About This Chapter
Prior & Background Knowledge for ELL Students - Chapter Summary
Our instructors present topics related to helping your ELL students use prior and background knowledge to improve their reading skills in this chapter. You'll review the theory and definition of prior knowledge and see some of the ways this type of knowledge can be encouraged in your ELL students. Use this information to refresh your curriculum, brush up on material you haven't reviewed in a while or when completing compliance requirements.
How It Helps
- Simplifies planning: Quickly and easily review these video and text lessons to learn more about prior knowledge, which are accessible 24 hours a day on your mobile device or computer, before integrating it into your curriculum.
- Gives you actionable steps: In addition to learning the theories associated with these concepts, you'll be given applicable, helpful strategies and methods to use implement these concepts straight into your classroom.
- Meets educational criteria: There's no need to worry about meeting educational standards when using our learning tools, as all of our teacher resource materials are written by professional instructors.
In this chapter, you'll learn how to:
- Define prior knowledge theory and explain its theories
- Differentiate between prior knowledge and background knowledge for ELL students
- Build background knowledge successfully for your English language learner students
- Outline the components and process of the SIOP model and SIOP teaching strategies
- Use schemata in education and the schema-theoretic approach to reading instruction
1. Prior Knowledge: Definition & Theory
Have you ever noticed that sometimes it is really easy for you to learn something new but some things are harder to learn? In this lesson, we'll define prior knowledge and why it can make learning new things easier. We'll also explore different strategies to activate prior knowledge.
2. Prior Knowledge vs. Background Knowledge for ELL Students
This lesson discusses the difference between prior and background knowledge and how it applies to teaching ELL learners. Cultural and geographical differences that affect English language learners' knowledge are also examined.
3. How to Build Background Knowledge for ELL Students
In this lesson, teachers will learn about the necessity of building background knowledge in English language learner (ELL) students. Teachers will learn specific strategies for implementing this approach.
4. SIOP Model: Definition, Components & Process
If you are getting into teaching according to the SIOP model, this lesson will be very useful. We will go over the basis of the model, the various components, as well as the process of employing those components in the classroom. Read on to learn more.
5. SIOP Teaching Strategies
This lesson will cover teaching strategies connected to the Sheltered Instruction Observation Protocol (SIOP). Focus will be placed on strategies geared toward English Language Learners.
6. Using Schemata in Education
Think about all the things that you know about. In this lesson, we'll examine schemata, or ideas about things that you know, and how they relate to education, including what teachers should do to use schemata with their students.
7. Using the Schema-Theoretic Approach to Reading Instruction
As a reader, are you just absorbing what a text says? In this lesson, we'll discuss the role of schemas in the reading process and how we interpret more than just words on a page.
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Other chapters within the Teaching Reading to English Language Learners course
- Language Acquisition & ELL Students
- Cooperative Learning for ELL Students
- Vocabulary Development & Instruction for ELL Students
- Interactive Learning for ELL Students
- Understanding Multiple Intelligences
- Differentiated Instruction for ELL Learners
- Visual Aids & Technology for ELL Students
- Formal Language & Social Context for ELL Students
- English Language Development for ELL Students
- Assessment for ELL Students