Scarborough's Upper Reading Rope stresses the importance of activating students' background knowledge and building their vocabulary, so they are better able to make sense of what is being read. Using background knowledge, students can see text-to-self, text-to-world, and text-to-text types of connections to make meaning from the text they read. By having a strong working knowledge of the meanings of keywords associated with the content they are reading, regardless of the type of text, students can increase comprehension.

Define the terms below

• Background knowledge
• Text-to-self, text-to-world, and text-to-text strategies
• Vocabulary
• Comprehension

Part 2: Strategies for Activating Background Knowledge and Teaching Vocabulary

In the 3rd grade, you are most interested in teaching, create a bookmarked document, or website page, that includes the following:

• Name and describe five grade-level appropriate strategies for activating background knowledge.
• Name and describe five grade-level appropriate strategies for teaching vocabulary.

explain what research says about the importance of activating background knowledge and teaching vocabulary and the role that each of these plays in reading comprehension.

Support it with three scholarly resources.