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I think it is beneficial to read books of background knowledge on already. I have seen kids us their schema while reading and it seems to be very beneficial and helpful to the understanding of the book.

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when helping students build their prior knowledge, i would want to have a class discussion on what they believe a certain topic is and then talk to them about what it really is. I would want to give verbal examples and visuals to go along with it so students understand what it is we are learning about. - alyssa sparks

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When students don't have a strong background knowledge of a subject it can be really hard for them to understand what is being taught. this can be said in any subject that the student is taught. so, if a class is reading a book on ww2 but that have no schema, they would lack understanding of what is happening and this is where the teacher needs to establish schema for the students. -alyssa sparks

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I think it is easier for students to make connections. If someone is showing you or explaining how they are making connections it might help a student look for ideas that they also have connections to while they are reading on their own.
-Alyssa Sparks

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I think schema can affect reading comprehension because the more that students know before hand the more that they will be able to understand what they are reading. schema might influence our memory because the more that we know the more we can connect things to our past
-alyssa sparks

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i do believe it is beneficial for students because they it allows for them to make connections to their personal experiences. I think allowing for students to read books on topics they have background knowledge on can be beneficial, but i also believe that they need to learn about topics that they have no background in to learn more. -alyssa sparks

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Reading books similar to one another within the same week or couple of weeks can be beneficial because even if they came in with no prior knowledge they will atleast be able to connect back to what you have already read. - Olivia Young

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Teachers taking the time to build a schema about the material they are using would be most beneficial for their students because they may be able to build off other background knowledge that their students know. - Olivia Young

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Modeling expectations is always helpful for students to see how they should be doing a certain task prior to them doing it independently. - Olivia Young

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Students who already have prior knowledge are able to read and are better able to interperate what they are reading based on their prior knowledge. - Olivia Young

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I do believe it is beneficial because then they are able to make more real world connections to what they have read. - Olivia Young

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I have seen reading lessons that acknowledge students former experiences whether it relates to their personal interests or previous books they have read as a class. I believe this is a great thing to implement in a lesson because it allows students to have a reference point to access previous learning experiences. - Kimsey Dowda

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I think that by modeling an example for the students, it made it easier for them to refer back to possibly when they begin working independently. I think it also makes it easier for students to be able to work through the process with their teacher first. - Kimsey Dowda

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i think it is very important for a teacher to establish schema before a lesson in order to activate a student's prior knowledge before a lesson. This would allow students to build off of previous learning experiences. If a teacher did not establish schemas before, students would not have the opportunity to build off of different experiences. - Kimsey Dowda

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i think it is very important for a teacher to establish schema before a lesson in order to activate a student's prior knowledge before a lesson. This would allow students to build off of previous learning experiences. If a teacher did not establish schemas before, students would not have the opportunity to build off of different experiences. - Kimsey Dowda

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I believe that maps for schema are an awesome idea. I also think that organizers could be a useful method or note charts because students would be able to record information that they felt was important or interesting to them. - Kimsey Dowda

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I believe that schema has a direct impact on reading comprehension. By being able to help organize new information, students are able to better interpret what they are reading. This can help them to form stronger connections and form more in-depth perspectives. - Kimsey Dowda

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I would help my students build prior knowledge/schema by modeling how to use it when reading. I would do it a couple times and have the class involved and help to make sure they understand.

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Without truly understanding schema, students will not be able to create a deeper understanding of their reading. It helps engage students in what they are reading! Students are less likely to understand what they are reading without understanding schema.

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Yes, I think when a teacher models for the students, it makes it easier for the students to know what to do. Modeling is always an effective strategy to help students learn new things.

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Schema has a positive effect on reading comprehension. Our schema is constantly changing and growing which helps us create more connections with our reading. The more we read and strengthen our schema, the more positive effect it has on our memory.

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I believe it is beneficial for students to read books that they have background information on. It makes it easier for students to relate and create a deeper understanding to the book. With these connections, it is easier for students to use schema to make connections.

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I love when students raise their hand to share something that happened to them that relates to the story. My fourth graders typically do this after we finish reading the chapter and before they start their journal entries about the book. I believe it is more beneficial to have similar background experiences so they can relate to the characters.

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I always tell students a story about myself or my experiences with vocabulary that they can understand. Once, I read students a story about Halloween last year. I told them the story about how I was trick-or-treating in a new neighborhood that I had never been to but I ended up meeting a celebrity. It was similar to the character's experience in the book because she was in a new neighborhood and was nervous, but it turned out good.

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First of all, establishing schema helps to engage the students. Then, it helps students make personal connections that can help them relate to the characters of the story. If a teacher does not do this important step, the students may or may not be as motivated to read the story. Less motivation can lead to lower performance with comprehension and lower engagement.

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I believe that when a teacher models anything, it makes it easier for the students to understand the concept.

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Schema can have a positive affect on memory. It is beneficial for kids to learn about new things while also applying that new information to things they already know. There is typically a set way that things are done, for example, a story about a kid being bullied. The kid will likely experience events leading up to the most significant event in the middle of the story, and then the story will climb back down and lead to a positive ending. Understanding this common story format can help students make connections and comprehend new ones.

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As a teacher, I will always try to model how I relate what I am reading to personal experiences. I will always use examples and explain them in detail so that my students can best understand. I could do this by telling what happened to me during school the other day if I read a book from a teacher's perspective.

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If a teacher does not establish schemas before a class or a reading, students will not be able to relate it to their prior knowledge or make accurate connections. Students must have background knowledge in order to take the most from their reading, so it is so important that a teacher establishes this background before reading.

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I believe that by modeling the correct way to do something, students are then able to copy the correct way of making connections to the story. In the future, each student will be able to correctly make connections to what they read on their own. Because of this, modeling is a positive and effective method of teaching.

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Schema has an extremely positive impact on our reading comprehension. Students are able to take the background knowledge that they have and make connections to the new ideas that they are reading. Because our schema is constantly changing and evolving, I believe that this only helps us in our understanding. We are able to consistently make new connections and draw more conclusions with our readings.

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I do believe that it is really important for students to read books on topics that they have some background knowledge of. This allows them to pull from personal experiences and understand the content on a deeper level. I have had the opportunity to see students in placement use their schema to make connections to what they have read. I have found that when they are able to use their schema, they understand the content so much more than when they do not have any background knowledge on the topic.

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I love the idea of a schema map. This is an activity where students write what they already know about a topic on a sticky note and place it on the wall/board under schema. This exposes students to the word schema in addition to its meaning. Students then learn/read about the topic and write on another sticky note what they have learned that is new knowledge. To finish, students go back and write any misconceptions they had in relation to their schema statement. The schema statement from the beginning of the activity was to get students thinking about what they might already know. Looking back at any misconceptions allows students to fix their previous thoughts and replace them with correct facts. This activity gets students thinking about knowledge they already have, building new knowledge on the same idea, and correcting any incorrect knowledge they might have. This is also an interactive activity which allows students to be engaged in their own learning.

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It is important a teacher establishes schemas before class so they are prepared for the students coming in. If a teacher cannot think of a connection to background knowledge on the spot (doesn't have one prepared) then students may not fully understand what they are reading or about to read. If a teacher does not use the background knowledge students have, student comprehension will be low. When students cannot make connections between what they are reading and what they already know, they cannot fully understand what they are reading about. This goes on to impact learning and what students remember from an activity/reading.

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I absolutely think that the teacher making connections and modeling what it is like to make these connections to stories will helps students in their process. When a teacher demonstrates how to do something or gives an example, students are able to see an action or process in reality. When students can see this and think back to the demonstration/example, they can think of or imagine how to do something on their own in a similar way. Students do by seeing in my opinion. Young children are like sponges in the way that they absorb what they see. I will always use examples/models within my classroom so students can envision and then create independently.

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Schema impacts reading comprehension immensely. When students have knowledge about what they are reading, they can make connections. These connections help students remember ideas/concepts in what they have read. I believe since our schema is constantly changing and growing our memory is improving. As we get older we develop more of a knowledge base and we continue to learn more each day. This helps our memory develop more as well.

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I had a student last year who loved to talk about all of the facts/information he knew. We would read often in the classroom and he would stop and connect what he had just learned to something he had previously learned. This student knew so many facts about the human body and animals so he loved to read books relating to these ideas. While I do believe it is beneficial for students to read books on topics they have background knowledge on, I also believe it is important to read books with new information. Students who are struggling with reading/reading comprehension should be using books/topics they are familiar with so they can learn to make connections. Students who are solid readers and can comprehend should extend their knowledge base and be exposed to new ideas. Exposure to new ideas advances student knowledge base.

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There are many things that come to mind when I think of helping students develop prior knowledge. I think what we learned about thinking strategies last week can be applied here. For example, we can use a K-W-L chart, and I think I wonder I know graphic organizer. With the KWL chart, you can assess prior knowledge by having students write down what they already know (their schema), what they want to know, and what they learned after. With the I think, I wonder, I know, the process is similar. Students can demonstrate prior knowledge and then add what they learned. These are just a few ways you can assess prior knowledge and get students thinking about their schema.

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By establishing schemas in the classroom you can set expectations and assess prior knowledge. By building these students prior knowledge you can help them make connections to different text and establish a strong foundation as well as deepen vocabulary knowledge. Also, establishing schemas can keep students on the same level and help them develop a deeper understanding of different topics.

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I do think that the teacher modeling making connections made it easier for students. If a teacher is modeling the concept of making connections, then students can see the process and replicate it when it is their turn. If modeled correctly, students can make connections and use their schema to do so.

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As I was thinking about this question, I thought about how prior knowledge is built within my learning and how it quickly develops with other students. I think the best way that I can help students build prior knowledge is through connect new knowledge to their past experiences and past learning. Learning is always developing and growing. Even thinking to DOK, the pyramid of knowledge builds as the student progresses. An example I gave this week to build on prior knowledge to what is being taught was connecting chemical changes to what students have probably already experienced such as baking a cake or gasoline running in a car. Then, these prior knowledge examples get connected to new learning of why they are chemical changes. They end up learning the attributes of a chemical change through the examples.

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I would give a mini-lesson of fun facts before having students read about a new topic, especially in science or social studies. I might show a class of kindergartners a picture of a butterfly egg, a caterpillar, a chrysalis before reading them a book about metamorphasis.

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A student will not comprehend as much information from their book if they don't already know something about what they are reading. When teachers establish schemas and activate their students' background knowledge, the teachers are making sure that their students will remember as much as possible.

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I think that schema has a direct impact on reading comprehension. The more schema that students have on a topic, the better they will understand information in the text. For example, they might better understand certain process better on specific topics and they might have a deeper knowledge of specific vocabulary. Schema can influence your memory because when reading, you are constantly relating your schema to new information that you are reading. Also, the more knowledge you gain, you are gaining for schema therefore is constantly growing and changing.

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I believe the teacher modeling connections made it easier for her students to make connections of their own. Everybody, including young children, automatically and instinctively makes connections with things going on around them. When the teacher modeled how to make connections, the students could name what they were already doing.

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Because our schema is constantly growing, we are constantly receiving more information that we can use to connect to topics that we read about. When we can connect ideas from the book with information we already know, we remember what we read much better than if we had never heard about the book's topic.

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I had a student who LOVED using his schema when he was reading. He was a lower reader, so he usually did better on reading when the book was about something he was familiar with (usually science). Reading with him was always interesting, because, he would be reading aloud, struggling to sound out words, then finally finish the sentence, then pop his head up and exclaim some science fact related to what he had read. It really got him motivated to keep reading to find out more about his favorite topics. I believe it is more beneficial for students to read books on topics they already have background information about because of that motivation piece.

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One way that I will help my students build prior knowledge/schema is by modeling and showing them visuals. Showing them images or talking about a topic is a great way to connect back to prior knowledge. I also think that when teachers model for their students that helps them build correct knowledge.

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It is so important for teachers to establish schemas before class. This is because teachers do not know what background knowledge their students have. If the teacher just assumes that the student has schema over a topic when in reality, they do not. They are affecting how that child will read and understand the story. It is aways important to establish schemas before going over a topic to make sure every child has a decent understanding.

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In my placement I have seen my students use their schema while reading in the classroom. I believe it is very beneficial for students to read books that may have been discussed in topics before or things they have experienced themselves before as they would comprehend and even enjoy it more as they would already have that knowledge on the topic, making it easier to make connections as well.

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One way I plan to build knowledge of my students to to incorporate an "All About Me" activity, or more to get to know my students on a deeper level with their best interests and hobbies, as well as what they may not like, from school to outside of school.

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I think by the teacher modeling how to make connections from her experience to the story she was reading makes it easier for the students to understand. Concepts like that need modeling to ensure students know what they are doing. They also require practice and repetition.

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It is important for us teachers to build schema before class because if the teacher does not understand the student's background and knowledge on topics then that can cause them to struggle with assignments in the future. When a teacher makes sure to establish schema before class it can allow the students to be successful in reading and making connections.

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I strongly believe in the strategy of modeling. That is really what teaching is also, when a teacher shows the student a new piece of information and what to do, it most of the time always comes with a model to show them so they best understand what is expected in their turn. Yes, I believe the modeled example made it easier for the students to do themselves.

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I think that schema does have a relationship with reading comprehension. I feel like when a student uses their schema it allows them to think deeper in to the reading as they have had information stored already with them. When they lack the schema I feel like it would affect their memory and reading comprehension because they simply would not have any information on what they are reading in the first place.

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I believe that schema and reading comprehension has a direct effect on one another. When a student lacks schema over a topic, they do not have enough information over it to understand it fully. This lack of background knowledge can negatively affect a student's reading comprehension. I think as our schema grows and changes our background knowledge changes and grows as well.

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In my placement, I have seen several students use their schema while reading and in other subject areas as well. Often times if a student has schema with a book, they are reading they will be more engaged with it. I believe this is one reason it is more beneficial for students to read books over topics they already have background knowledge of. The more the student knows about the topic the easier it is to read, understand, and retain the information.

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I will build their schema by modeling things for them. I will show them how they can think about things and add to their depth of knowledge. We could also have them answer questions related to the topic before beginning the lesson. It can be related to something they have done at home, school, to do with their background, etc., and can add to what we know about their foundational knowlede.

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It will establish prior knowledge and give students an idea of what the lesson will be about. It will get students in a mindset that is linked to the lesson they are about to get into and will hopefully lead to more engagement.

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I think it would make it easier for the students. The students will see the process the teacher went through, and will be more encouraged to try it out for themselves. The repetition will also add to the students schema based on the concept they are repeating.

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I have seen many students use schema while reading. Students will be more willing to contribute to conversations revolving around the text, will have a more in-depth knowledge, and will be more willing to elaborate on what they are reading. It is more beneficial for students to have prior knowledge about a topic, and how it can help with their comprehension as well as expand their vocabulary.

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Schema and reading comprehension can go hand in hand. If students do not comprehend what they are reading, they are not going to have any schema to rely on when trying to comprehend a text. The differing types of text you were exposed to growing up will have an effect on how your schema will grow and change.

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In placement, I have seen students use schema while reading. Often if the student has schema on a text they are reading, then they are more willing to elaborate and discuss the text in depth. I believe that it is more beneficial for students to read books they already have background knowledge on because having prior knowledge/schema about a topic can help with comprehension as well as vocabulary skills, and overall understanding of the text.

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I will help students build schema by modeling concepts for them. I will also have map concepts in connection to others for students to see the similarities. Students will be able to express their interests and I will do my best to incorporate them into lessons to build on prior knowledge.

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Establishing schemas before class can help students start thinking about what the lesson will cover. Students will already be in the mindset of the topic and it will aid engagement.

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I do think it made it easier for the students. If a teacher is modeling the concept of making connections, the students will see the process in repetition. Repetition will help students build schema on the concept.

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Schema and reading comprehension can go hand-in-hand. If a student does not have the background knowledge on a topic they are reading about, they have no schema to rely on when comprehending. When a student relies on their schema, they are able to build a stronger understanding of the reading.

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In placement, I have seen many students have "lightbulb moments" when reading. This is due to having prior knowledge of a topic or connecting previous lessons to current reading. I believe there are significant benefits to introducing books students already have background information on. Students will be able to form a stronger connection with the content. The article talks about how accessing and "using prior knowledge can build a greater depth of understanding."

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To help my students build prior knowledge and schema I would have them fill out a questionaire. This questionaire will include all different questions including experiences, favorite things, and background at home. This will help me as a teacher better understand their foundational skills and prior knowledge.

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By establishing schemas in the classroom you set the expectations for building that prior knowledge. By building your knowledge you are able to make connections throughout your reading which will help build a stronger foundation and background knowledge.

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I think if a teacher models from teh begining what students should be looking for when reading they will be able to make better connections. Students can begin making those story connections which will then grow their schema as well.

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I think that schema has a direct impact on reading comprehension. Schema can influence you memory becasue when you are reading text you are constantly relating it to your prior knowledge. The more exposure you have to different types of text the more your schema will continue to grow and change.

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I have seen students use schema in all different subject areas. When a student is reading they relate the readings to their prior knowledge to better further their understanding of the text. I think it is beneficial for students to read books they have background information on becasue they can better understand what they are reading if they already have prior knowledge on the topic. I do also think that it is beneficial for students to branch out to topics they arent as familiar with to help build that background knowlege up.

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Some things I will do to build background knowledge/schema, is collect a student intrest form or allow students to introduce themselves at the begining of the year. This way, I know what schema students already have and what shema I will need to help teach them prior to teaching new material or assighning books. I also will model strategies and walk through the process of making connections through out the year... this way they have a better understanding of how to build their schema.

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When teachers establish schemas before class or prior to teaching new content, it makes it eaiser for students to retain/comprehend the new information. When a teacher fails to build schemas before teaching new information, it can cause students to have a challenging time getting engaged in the material and comprehending what they are learning/reading. Student learning can succeed when they are able to relate to what you are teaching/reading/saying.

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I think that teahcer modeling is so vital for teaching students not only how to make connections, but when teaching any strategy. Modeling the steps to how to make connections can help train students thought process when reading, which also leads into supporting their comprehension!

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Not having the right amount of background knowledge can make it challenging to understand things. When a student has background knowledge of specific content/information, it makes them not only more engaged in the text but also helps them understand and make connections to what they are reading. One of my boyfriends biggest hobbies is desighning fish tanks! He talks about this all the time, yet I still have no idea what he's talking about. If I were to read a book on fish, I would have a harder time comprehending the text. But, if someone gave me a book on scaffolding/teacher tips, I would be more likely to comprehend the reading due to my experiences this past year.

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I have seen my students in placement use schema to make connections to what they are reading frequently! My students will choose books based on the content they are learning/have learned (espeically in upper grades). I have seen them read and make connections during their independent reading time and when being assessed. I think that it is beneficial for students to read books on topics that they have background knowledge of, because it may help aid in the building of their comprehension. All though, I don't think that this is more beneficial. While helpful, students should be able to get engaged in information in text that it new as well!

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There are many ways I could help students build prior knowledge/schema. One way in doing this is have students research material/topics. Going back on my previous topic, if you first had students research about the beach, it would be easier for them to write an informational writing over it.

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It is important for teachers to know what background information students have. For example, if we want out students to write an opinion writing on the beach. This will be easy for students who have been to the beach before to write about. We can not assume that all students have the same background information/schema.

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One main way I will help students build onto prior knowledge and schema is having an "All About Me" activity. This activity will consist of a lot of questions about the students' favorites (food, color, holiday, sport, location, etc.). I will also have questions or fill in the blank parts that may say "I like to read about.." blank. I will file these activities by each student so that I can refer back to these to choose topics used throughout my lessons.

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The modeling technique provides a way for students to understand what is expected of them. Even with our lesson plans, it is important that the modeling technique is used as we teach a lesson so the directions/instructions are clear for students.

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It is very important for teachers to establish schemas before class in order to help the students be successful in their reading. This can ensure that students can make connections to previous knowledge and their interests.

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There are many examples that I can think of when it comes to helping students building prior knowledge and schema. One way I could do this is to have my students complete a K-W-L chart, as a whole, before completing a lesson to help activate the students' prior knowledge. Another way I could do this is by having the students completing a survey over their interests and experiences. This will help me to better understand my students and their backgrounds.

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Schema impacts students reading comprehension immensely. For example, if I am not aware of the topic, then my understanding of the topic will be more foundational rather than someone who has background knowledge/can relate on the topic.

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I definitely think that the teacher modeling the strategy makes the expectation easier for the student to understand. They can see what is expected of them by watching the teacher demonstrate.

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I think that schema positively affects reading comprehension. Our schema can continuously grow as our experiences and knowledge widens over time. This can increase our memories and further our knowledge based off of background information we already know.

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I think that it is more important for students to read books on topics that they already have a background in because it provides a way for students to connect to the book and because students will already have comprehension on some aspects the book topic is about. Therefore, their comprehension skills will be enhanced based on their background information.

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It is important for teachers to establish schemas before class because establishing schema can assist students in understanding the content being taught. If a teacher does not use background knowledge, students may have difficulty comprehending or relating to the text.

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Yes, I believe that anytime a teacher models a strategy, that it makes learning and understanding it easier for the students.

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I have seen students in my field placement use their schema while reading. I also believe that it is very beneficial for students to read books about topics that they have background knowledge on. I think this because students are more interested in the text, may recognize terms, and they can use familiar words and pictures to be successful in reading.

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I believe that schema has a great affect on reading comprehension. I have experienced this within my placement and personally. Our schema is constantly changing and growing based on prior experiences and knowledge. If we have more memories and experiences, then we are likely to have a better schema.

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I believe that it is more beneficial for students to read books on topics they already have background information knowledge on. I believe this because if a student is reading a book that they have background knowledge on, then they may have an easier time comprehending the information in the book.

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I would help students build a schema by asking students to write down their 10 favorite places, 10 favorite things, 10 favorite foods, 10 favorite animals. I would use this list when picking readings or tasks because I could be intentional when picking to make sure it contributed to my student's schema.

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It is important for teachers to use background information for schemas. It helps students make connections to the readings and feel like the reading is relatable.

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I think it is important to expose students to new concepts and experiences that will allow them to refer back and make connections to. I also think it is important to build relationships with students so that we can provide examples that relate more closely to them.

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It is important for teachers to be prepared with examples to give their students, or to have ideas to show them. Teachers can help students to make connections with previous knowledge and move information to their long-term memory. Information can seem abstract or irrelevant if students do not see how it relates to their world.

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I think modeling strategies is almost always beneficial for students. I even personally do better with understanding something if I see someone else do it first, or if I have an example to refer to.

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I think schema greatly affects comprehension. I have experienced this personally, as well as in placement. I have a hard time understanding text if I am not familiar with the topic, such as a book on cars. I do not know much about cars, so I do not have anything to relate the new content to.

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I have seen students use their schema in the classroom. For example, I was helping a young girl read a book after she had finished her work. The book was about a young girl who felt insecure about her natural hair. As we read the book, I asked my student if she knew what it meant to be insecure. She responded by telling me that she had also felt insecure about her natural hair and understood exactly how the character felt. I think it is beneficial for students to have background and interest in a topic but I also think they should be exposed to new topics and ideas.

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I think anytime a teacher models a strategy it makes it easier for the students to learn what they are supposed to do because the teacher demonstrated.