Teaching to the Knowledge Gap: Can AI Help Close It?

Using generative AI to help close the knowledge gap based on Natalie Wexler's book:

- Bridging the Knowledge Divide: Leveraging AI to Boost Background Knowledge

- Closing the Gap: How Generative AI Can Scaffold Knowledge Acquisition  

- Targeting the Knowledge Gap: Exploring Applications of AI in Education

- Knowledge for All: Using AI to Build Schema and Boost Comprehension

- Teaching to the Knowledge Gap: Can AI Help Close It?

- Schema Boost: Testing the Effects of AI on Students' Background Knowledge

- AI as Access: Generative Systems' Potential to Democratize Domain Knowledge

- From Information Deficit to Knowledge Equity: Can AI Play a Role?

- Knowledge Scaffolds for All Learners: Examining the Promise of Generative AI

- Beyond Content Delivery: Using AI to Target the Root Knowledge Gap

 "knowledge gap", "AI/generative AI", "background knowledge", and "education/learning".

Abstract:

This article explores the potential of using generative artificial intelligence (AI) systems to build background knowledge and close the “knowledge gap” identified by Natalie Wexler using the book Esperanza Rising and Articles about Cezar Chavez.. The knowledge gap refers to the lack of broad general knowledge and vocabulary that prevents many students, especially those from low-income backgrounds, from comprehending complex academic texts. Generative AI systems can help by providing concise, engaging overviews of topics and historical contexts, defining academic vocabulary, and making knowledge connections explicit. This article provides an overview of the knowledge gap research, examples of current generative AI systems like ChatGPT, and ideas for instructional applications, such as using AI to generate short texts, visuals or multimedia that build students’ schema before reading. While further research is needed, generative AI shows promise in scaffolding the knowledge acquisition that is crucial for reading comprehension and academic success.

Forward:

Natalie Wexler’s seminal work The Knowledge Gap highlights what many educators have seen first-hand in their classrooms: a lack of broad background knowledge is one of the key reasons students struggle with complex academic texts and materials. This “knowledge gap” is especially pronounced for students from disadvantaged backgrounds who often lack exposure to knowledge-rich environments outside school. As Wexler advocates, building students' knowledge must be a priority for equity and growth. But accomplishing this task requires time, curated resources, and skills. This is where artificial intelligence comes in. We are now at a moment where AI systems can generate anything from concise explanatory texts, to multimedia presentations, to vocabulary definitions. This technology holds promise in providing the scaffolds students need to efficiently develop schema and background knowledge on academic topics. But as with any new technology, critical questions remain about if and how AI should be integrated into instruction. In this article, the author provides an accessible yet nuanced look at both the potential benefits of using generative AI for knowledge-building and the limitations and concerns that must still be explored. This piece serves as a timely introduction and jumping-off point to an issue sure to grow in relevance in the coming years.

Here are some lesson ideas for 4th grade based on Natalie Wexler's work on the knowledge achievement gap:

- Build background knowledge before reading complex texts. Spend time discussing relevant topics, showing videos, looking at pictures, etc. to activate prior knowledge before diving into a new subject in reading or social studies.

Historical Fiction Esperanza Rising Example: 

Yes, Esperanza Rising is a historical fiction novel that takes place in Mexico and California during the Great Depression. The book is about Esperanza, the only child of wealthy Mexican parents, and the events that occur after her father's murder. 

The book was written by Pam Muñoz Ryan and published in 2000. It is a coming-of-age story that explores Esperanza's transition from a spoiled rich girl to a mature adult. The book is also a family drama because Esperanza's family plays a central role in the story. 

The book is inspired by some actual events, research, and the author's imagination. It is loosely based on the author's grandmother's immigration from Mexico to California. The book uses Spanish words and phrases to increase children's cultural awareness.

Forward:

Esperanza Rising takes place in the 1930s during the Great Depression and Dust Bowl era. During this time, many Mexican families like Esperanza's were struggling amidst economic hardship and social inequality. It's important to understand this historical context as we read about Esperanza's life and the challenges she faces. As we discuss the book, consider the following:

- What was life like for Mexican workers and immigrants in the 1930s US?
- How did the Great Depression and Dust Bowl impact people and families?
- What forms of discrimination and inequality existed during this time period?

Chapter 1 Discussion Questions:

1. How would you describe Esperanza's life on her family's ranch in Mexico? What parts of her life seem positive? What problems or concerns exist?

2. Why doesn't Esperanza do any physical labor or chores? How does this make her different from most girls her age at this time?

3. How does Esperanza's father treat her compared to her brothers? What does this suggest about gender roles in this society?

4. What tragic event happens in this chapter? How does it change Esperanza's life? How does she respond and why?

Chapter 2 Discussion Questions:

1. Why does Miguel insist Esperanza discard her doll on the train? What does this suggest about his views of Esperanza's new life?

2. How does Esperanza react when she sees the migrant camp conditions? What does this show about her perspective at this point?

3. What important items does Esperanza bring with her from Mexico? What do these objects represent for her?

4. How does Esperanza meet Marta in this chapter? What is Marta's life like and how is it different from Esperanza's?

5. What are Esperanza's first impressions of living and working in the camp? What challenges does she face? How does she respond?

Chapter 3 Discussion Questions:

1. How does Abuela react when Esperanza complains about the camp conditions? What does this show about Abuela's character and views?

2. What deal does Miguel make with Esperanza about her work? Why does he suggest this deal?

3. How does Esperanza struggle with the agricultural work? Why is it so difficult for her?

4. What tragedy occurs in this chapter? How does Esperanza react and why?

Chapter 4 Discussion Questions:

1. Why won't Esperanza eat the soup Marta brings her? What does this show about how she is dealing with grief?

2. How does Marta convince Esperanza to eat? What does she share about her own life and struggles?

3. Why does Esperanza decide to start working again after her grief? How have her motivations changed?

4. What effort does Esperanza make to start fitting in with the other camp workers? Why is this important for her?

5. What gift does Esperanza receive from Miguel? What does it represent for both of them?

Chapter 5 Discussion Questions:

1. How does Esperanza meet Isabel in this chapter? How does Isabel help Esperanza adjust to her new life?

2. What happens when Esperanza brings Isabel to meet Miguel? Why does Miguel react negatively?

3. How does Esperanza stand up for herself with Miguel? How is she beginning to change?

4. What health struggles does Esperanza's Abuela face in this chapter? How does Esperanza try to help her?

5. What memento from Papa does Abuela give Esperanza? Why is this gift meaningful to Esperanza?

FULL CKLA ESPERANZA RISING UNITs!

Grade 5 ELA Module 1, Unit 2 - Full Unit in PDF
Grade 5 ELA Module 1, Unit 2 Overview
Grade 5 ELA Module 1, Unit 2 Overview
Grade 5 ELA Module 1, Unit 2 Recommended Texts
Grade 5 ELA Module 1, Unit 2 Recommended Texts
Grade 5 ELA Module 1, Unit 2 Table of Contents

Here are some UDL lesson plan ideas for teaching Esperanza Rising to 4th graders:

- Provide audio versions of the book or chapters so students can listen while reading. This helps struggling readers.

- Let students act out scenes from the book. This allows kinesthetic learners to engage with the material.

- Create storyboards or comic strips of plot points instead of written summaries. This helps visual learners. 

- Provide graphic organizers to help students map the plot, characters, and settings. Fill them in together as you read.

- Stop regularly to allow discussion of what's happening. Let students share reactions and predictions in pairs or small groups.

- Offer extended time for assignments and tests. Allow retakes if needed. This supports learning differences.

- Give choices for final projects: write a poem, alternate ending, movie trailer, etc. Provides flexibility.

- Teach vocab words prior to reading. Post them on the wall for reference. Supports language learners.

- Compare Esperanza's experiences to current events. Makes relevant connections.

- Have students write diary entries from Esperanza's perspective. Boosts engagement.

- Set up literature circles to facilitate deeper discussions of the book. Promotes collaboration.

The main goal is providing options for how students access content, engage with it, and show what they've learned. This follows UDL principles to support diverse learners. Let me know if you need any other lesson plan ideas!

Here are some more ideas for building background knowledge around Esperanza Rising, the history of Mexican immigration to the US, discrimination, and Cesar Chavez:

- Read excerpts from news articles, and nonfiction books, or watch video clips to provide an overview of major events related to Mexican immigration in the 20th century - the Mexican Revolution starting in 1910 which displaced many families who then migrated north, the large migration during the Cristero War in the 1920s, the Bracero Program bringing Mexican workers to the US, and the history of discrimination and prejudice faced by Mexican immigrants.

A Life of Work for the Champion of the Farm Workers: Cesar Chavez by Martin F. Mendoza

That night of April 22-23, 1993, Cesar Chavez dreamed of his life and history. He probably had a peaceful smile on his face because of those dreams. The next morning, his fellow activists found him lifeless in bed at a friend's home. Chavez was in San Luis, Arizona to speak at a trial to defend the United Farm Workers. This was the union for farmworkers that he had started and led. He died as he had lived - fighting for his people. 

His dreams took him back to his childhood home. It was an adobe house near Yuma, Arizona where he was born on March 31, 1927. His family lost this house because of unfair laws that favored the rich. There, young Cesar learned his first lessons about justice and injustice.

In 1939, the Chavez family tried again to settle in California. They arrived in San Jose's "Get Out If You Can" neighborhood. The name showed Cesar's big challenge in life: to find a better life for him and other poor people. That morning before he died, Cesar smiled as he dreamed about his early life. As a teen, life seemed hard. But he had managed to "get out" and improve his situation.

The family worked in many farm towns like Brawley, Oxnard, King City, and Salinas. Cesar and his brother Richard went to over 37 schools. In 1942, Cesar finished 8th grade but did not go to high school. He became a migrant farmworker so his mother Juana could stop after his dad was in an accident. 

As a teen, Cesar did not like school much. It was hard with poverty and discrimination. He saw the system did not reward all equally. This contrasted with his later passion for education.

Cesar also dreamed of serving in the U.S. Navy starting in 1944. And of his marriage to Helen Fabela in 1948. He remembered their eight children. 

In 1962, Cesar founded the union that became the United Farm Workers (UFW). He already had about ten years of experience in activism and community organizing. As he dreamed, his life sped by like a movie on fast forward. He saw the grape boycotts, marches, rallies, jail time, hunger strikes, and more. His achievements were satisfying. He had helped bring some justice to farmworkers who do hard work to feed everyone. 

Cesar did not feel he had fully succeeded. But he had made a difference for what was right and fair. His last dream did not include getting the Presidential Medal of Freedom in 1994, since that came after his death.

Discussion questions:

- What challenges did Cesar Chavez face as a child and young man? How did he work to overcome them?

- Why was founding the UFW an important achievement? What tactics did they use? 

- Though Chavez did not see himself as a success, how do you think he made a difference for farmworkers and the Latino community?

- What lessons can we learn from Cesar Chavez's life and values?

- Give specifics on the life and work of Cesar Chavez - his family's migration from Mexico during the Cristero War to California, the hardships they faced as farm workers, his work organizing the grape boycotts and strikes in the 1960s to protest poor pay and working conditions for migrant farm workers. Discuss how he ties into the broader history of immigration.

UNA VIDA DE TRABAJO POR EL TRABAJADOR: CESAR CHAVEZ by Martin F. Mendoza

Esa noche del 22 al 23 de abril de 1993, Cesar Chávez soñaba con su vida, con su historia, probablemente esa fue la razón de su placida sonrisa cuando sus compañeros de lucha lo encontraron por la mañana, sin vida, en su cama. El lugar, la casa de amigos y ex trabajadores de granjas agrícolas. Chávez se encontraba en San Luis Arizona, para testificar en un proceso judicial que involucraba la defensas del United Farm Workers, el sindicato de trabajadores agrícolas que había fundado y aun presidia. Murió como vivió, luchando, y animando a su gente.

Sus sueños de esa noche lo remontaron a la casa de adobe de su niñez cerca de Yuma en el mismo Arizona, donde había nacido el 31 de marzo de 1927. La misma casa que les fue arrebatada con argucias legales por un sistema político-legal-empresarial sesgado hacia los que mas tienen. Ahí aprendió Chávez sus primeras lecciones sobre justicia y sobre todo, injusticia.

En 1939, en el segundo intento por establecerse en California, Cesar y su familia llegaron a San José, al barrio “Sal Si Puedes”, nombre que aparte de irónico, presento el reto fundamental en la existencia de Cesar Chávez: la búsqueda de una vida mejor para él y la gente que menos tiene. La sonrisa en el rostro de Chávez esa madrugada antes de fallecer se acentuaba en su rostro al revivir esos pasajes de su vida, con la parsimonia que da la seguridad de haber podido “salir” de la vida que el destino parecía haberle marcado en su adolescencia.

La familia trabajo en campos de Brawley, Oxnard, Atascadero, King City, MacFarland, Salinas, solo por mencionar algunos de la larga lista de lugares que llevaron a Cesar Chávez y su hermano Richard a estudiar en más de 37 escuelas. Cuando en 1942 termina el octavo grado, decide no ingresar a la preparatoria convirtiéndose en trabajador agrícola migrante para evitar que su madre Juana siguiera trabajando en los campos después de un accidente de su padre, Librado.

En realidad, de jovencito Cesar no se sentía muy atraído por la escuela, la cual le planteaba además de los retos normales para cualquier muchacho, aquellos establecidos por la pobreza, la discriminación, y por un sistema social y económico que en realidad no recompensaba en su esfuerzo a todos en la misma proporción. Todo ello contrasto por su pasión por la educación más tarde en su vida.

Chávez en su sueño de esa noche de abril recordaba también su servicio en la Marina de Estados Unidos por más de dos años a partir de 1944, asi como el día de su matrimonio con Helen Fabela en 1948. Se detuvo por minutos en cada uno de los rostros de los ocho hijos que tuvo junto a Helen.

Para cuando en 1962, Chávez fundo su sindicato National Farm Workers Association, que después paso a ser el United Farm Workers (UFW), el ya tenía aproximadamente una década de experiencia como activista y organizador comunitario, trabajando para la Community Service Organization. Cuando llego a ese punto en el tiempo su sueño se volvió más veloz, como una película a la que se le hace avanzar mas rápido. Boycotts de resonancia nacional como el que monto contra las uvas de California, estadías en la cárcel, marchas largas y cortas, mítines, victorias y derrotas legales y legislativas, huelgas de hambre que tanto afectaron en general su salud y fortaleza física, todo corría por su cabeza haciéndolo vivir vertiginosamente de nuevo ese largo camino hacia esa madrugada, su última en este mundo.

Su única pero gran satisfacción en esos momentos era saber su contribución al logro de una forma básica de justicia para aquellos que siembran y recogen con sus manos lo que comemos todos sin detenernos a pensar en el sufrimiento, el dolor y hasta la sangre necesaria para ello. Chávez no sentía que había triunfado, ni de cerca siquiera, pero sí que había hecho una diferencia hacia lo correcto, lo justo, hacia un país y un mundo mejor. El ultimo sueño de su vida no incluyo el haber recibido la Medalla Presidencial de la Libertad en 1994 de manos del Presidente Bill Clinton, ya que eso vino póstumamente al siguiente año de su fallecimiento.

Here is an in-depth timeline about the life and times of Cesar Chavez with discussion questions aimed at a middle school audience:

The Life and Times of Cesar Chavez

1927 - Cesar Chavez was born on March 31, 1927 near Yuma, Arizona. His family were migrant farm workers who moved around the Southwest. 

1938 - At age 10, Cesar and his family lost their home due to unfair laws and were forced to become migrant farm workers. This was his first experience with injustice.

1942 - At age 15, Cesar left school after 8th grade to become a full-time migrant farm worker and support his family, as his father was injured. 

1944-1946 - Cesar joined the U.S. Navy during WWII and served in the western Pacific.

1948 - Cesar married Helen Fabela. Over the next 25 years they would have 8 children.

1952 - Cesar joined the Community Service Organization (CSO), a Latino civil rights group, beginning his career as an activist. 

1958 - Cesar became the national director of the CSO and organized voter registration drives. 

1962 - Cesar founded the National Farm Workers Association (NFWA), later called the United Farm Workers (UFW).

1965 - The NFWA led a strike of California grape workers and began a national boycott of grapes.

1966 - Cesar led a 340 mile march from Delano to Sacramento to bring awareness to farm workers' struggles.

1968 - After 5 years, the grape strike succeeded with a historic agreement with grape growers on better wages.

1970 - Cesar fasted for 25 days to re-commit to nonviolence. Senator Robert Kennedy joined farm workers during this fast.

1975 - The historic Agricultural Labor Relations Act was passed in California, protecting farm workers' right to unionize.

1988 - Cesar fasted for 36 days to protest the use of toxic pesticides that were making farm workers sick. 

1993 - Cesar Chavez died peacefully in his sleep on April 23, 1993 near Yuma, Arizona. Over 40,000 attended his funeral.

1994 - Cesar was posthumously awarded the Presidential Medal of Freedom by President Bill Clinton.

Discussion Questions:

- What personal values and beliefs guided Cesar Chavez's activism and leadership?

- Why was the grape strike a significant event for farm labor? What tactics did Chavez use?

- How did Cesar Chavez use ethical approaches like nonviolence and fasting in his activism?

- What lasting impacts did Cesar Chavez and the UFW have on farm labor and the Latino community?

- How can we carry on Chavez's legacy and work for justice today?

- Do a walk through the cultural setting of the novel, which takes place in Mexico and California during the Great Depression - what was daily life like then? What types of jobs did people have? Why did so many families face hardship? Make the historical context come alive.

- Preview some of the key vocabulary in the book related to Mexican culture and history, agriculture, the Depression era, and immigration.

- Then as you read Esperanza Rising with the class, prompt students to make connections to the background you provided on immigration, discrimination, Cesar Chavez and the time period as they come up in the novel. Reinforce that prior knowledge and integrate it with the literature.

- Teach academic vocabulary explicitly. Before reading a new text, identify key vocabulary words and teach their meanings. Have students repeat and use the words to help them enter the text with the necessary background knowledge.

- Use informational texts across subjects. When doing a unit on Egypt in social studies, also read related informational books during reading time. This builds broad knowledge connections.

- Do more read alouds. Read aloud high quality texts above students' own reading level. This exposes them to new vocabulary, ideas and knowledge in a comprehensible way through listening.

- Focus on knowledge more than skills. Spend time on science, history, the arts to build knowledge broad knowledge. Don't let test prep overwhelm opportunities for content learning.

- Assess knowledge more. Along with typical skills assessments, give short knowledge quizzes after units to see if students are retaining facts, concepts and vocabulary.

- Explicitly build connections to prior lessons and units. Remind students how new material builds on what they already learned to reinforce connections.

The main ideas are to 1) build background knowledge, 2) teach academic vocabulary, 3) use informational texts, 4) do more read alouds, 5) focus on content over skills, 6) assess knowledge, and 7) explicitly make connections between lessons. Let me know if you need any clarification or have additional questions!