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The framework highlights reading comprehension strategies, including how students use approaches before, during, and after reading, and the role of vocabulary and background knowledge in supporting meaning making and cultural identity.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/oregon-early-literacy-framework-reading-comprehension-vocabulary-and-background-knowledge/414343/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/oregon-early-literacy-framework-reading-comprehension-vocabulary-and-background-knowledge/414343.png","ImageObject",300,407,{"name":42,"@type":43},"Jiven","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-17","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why are reading comprehension, vocabulary, and background knowledge important?","Question",{"text":63,"@type":64},"They support students in unlocking meaning in texts and help reading become a discovery process. Vocabulary and background knowledge also enable students to better access complex texts and tasks.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do reading comprehension strategies work in practice?",{"text":68,"@type":64},"Educators teach strategies with explicit explanations, modeling, guided practice, and opportunities for independent practice. Students can apply strategies before, during, or after engaging with texts.",{"name":70,"@type":61,"acceptedAnswer":71},"How can educators and families build background knowledge and vocabulary?",{"text":72,"@type":64},"Educators use text-based activities that connect to students’ existing knowledge and skills. 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Students can use strategies before, during, or after they engage with texts to support their comprehension.  \nBackground knowledge is an asset for all students.  \nEvery student enters the classroom with a wealth of background knowledge. Students need opportunities to build upon and use their background knowledge in ways that recognize, incorporate, and affirm their cultural identities.  \nLearning new vocabulary opens doors to complex texts and tasks.  \nBuilding students’ vocabulary in the early grades helps them decode text more easily, read with fluency, and comprehend new texts.  \n1 Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from [https://ies.ed.gov/ncee/wwc/PracticeGuide/14](https://ies.ed.gov/ncee/wwc/PracticeGuide/14)  \nReading Comprehension, Background Knowledge, and Vocabulary 1  \nWhat does this look like in practice?  \nPractices Examples  \nEducators teach reading comprehension strategies with explicit explanations, modeling, guided practice and opportunities for independent practice.  \nDuring a readaloud of a story a first grade teacher introduces the reading comprehension strategy of visualizing by modeling how to build a “picture in your brain” of the main character.  \nEducators teach morphology to deepen understanding of word meanings.  \nA third grade teacher helps students identify root words to make connections between new vocabulary words and other words they know (e.g., detect, detective, detection).  \nEducators lead text-based activities that encourage students to engage with ideas and draw upon their existing knowledge and skills.  \nA kindergarten teacher prepares students for listening to and discussing the picture book “Plátanos Are Love” by asking them to think about a food that is important to their family or culture, and why.  \nDiscussion Starters  \nHow can educators build upon students’ prior experiences and interests to develop their reading comprehension skills?  \nHow can leaders ensure that students have the spaces and resources to support reading comprehension?  \nIn what ways do parents/ caregivers build background knowledge and vocabulary in their daily interactions with their children?  \nLearn More  Oregon Early Literacy Framework  \nReading Comprehension, Background  2  \nKnowledge, and Vocabulary","cbCaifOwiVpXTJAl","https://ap.wps.com/l/cbCaifOwiVpXTJAl","pdf",130998,"English","# Early Literacy - Guiding Principles\n## Reading Comprehension, Vocabulary and Background Knowledge\n## What It Looks Like in Practice\n### Practices Examples\n### Discussion Starters","[{\"question\":\"Why are reading comprehension, vocabulary, and background knowledge important?\",\"answer\":\"They support students in unlocking meaning in texts and help reading become a discovery process. Vocabulary and background knowledge also enable students to better access complex texts and tasks.\"},{\"question\":\"How do reading comprehension strategies work in practice?\",\"answer\":\"Educators teach strategies with explicit explanations, modeling, guided practice, and opportunities for independent practice. Students can apply strategies before, during, or after engaging with texts.\"},{\"question\":\"How can educators and families build background knowledge and vocabulary?\",\"answer\":\"Educators use text-based activities that connect to students’ existing knowledge and skills. Parents and caregivers build vocabulary and background knowledge through daily interactions with children.\"}]","Oregon Early Literacy Framework - Reading Comprehension, Vocabulary and Background Knowledge | PDF",1790597299]