Text Box/Bag Activity
Purpose: to build background knowledge of content/topic
"The use of artifacts to build background knowledge allows students to bridge the gap between the words in the text and the object or concepts they represent." Miller, M., & Veatch, N. (2011).
"The use of artifacts to build background knowledge allows students to bridge the gap between the words in the text and the object or concepts they represent." Miller, M., & Veatch, N. (2011).
"By thinking about these items before they begin reading, students are posed to engage with the theme/relationships." Miller, M. & Veatch, N. (2011).
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Secondary Level ExampleIn the video to the left, the teacher gives her students objects that represent the topic of population. She engages the students by asking them how they think it represents population. With this, she is starting to build background knowledge, but also activate the prior knowledge. The teacher is creating a discussion among the students that causes critical thinking. She is setting up the classroom for a great lesson!
Benefits of the Text box/bag Strategy
-Students are able to see and hold real objects that are in the text to help build background knowledge
-Questioning can be implemented into this strategy -This strategy can be differentiated -The strategy can be varied- see the example below -Can be used before and after reading |
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Teaching with Objects VideoIn the video below, it talks about how by being able to see and touch objects in history class, or any class for that matter, brings motivation and engagement to learning. Students become eager to connect the object to information. From this, students are building comprehension. There are three major steps to object analysis are observation, documentation, and contextualizing.
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Varied Example
While completing a field experience in a sixth grade classroom, I was able to see this strategy play out, except it was used as an assessment of comprehension after a lesson rather than to build background knowledge.
At the time, the students were working on their Holocaust unit in Reading. Together, the class was reading the novel Daniel's Story. Individually the students were assigned "companion novels" in relation to the topic of the Holocaust. The students were required to pick a book about the Holocaust and it had to be in their reading level. The students had choice, which is very beneficial for motivation in middle school, on the book they desired that met those requirements.
The students were to read the book and complete a text box/bag on their understanding of the book. They were asked to take key components of the text and find objects that represents the textbook. The students loved it and I could tell that they were motivated. This project-based assignment was a great way for the teacher to assess student comprehension.
At the time, the students were working on their Holocaust unit in Reading. Together, the class was reading the novel Daniel's Story. Individually the students were assigned "companion novels" in relation to the topic of the Holocaust. The students were required to pick a book about the Holocaust and it had to be in their reading level. The students had choice, which is very beneficial for motivation in middle school, on the book they desired that met those requirements.
The students were to read the book and complete a text box/bag on their understanding of the book. They were asked to take key components of the text and find objects that represents the textbook. The students loved it and I could tell that they were motivated. This project-based assignment was a great way for the teacher to assess student comprehension.
Implementing Writing
Writing can occur through a prediction of what students might think the objects represent. They could take time to look at the objects and try to predict what the lesson of the day is.
Common Core Standard
CCSS.ELA-Literacy.WHST.6-8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Common Core Standard
CCSS.ELA-Literacy.WHST.6-8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Resources
References
Astrachan, O. (n.d.). Concrete Teaching: Hooking and Props as Instructional Technology. Retrieved June 12, 2015, from http://www.cs.duke.edu/~ola/papers/propsfinal.pdf
Educationgovuk. (2012, March 27). Using props to teach geography at secondary school level. Retrieved June 12, 2015, from https://www.youtube.com/watch?v=bCCzzsXWXPw
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Nysarchives. (2014, February 7). Teaching with Objects. Retrieved June 12, 2015, from https://www.youtube.com/watch?v=m4AmwAhr4tY
Educationgovuk. (2012, March 27). Using props to teach geography at secondary school level. Retrieved June 12, 2015, from https://www.youtube.com/watch?v=bCCzzsXWXPw
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Nysarchives. (2014, February 7). Teaching with Objects. Retrieved June 12, 2015, from https://www.youtube.com/watch?v=m4AmwAhr4tY