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Chapter 4 Activating What Students Know: Teaching That Unearths and Upends Students’ Understanding. Fisher, D. & Frey, N. (2009). Background Knowledge: The Missing Piece of the Comprehension Puzzle. Portsmouth, NH: Heinemann. Today’s Purposes.
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Chapter 4Activating What Students Know: Teaching That Unearths and Upends Students’ Understanding
Fisher, D. & Frey, N. (2009). Background Knowledge: The Missing Piece of the Comprehension Puzzle. Portsmouth, NH: Heinemann.
What are some of the purposes you have for reading? How does it influence the material you choose?
The two boys ran until they came to the driveway. "See, I told you today was good for skipping school," said Mark. "Mom is never home on Thursday," he added. Tall hedges hid the house from the road so the pair strolled across the finely landscaped yard. "I never knew your place was so big," said Pete. "Yeah, but it's nicer now than it used to be since Dad had the new stone siding put on and added the fireplace."
There were front and back doors and a side door which led to the garage, which was empty except for three parked 10-speed bikes. They went in the side door, Mark explaining that it was always open in case his younger sisters got home earlier than their mother.
The dining room, with all the china, silver, and cut glass, was no place to play, so the boys moved into the kitchen where they made sandwiches. Mark said they wouldn't go to the basement because it had been damp and musty ever since the new plumbing had been installed.
There were three upstairs bedrooms. Mark showed Pete his mother's closet, which was filled with furs and the locked box, which held her jewels. His sisters' room was uninteresting except for the color TV, which Mark carried to his room. Mark bragged that the bathroom in the hall was his since one had been added to his sisters' room for their use. The big highlight in his room, though, was a leak in the ceiling where the old roof had finally rotted.
Consider a unit you will be teaching in your course, and develop three quickwrite questions that tap into declarative, procedural, and conditional knowledge. Share your quickwrite questions with your table.
Rowlands, K. D. (2007). Check it out! Using checklists to support student learning.English Journal,96, 61–66.
S - Survey: Skim to get the main idea of the problem.
Q - Question: Find the question that is asked in the problem.
R - Reread: Read the problem and identify the information and details provided.
Q - Question: Ask what operation needs to be performed (if necessary, see signal-word checklist for operations).
C - Compute: Solve the problem mathematically.
Q - Question: Ask yourself, “Does the answer make sense?”
Feature academic language in a cloze format to promote background knowledge
There is a lot of discussion about whether ______. The people who agree with this idea, such as _____, claim that ____. They also argue that _____. A further point they make is _____. However, there are also strong arguments against this point. _____ believes that _____. Another counterargument is _____. Furthermore, _____. After looking at the different points of view and the evidence for them, I think ____ because _____.
David Wray, University of Warwick
Use the rubric to determine your goals for building
Background knowledge in your classroom.