Schema. This quote is taken from Jean Piaget who was a Swiss clinical
psychologist known for his pioneering work in child development.”
“The more the schemata are differentiated,
the smaller the gap between the new and the familiar becomes,
so that novelty, instead of constituting an annoyance avoided by the subject,
becomes a problem and invites searching.”
- Jean Piaget

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