Reading is a process of reconstructing meaning from text based on a reader's knowledge or background knowledge. The background knowledge varies according to readers' value, culture, contents or level of learning. Therefore, readers can derive different background knowledge from the same contents. The background knowledge also has effects on children for reading the contents of text efficiently with interest. Since it is difficult to motivate a child with inadequate or less background knowledge on the text to read, the child cannot have interest in reading the text. The activation of background knowledge is required for a reader to use his/her background knowledge. Various background knowledge activation methods presented currently emphasize the importance of activation but present inadequate specific methods. And also, these methods actually have not been applied actively in schools. Therefore, this study is focused on connecting and utilizing the background knowledge under the ideas that previous studies focus on theories rather than practices. And also, this study presents actual connection and activation methods with specific examples which allow children to focus on classes actively and dynamically. Also, this study suggests that guidance strategies using the connection are actual methodical strategies which promote the improvement of children's reading.