Activation Background Knowledge

Used to generate interest and estimate levels of knowledge

Procedures:

	Examine a text for key words, phrases, and illustrations
	List them on a handout
	Assign the students to score each a qualitative rank ranging from 0 to 3 in terms of prior knowledge. Then write down all they know about the selected word. 0 = Neither prior knowledge of nor response to the item 1 = Little prior knowledge. 2 = Some prior knowledge 3 = Much prior knowledge
	Initial associations with the concept. Brainstorm. Responses written on board.
	Reflections on initial associations. Students are asked, “What made you think of----?” Student develops awareness of their network of associations. Also provides opportunity for student to draw from others.
	Organize knowledge

(Judith Langer 1981)
 

K-W-L

	What I Know.
	What do I want to Know?
	And What have I learned.

Approach to help gain the ability to make inferences.

Teacher models explicitly how an inference is made by reading and then highlighting key or clue words. Think-A-Loud

Next paragraph, the teacher highlights the words, the students make inferences and the teacher justifies the inferences the students made.

The next paragraph, the students highlight the key words, teacher makes inferences, and students justify.

Students highlight, infer and justify.