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Comprehension STRATEGY

Use prior knowledge to predict and connect with text

Readers bring information from what they already know from their experiences about the topic, type of text, and purpose for reading, to connect with what they are reading. This increases their understanding of the text and helps them anticipate what will happen next.

Get to know this strategy

Definition

Readers bring information from what they already know from their experiences about the topic, type of text, and purpose for reading, to connect with what they are reading. This increases their understanding of the text and helps them anticipate what will happen next.

When to teach this strategy

If you see readers who . . .

  • lack knowledge of the topic they are reading about.
  • do not have background knowledge to match the perspective of what is being read.
  • make predictions unrelated to the text.

Why we teach it

Using prior knowledge can help students connect their own experiences with the text to anticipate, better understand, and make sense of what they are reading.

Secret to success

When you are reading, pause before and during the reading of the text to relate what you are reading to what you already know.

How we teach it

Have you ever read a story and been amazed at the many ways the text reminds you of things you already know or have experienced? Before I read a story, I try to use my prior knowledge to connect with text. I look at the cover and see if it reminds me of anything from my own life. Then I begin reading and think about ways that I am like the characters. I notice ways that our lives and experiences are the same. My prior knowledge and experiences help me make connections and enable me to understand the text better.

We might think about other books we have read that remind us of the one we are reading. Recalling other books by the same author can be helpful, too, because authors often write about similar topics or characters in their books. It is important for readers to connect with the text because it helps them understand and remember what they are reading.

Suggested language:

  • What experience have you had that might be similar to what this book cover is showing you?
  • What do you already know about the content, genre, or author?
  • While reading: Does this part of the story remind you of anything you have done before or read before that will help you understand this section of the story better?
  • How did what you already know about this topic help you understand this selection?

Instructional Pivots

Possible ways to differentiate instruction:

  • If readers don't have prior knowledge, making meaning of what is read will be difficult or impossible. You'll likely need to take a moment to build background knowledge of the topic before expecting them to comprehend what is being read.
  • Remind readers that the goal of using prior knowledge is to connect them to the text to better understand what is happening, which leads to better retention of what is read.
  • Have readers practice sharing how they are connecting to the text, and explain how the connection is helping them understand the text more fully.

Reconsider materials, setting, instruction, and cognitive processes.

Partner Strategies

These strategies may provide support before, during, and after teaching this strategy:

  • Check for Understanding; Monitor and Self-Correct
  • Make and Adjust Predictions; Use Text to Confirm
  • Infer and Support with Evidence

Common Core Alignment

K
1stL.1.4, L.1.5
2ndRI.2.4
3rdRL.3.4, RI.3.4, L.3.4
4thL.4.4
5thRL.5.4, RF.5.4, L.5.4
6thRL.6.4, RI.6.4
7thL.7.4
8thRI.8.4, RI.8.5
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Printable Resources

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VIDEOS

How to introduce this strategy

From Hadley’s Perspective aka Kid Teacher

Want to hear about this strategy from a student's perspective? Let Kid Teacher, Miss Hadley, tell you—in her own words—how this strategy helps her grow as a reader. We think it will help your students too!

ARTICLES

Articles That Support This Strategy

Modeling Relevant Connections

Meaningful connections pull us deeper into the text. 

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Using Context to Predict and Confirm Meaning

Christie makes teaching Using Context to Predict and Confirm Meaning look easy.

1

Pre-Reading Strategies

Kindergarten and Pre-KWhole Group

Let's step into Trish Prentice's room for a moment and eavesdrop as she introduces How Rocket Learned to Read to her kindergarten students.

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True or False Questions: Comprehension Considerations

Intermediate GradesSmall Groups

Gail is working with a small group of sixth graders to talk about true/false questions as they comprehend what they are reading.

2

Comprehension Check with Sitting Statues

Suzi's class listens intently to the read aloud so they'll be prepared to show their comprehension by performing these creative representations.

Using Prior Knowledge to Support Comprehension

Accessing background knowledge is a wonderful way to support comprehension as well as vocabulary.  Listen in as Gail works with a small group on this powerful strategy. 

1

BOOKS

Books with Lessons to Help Teach This Strategy

Each book below has a coordinating lesson with an explicit example to teach this strategy. Select a book cover below, then download the lesson to see for yourself. At The Daily CAFE these were called Lit Lessons.

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