Categorizing Prior Knowledge
Aiding Comprehension of a New Content Area Text
Stage of Literacy Development:
Stage 2: Consolidation / FluencyStage 3: Literacy for Growth
Ages:
7-10
Grade Range:
2nd 3rd 4thFood Groups:
Primary:
Knowledge Building, Reading Comprehension Strategies
Activity Description
Preparation:
1. Find books, leveled readers, or text on a topic that students are learning about in a content area class
2. Make a copy of the text for each student in the group
Implementation:
Session 1:
1. Introduce an example topic by speaking about and showing pictures of the topic
a. For example, giraffes
2. Brainstorm responses by asking students what they already know about the topic
a. For example: long neck, spots, eats leaves and so forth
b. Record the ideas on the board or allow students to write their ideas on sticky notes and then
attach them to the board
3. Discuss how some of the facts can be grouped together
4. Assist students in developing categories to classify their facts
a. For example: long neck and spots both describe a giraffe’s appearance
5. Have students help you sort the remaining brainstormed ideas and facts into the categories and subcategories
Session 2:
1. Introduce students to the content area text you will be reading
2. Review the categorizing strategy that you taught previously
3. Invite students to work in pairs to make their own list of facts, categories, and subcategories based on what they know about the topic that they will be reading about
4. Invite students to read the content area text
5. After reading, allow students to make corrections to their list of facts, add new facts, and create new categories as needed
Adaptations For
English Language Learners/ESL:
- Select an appropriate level of text with many picture cues - Draw pictures next to the facts to demonstrate what they are - Allow ELL students to draw pictures to show the facts
LD/Reading & Writing Difficulties:
- Select text based on reading level of students - Provide students who have difficulty writing with a scribe - Help read the text
Cultural Appropriateness & Diversity:
- Select topics relevant to all students
Differentiated Instruction:
- Instruct by diving the class into leveled reading groups
- Create the categories for the students
Related References
Evidence:
Carr, E. & Ogle, D. (1987). K-W-L plus: A strategy for comprehension and summarization. Journal of Reading, 30, 626-631.
Activity Objective
The goal of Categorizing Prior Knowledge: Aiding Comprehension of a New Content Area Text is for students to brainstorm and categorize prior knowledge and ideas as preparation for the reading of a new informational text.
What You Need
Prep Time:
15 minutes
- Find or make copies of your chosen content area text selection
Task Time:
2, 30-minute sessions
Session 1:
- Students brainstorm facts about a topic
- Teacher assists in organizing facts into categories
Session 2:
- Students work with a new topic and practice categorizing
- Students read related content area text and then revise their facts and categories
Materials Required:
Teacher:
- Content area texts
- Whiteboard
- Markers
- Sticky notes
Students:
- Sticky notes
- Pencils
What You Do
Teacher Role:
Direct instruction:
- while teaching categorizing to students
Facilitator:
- while prompting students to classify facts into categories
Consultant:
- while students practice activity in pairs and independently
Student Grouping:
Whole class:
- while learning categorizing strategy
Pairs:
- while working with a new informational text and practicing categorizing
Assessment Ideas:
- Review student sticky notes to assess students on their ability to categorize different facts into the appropriate categories and subcategories
Quick Tips
Activity Extensions:
- Utilize the activity as a starting point for a research project by categorizing the information from a book
- Ask students to reflect on what they knew before reading the text and what they learned from reading the text
Additional Comments:
- Categorizing can be modified in its complexity and purpose based on the grade and theme being learned in class.
