Addresses the problem of finding a quick, easy, and effective way to teach necessary background knowledge for new topics so teachers can build the specific schema children will need to comprehend the text they read. Describes a mural lesson as an organized way for teachers to talk about and use pictures to provide students with information that…

Presents a modification of the traditional Anticipation Guide format (a reading comprehension strategy) that includes a prereading "I'm Not Sure" response option and helps students to differentiate the purpose for reading. (SR)

Describes how pairing fiction and nonfiction books on the same topic, along with interactive class strategies (such as Venn diagrams, K-W-L, DR-TA, webbing, and activating prior knowledge), can boost students' understanding and enjoyment, help teach content material, and help to ease students into reading content area textbooks. (SR)

Describes a three-step process to help teachers honor what children bring to each reading situation and to model for children the importance of accessing appropriate knowledge sources before reading. (FL)

Discusses the importance of developing disadvantaged children's background knowledge by using prereading strategies which focus on the text's central ideas. Suggests several guidelines for choosing prereading strategies. (MM)