ETC > NSA Home > Language Arts K-2 > Prior Knowledge Prior Knowledge Help build schema through the use of the world wide web. Objectives Students will use knowledge of appropriate level vocabulary in reading by building background knowledge of a book through the use of pictures on the web. Students will ask questions to seek answers and further explanation of other people's ideas through group discussion about the picture. Procedure Preread a group book. Find unfamiliar or interesting terms that can be represented through photos on the web. Open up discussion about the photo. During student reading, model and/or encourage students to make connections back to the discussion. Sunshine State Standards LA.A.1.1.2 LA.C.1.1.3 NETS Profiles for Technology Literate Students Use a variety of media and technology resources for directed and independent learning activities. Communicate about technology using developmentally appropriate and accurate terminology. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. Materials Internet access Reading books Alternatives/Extensions Teacher allows students to write a story based on the photograph. The stories can be published and displayed with the picture. Pictures from the web can be used in any subject area to build background knowledge. Return to top of page Return to lesson plans menu

ETC > NSA Home > Language Arts K-2 > Prior Knowledge

No Strings Attached: Wireless Laptops in Education
Produced by the Florida Center for Instructional Technology,
College of Education, University of South Florida © 2006.

Send comments to florida@tempest.coedu.usf.edu