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Lack of background knowledge around the topic of a text can be a barrier to comprehension and retention. Background knowledge also affects motivation!

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complex text can be a double edged sword but it is so important that it is still introduced to multilingual learners

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Background knowledge is key to comprehension and motivation

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Background knowledge is key to comprehension and motivation

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comprehension was really hard without background knowledge

gotta keep this in mind to understand how students are feeling and use appropriate scaffolds

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When students know more about a topic, they learn more - building background knowledge helps level out the playing field

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background knowledge - connecting new ideas with what's already known to increase learning

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Having text to go back to helps develop academic language and comprehension for EL students (Ppt , worksheets)

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I want to attend to bringing background knowledge for texts, as well as introducing culturally relevant texts (such that multilingual learners can have access to these more complex texts).
-Talia

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Multilingual students go back to the text the most

Background knowledge fuels motivation

-Viridiana

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Students must have some sort of connection to the text put before them.

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Background knowledge matters a lot (to all students) especially to students who are EL. Lack of the background knowledge makes the comprehension extremely difficult.The 1st one made me not want to continue to read and it affected my confidence and self-esteem as well!

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Background knowledge matters a lot (to all students) especially to students who are EL. Lack of the background knowledge makes the comprehension extremely difficult.The 1st one made me not want to continue to read and it affected my confidence and self-esteem as well!

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Remember to think about student's background knowledge when introducing complex text! Provide scaffolds to keep up students motivation.

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Background knowledge and comprehension go hand in hand. Multilingual students need different resources and scaffolds in order to refer back to when navigating through complex texts.

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the amount of prior knowledge students have on a topic plays a key role in how well they are able to comprehend it 

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the amount of prior knowledge students have on a topic plays a key role in how well they are able to comprehend it 

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prior knowledge should be kept in mind when teachers consider the complexity of the text for their students

try to tie complex text to something familiar to the students

hannah

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empowering that students are able to pick how they learn

give short periods of time consistently throughout few days rather than one long period of time where they may get lost

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can cater to different learning needs with multiple resources to look back on

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MMTS is a collection of resources for learning about a topic, specifically for building background knowledge before a getting into a text. Give students 7 minutes. It is self-directed and allows for differentiation.

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Very helpful

Gives autonomy to student

provides background in a more UDL way

Different groups can provide different information based on the texts they picked, creates greater class understanding

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-Multimedia text sets allow students to become students feel more familiar with the context through a variety of different medias

-Sense of agency when students have the choice to choose

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Multimedia text sets provide a plethora of avenues for building background knowledge for students.

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I hope to use multimedia text sets to help foster student conversations around specific topics.  I would like to include a range of different types of media, such that it allows for accessibility and engagement in learning about the topic (providing background info on the topic).

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hypothetical graphic organizer (HGO) as a strategy to build background knowledge

allows you to teach high-level vocabulary before reading a text

builds conceptual understandings, not just rote memorization of definitions

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Critical thinking cannot happen without the conceptual knowledge.

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- build students confidence with grade-appropriate texts
-being able to hear, say, and read the word especially those we were just introduced to helped me understand the word so much better

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assess student's background knowledge and introduces key vocabulary

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HGO + Multimedia Text Set

seems like a great way to provide information in a way that doesn’t seem like the banking system but still gives students the info they need to know to learn without a lot of frustration

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Great strategy to use for multilingual learns to create agency in their own learning. Connects their background knowledge with their own knowledge. It is student centered and funnnn

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Multimedia text set - build background knowledge around the general topic

HGO -- Hypothetical Graphic Organizer - build background knowledge around the text - vocabulary and key concepts

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I want to bring HGO into read alouds and independent reading.  I believe that it would benefit students in seeing a visual component for introducing new vocabulary/concepts.

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-Hypothetical Graphic Organizer: illustrate/narrate background knowledge, good for teaching tier 3 vocab

-teaching background knowledge takes time (!!!)

-Important to communicate to students what aspect is important and how well they need to understand

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Having ability to listen to this complex text helped me with words I only read; like when I heard preface out loud for the first time. Builds on vocabulary

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Building language knowledge can look like you guiding the students to be comfterable with content awareness. They cant draw pictures without conceptual understanding

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Introduces key concepts and vocabulary words to students before giving them a complex text

Heightens motivation + student interest
Builds background knowledge

Hannah

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Building background knowledge builds motivation because students will want to read what they have been learning about in a fun way.

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I'm still confused about the "hypothetical" part in the HGO. Isn't it something that you plan in advance after getting a sense of students' prior knowledge?

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motivation surrounds all aspects of the reading "equation"

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More than decoding and comprehending -- motivation (pleasure, relevance, purpose) is key

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I'm wondering if there are alternative ways to use multimedia text sets with students, especially in schools that aren't really technology based (example: my school site).

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Background knowledge is a key part of comprehension!

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Creating literacy frameworks that are relevant, purposeful, and interesting, will encourage students to be motivated in reading.  My goal is to help students in my classroom enjoy reading through this framework.