Discussion Sample 2

“The background knowledge we bring to our reading colors every aspect of our learning and understanding.” (Harvey/Goudvis pg. 92). I couldn’t agree more with this statement from the author. Teaching in a Title 1 school my students background knowledge varies immensely. Some of my students have had many life experiences while others have limited experiences. My job as their teacher is to give those experiences so they can begin to connect to the text being read to them, and the text they will begin to read.

“When we have a lot of background knowledge in a topic, we are much more likely to understand the text.” (Harvey/Goudvis pg. 92). Another statement from the text that is very true. The students in my classroom who have background knowledge comprehend the story better than the students who do not. “If readers have nothing to hook new information to, it’s pretty hard to construct meaning. But when we know little about a topic or are unfamiliar with the format, we often find ourselves mired in confusion.” (Harvey/Goudvis pg. 92).

One strategy I found that I would like to try with my students to build their background knowledge is Beginning to Make Connections: It Reminds Me of… With this strategy the purpose is to think aloud to introduce making connections. As you are reading the story you use think alouds like, it reminds me of…, and code the text R for reminds me of. Have students help you list things that particular piece of the text reminds them of. As students join in and share their connections you can list them on the board or on a chart. “Making connections to personal experiences facilitates understanding.” (Harvey/Goudvis pg. 92).

One strategy I found that I use with my students is Text-to-Self Connections: Relating the Characters to Ourselves. By doing this you are allowing students to link the text to their life. Many of the stories that go along with our core series have characters who are at a similar age to the students. “Stories close to their own lives and experiences are helpful for introducing new way of thinking about reading.” (Harvey/Goudvis pg. 92). Students can relate to the characters because many times they can relate to the problem the character in the story if having. “When kids make meaningful connections to the characters, problems, and events, they seem to gain some insight into the story as a whole.” (Harvey/Goudvis pg. 95).

“Once they read a wealth of stories and narratives, they begin to connect themes, characters, and issues from one book to another.” (Harvey/Goudvis pg. 92). One of my many goals as a teacher is to read aloud to my students as much as possible. By doing this I am hoping to expand their wealth of background knowledge so they can gain comprehension skills. I feel that background knowledge is an essential piece to my daily schedule because I have to help my students make connections to so many different areas they have not had any exposure to yet.