Connecticut Foundations of Reading Test (FORT) Practice

Engaging students' prior knowledge is a powerful strategy for facilitating schema engagement during lessons. When teachers ask students to share their prior knowledge related to the text, they are activating existing schemas, which are mental frameworks that help individuals organize and interpret information. This practice not only helps students make connections between what they already know and new information but also enhances comprehension and retention. When students relate new concepts to their prior experiences or knowledge, they are more likely to understand and engage with the material in a meaningful way. This approach encourages active participation and helps teachers gauge students' understanding and readiness for new content. Creating an environment where students feel comfortable sharing their thoughts further boosts their engagement and motivation to learn. In contrast, requiring students to memorize facts does not promote deeper understanding or connection to previous knowledge; it often leads to rote learning, which can be less effective in long-term retention. Limiting discussions to new content only can alienate students from the material, as it disregards their prior knowledge and experiences that are crucial for learning. Focusing primarily on vocabulary exercises may also neglect the broader context in which words are used, diminishing students' comprehension of the overall text or subject matter. Therefore, inviting students to share their prior knowledge is the most effective strategy for facilitating