Activating Prior Knowledge
1 LI: We are learning that
activating our prior knowledge is a
CA reading strategy that good
readers use before they read to
T help them understand their book.
Everybody may have different
prior knowledge.
SC: I can draw and talk about a
topic to show what I already know
before reading about it or being read
to, to help me understand more before
I read.
  Follow up task:
-Student to then go and draw all they know about the topic and the teachers to
scribe and label their images to capture their thinking/prior knowledge.
-explain that this is a job for on your own.
Questioning for deeper thinking
Mini Lesson: CAT pre-
assessment.
Each student to APK from the topic:
playground/park
-explain that we are going to be activating our
prior knowledge about a topic and draw all
that we already know about the topic onto
paper.
Explain that it can be things, feelings

and ideas about the park/playground
-Stop and think about the topic and all that
they think they know/ prior knowledge of the
topic.
-Student to then go and draw all they know
about the topic and the teachers to scribe and
label their images to capture their
thinking/prior knowledge.(students able to
write are encouraged to label their work)
-explain that this is a job on your own.
Students return to the mat to share some of
their thinking.
 Did you add all of the details that you could think of?

How can this help us if we are about to read a story?

  Feedback/questioning
Questioning for deeper thinking

Did you add all of the details that you could think of?

How can this help us if we are about to read a story?

Turn and Talk with a partner

 
2 LI: To know that activating Mini Lesson:
PK is a reading strategy to help
us make meaning before we I do/We do:
read.
Me and Hannah to model Activating prior
knowledge with a topic with ‘stand and
SC: share’- topic: ‘cars’

-To share some prior Each teacher to share some PK until they
no longer have any to share, then they sit
knowledge
down until only one is left standing.
-To know that we are always
 
adding to our Prior knowledge
They do:

Topic: ‘ fish’

-All students stand up in the space

-Students are selected to share some PK

about fish that they think they know.

_ Teacher to record the PK onto poster

with a fish in the middle.

-Students who have run out of PK sit down

until there is only one person left
standing,

Try with another topic: ‘planets’

Questioning.

What does it mean if a person is left

standing at the end and still has
something to share? (they have a lot of PK
of the topic)

If someone did not share something or

only knew one thing, what does that tell
us? (that they only have a little PK
3 LI: To know that activating PK mini lesson
is a reading strategy to help us
make meaning before we read. We do:

introduce the text ‘  unique Australian

SC: -To share our PK about a animal ‘
topic.
    Circle activity to share PK-Hannah to
Compare our PK before we read scribe student responses onto poster for
to new knowledge after reading comparison.
about a topic.
    Read the text

    Sarah and Hannah to explicitly use

sentence stem ‘After reading the text, I
now know…’

    Then invite student to share using the

same stem

    (us to add if necessary to show

comparison)

-  
   

  Questioning:

Turn and talk: What do you notice about the PK before and the new
chart?

Share partner thinking/observations

4 draw it activity ‘Animal or mini beast’

LI: To know that activating PK is a reading strategy to help us make

meaning before we read.

SC: -To share and draw our PK about a topic.

       -  Compare our own PK before we read to new knowledge after reading
 about a topic.

We do: 

 Introduce ‘Grasshopper’ text 

 Hannah and Sarah to model PK about grasshopper and draw/write.
 Students independently draw, label and dot point in table

 Read book
 Model adding second thinking
 Students independently add second thinking

 Bring work to the mat and share back- compare 1st and 2nd thinking. 
 Refer back to LI/SC