Background Knowledge
What is Background Knowledge?
Background knowledge refers to the knowledge that readers need in order to comprehend a text; this includes information and new vocabulary taught in order to provide a base for understanding what is read. Background knowledge differs from prior knowledge, which is the information that students already know about a topic before explicit instruction. Not all students will have the same degree of prior knowledge, so it is essential that students are provided the opportunity to build background knowledge to support their learning. Different subject areas and different types of text require teaching different background information. In social studies, teaching background information is essential to support vocabulary development and to provide contexts for the various sources learners use as part of their inquiry.
When do learners need background knowledge?
Learners need background knowledge when they:
begin inquiries
read texts that introduce new topics or concepts
read texts of various genres
develop concept and discipline-specific vocabulary
Why do learners need background knowledge?
Learners need background knowledge to:
learn about a new topic
connect what they know about a topic to new texts
find evidence in a text to infer meaning
choose the appropriate meaning of a word in relation to the text (e.g., contemporary: occurring at the same time vs. occurring in the present)
increase their comprehension of a text
Big Ideas
When learners have background knowledge on a topic, they are better prepared to:
comprehend texts they are reading
integrate and recall new information from texts
make inferences while reading
choose between multiple meanings of words
Background Knowledge Getting Started.mp4Background Knowledge Choosing Information.mp4Getting ready
Before learners apply their background knowledge, they need to know that:
There is a difference between their background knowledge (what they know or learn about a topic to support their understanding) and their prior knowledge (their personal knowledge based on prior learning and experiences)
readers develop their background knowledge over time
different subject-areas require different background knowledge
comprehending information text requires background knowledge
background knowledge supports learners in reading more challenging texts
Activating Background Knowledge
To activate and build background knowledge, learners need opportunities to develop familiarity with essential content, concepts, and vocabulary before engaging with the text.
Background Knowledge Comprehension Canopy.mp4Comprehension Canopy
Before learners begin to read, they need to activate or acquire background knowledge to support their reading comprehension. Teachers can support the development of background knowledge through a Comprehension Canopy. The Comprehension Canopy is designed to build background knowledge and increase motivation at the beginning of a social studies inquiry.
Step 1: Present an Oral Introduction
The introduction should be short (2-3 minutes) and provide learners with enough background to introduce the inquiry
Step 2: Present a Springboard
Springboards include any relevant images, short videos, artifacts, etc. to continue to build background knowledge and spark learners’ interest. Teachers provide learners with a purpose for viewing the springboard, such as a question to answer.
Step 3: Facilitate a Short Discussion
In partners or as a class, learners can share what they observed during the prompt
Step 4: Introduce the Inquiry Question
Introduce the overarching question that students will be exploring throughout the inquiry to demonstrate their content knowledge. Teachers can use one of the questions provided in the course resources or develop one of their own.
Background Knowledge Using Text Sets [Autosaved].mp4Text Sets
Prior to beginning a social studies inquiry, teachers can select relevant materials that will foster the building of background knowledge. One strategy teachers can use is developing a text set, a collection of texts organized for a specific instructional purpose. A text set that builds background knowledge should include:
a range of information learners will need to engage with the topic of the inquiry
a range of genres or levels of difficulty (e.g., a high-interest text, course resource, interview, cartoon, article, speech, poem, story). To support students in developing reading comprehension, the majority of sources selected should be written texts but teachers can add other sources such as podcasts or videos to provide opportunities to engage with other kinds of sources.
Once a text set is developed, teachers can model how to use one of the texts to gather background information about a new topic or concept. Learners can then work in pairs of small groups to explore the other sources.