This document discusses the importance of activating prior knowledge to improve comprehension. It explains that reading previews before stories increases learning and understanding. Activating what students already know is key to the learning process and helps them make sense of new information. Prior knowledge comes in different levels from specific examples and attributes to broader concepts and analogies. The document provides examples of incorporating prior knowledge checks into classroom lessons on Romeo and Juliet.

1. Activating
Prior
Knowledge
By Janelisha So

2. What can I learn from this?

4. Activating Prior Knowledge
• Research on enriching background study has
demonstrated that activating such knowledge
increases comprehension.
• Data indicated that reading the previews before
reading the stories increased students' learning
from stories by a significant and impressive
amount.
Reference: Christen, W. (1991). Increasing Comprehension by Activating Prior Knowledge. Retrieved January 6, 2017 from
http://www.vtaide.com/png/ERIC/Prior-Knowledge.htm

5. ClassroomImplications
• Engaging students in prior knowledge experiences becomes a form
in classrooms where teachers value understanding what knowledge
students possess. We know that prior knowledge is an important
step in the learning process. It is a major factor in comprehension:
that is, making sense of our learning experiences.
• Brain-based research confirms the fact that the learning
environment needs to provide a setting that incorporates stability
and familiarity.
Reference:
Journal of Educational Psychologist. (1992).EncouragingMindful Use of Prior Knowledge:Attempting to Construct Explanatory Answers Facilitates Learning.
Retrieved January 6, 2017from http://www.tandfonline.com/doi/abs/10.1207/s15326985ep2701_7
Spires, H.(1990).Prior KnowledgeActivation: Inducing Text Engagement in Reading to Learn. Retrieved January 6, 2017from https://eric.ed.gov/?id=ED328880

6. Level of Prior Knowledge
Reference: Journal of EducationalPsychologist.(1992). Encouraging Mindful Use of Prior Knowledge: Attemptingto Construct
Explanatory Answers FacilitatesLearning. Retrieved January 6, 2017 from
http://www.tandfonline.com/doi/abs/10.1207/s15326985ep2701_7

7. Level of Prior Knowledge: Much
• Superordinate concepts; definitions;
analogies; linking
 Analogies - a comparison between two things, typically on the basis of their structure and for
the purpose of explanation or clarification.
 Superordinate terms (often also called 'hypernyms,' 'anaphoric nouns,' or 'discourse-
organizing words') are nouns that can be used to stand for an entire 'class' or 'category' of
things. Thus, a superordinate term acts as an 'umbrella' term that includes within it the
meaning of other words.
 Linking is the technique for smoothly moving from one word into the next during
pronunciation.

8. Level of Prior Knowledge: Some
• Examples; attributes; defining
characteristics
 Attribute is a quality or feature regarded as a characteristic or inherent part of someone
or something.

9. Level of Prior Knowledge: Little
• Associations; morphemes; sound a likes;
firsthand experiences
 a meaningful morphological unit of a language that cannot be further divided
(e.g., in, come, -ing, forming incoming ).
 a morphological element considered with respect to its functional relations in a linguistic
system.

10. Have you heard about

13. Romeo and Juliet
• The star-crossed lovers: This is the young
couple joined by love but unexpectedly parted
by fate.
• Romeo and Juliet have immortalized as the
archetypes of true love because they are
willing to sacrifice everything – including
themselves – for their love.

14. Classroom Interaction
What is the problem with the Capulet’s messenger?
Who are the two warring families in Romeo and Juliet?
Who is Rosaline?
Where is the setting of the story or play?
What is the purpose of taking the vial?

15. Reference
Christen, W. (1991). Increasing Comprehension by Activating Prior
Knowledge. Retrieved January 6, 2017 from http://www.vtaide.com/png/ERIC/Prior-
Knowledge.htm
Journal of Educational Psychologist. (1992). Encouraging Mindful Use of
Prior Knowledge: Attempting to Construct Explanatory Answers Facilitates Learning.
Retrieved January 6, 2017 from
http://www.tandfonline.com/doi/abs/10.1207/s15326985ep2701_7
Spires, H. (1990). Prior Knowledge Activation: Inducing Text Engagement in
Reading to Learn. Retrieved January 6, 2017 from https://eric.ed.gov/?id=ED328880
Buehl, F. (1999). The Relation Between Assessment Practices and Outcomes
of Studies: The Case of Research on Prior Knowledge. Retrieved January 6, 2017 from
http://journals.sagepub.com/doi/abs/10.3102/00346543069002145
Dr. Michael Martirano. (2014). Activating Prior Knowledge. Retrieved
January 6, 2017 from https://wvde.state.wv.us/strategybank/activating.html