By: Candice M. de Ausen-Jungao

Notes on Building BackgroundThe SIOP Model

Building BackgroundContent Objectives:

Recognize the importance of connecting students’ personal experiences to lesson concepts

Identify strategies for linking past learning with new information

Language Objectives:Examine text to determine key vocabulary for students

to learnIncorporate a variety of vocabulary development

activities into lessonsDescribe the difference between content language and

school language

IntroductionEffective teaching takes students from where they are

and leads them to a higher level of understanding.Students learning English must have ample opportunity

to:hear and see comprehensible Englishread, write, and speak the new language within the

context of subject matter learningBUT the language must be meaningful.

Build a bridge from where the child is to where you want him/her to go.

Background

A reader’s “schema” – knowledge of the world – provides a basis for understanding, learning, and remembering facts and ideas found in stories and texts.

There is higher recall and better ability to elaborate on aspects of the topic for individuals who have prior knowledge about a topic.

BackgroundSchemata

reader’s concepts, beliefs, expectations, processes - almost everything from past experiences – that are used in making sense of things and actions

In reading, used in making sense of text; the printed work evoking the reader’s associated experiences, and past and potential relationships

When reading, the learner forms meaning by reviewing past experiences that given images and sounds evoke.

Background 3 Major Instructional Interventions Needed

when Readers Lack the Prior Knowledge Necessary to Read:

1. Teach vocabulary as a pre-reading step Limited number of words should be taught per

lesson or per week Words must be key words in the text. Teachers select words critical for understanding

the text or material and provide a variety of ways for students to learn, remember, and use those words.

Students develop a core vocabulary over time.

Background2. Provide experiences to increase

comprehension use video of a story to build background

experience before actually reading a novel Connecting students’ own background knowledge Presenting background information about the text

to be read3. Introduce a conceptual framework that will

enable students to build appropriate background for themselves Teaching children to use graphic organizers

Background 3 Categories of Children and Their Prior

Knowledge1. Much prior knowledge

Using and teaching superordinate concepts, definitions, analogies, and linking words

2. Some prior knowledge Using and teaching examples, attributes, and defining

characteristics 3. Little prior knowledge

Using and teaching associations, morphemes (e.g. base words and word roots), sound-alikes, and first-hand experiences

BackgroundTeachers have to remember that what may

appear to be poor comprehension and memory skills may be a lack of or failure to activate the background knowledge that was assumed by a message or a text.

Teachers should activate prior knowledge explicitly and provide linkages from their experiences to the concepts or text.

Concepts Linked to Students’ BackgroundTying new information to students’ own

background experiences, both personal (including cultural) and academic, makes the information take on new meaning.

Teachers should provide explicit links to students’ background.

Concepts Linked to Students’ BackgroundSample Questions to be Asked

Have you seen a…?How do people usually feel about…? Why?Have you ever been…?

Go directly and relate it to the topic.Well, today, we’re going to read about …. Let’s

see the similarities between what is in the story and what you have just described from your experience.

Links Made between Past Learning and New ConceptsTeachers should make explicit connections

between new learning and the material, vocabulary, and concepts previously covered in class.

New information should be integrated with what the learned already knows.

Teachers must build a bridge from previous lessons to new learning for students to cross over.

Links Made between Past Learning and New Concepts

Teachers must explicitly point out how past learning is related to the information at hand.

Sample QuestionsWho remembers what we learned about…?How does this relate to our story?

Review graphic organizers or other written reminders about the information.

Word banks, outlines, charts, maps, and graphic organizers are tools for reminding students of previous learning.

Key Vocabulary EmphasizedStrong relationship between vocabulary

knowledge in English and academic achievement

Vocabulary development must be closely related to the subject matter students are studying.

Key Vocabulary Emphasized 4 Main Principles to Guide Vocabulary

Instruction 1. Students should be active in developing their

understanding of words and ways to learn them. Semantic mapping, word sorts, and developing

strategies for independent word learning2. Students should personalize word learning

through practices Vocabulary Self-Collection Strategy (VSS),

mnemonic strategies, and personal dictionaries.

Key Vocabulary Emphasized3. Students should be immersed in words by providing

rich language environments that focus in words and draw students’ attention to the learning of words. Word walls, personal word study notebooks and

dictionaries, and comparing/contrasting words with the same morphemic element (e.g. photosynthesis, photograph, photogenic)

4. Students should build on multiple sources of information to learn words through repeated exposures. Let children see and hear new words more than once,

drawing on multiple sources of meaning

Key Vocabulary Emphasized 2 Aspects to Vocabulary Development

1. Select several key terms to focus from the lesson’s material.2. Explicitly teach “school language”

the vocabulary associated with activities the kinds of terms typically used in classroom tasks and discussions Ex. identify, define, compare, and summarize

Developing Content Language

Little benefit: Selecting 25 to 30 isolated vocabulary terms and asking

ELs to copy them from the board and look up their definitions in the dictionary

Many of the definitions are also unfamiliar.Task must fit the students’ learning needs.Number of words should be tailored to the

students’ English and literacy levels.Words should be presented in context, not in

isolation.

Developing Content Language Contextualizing Key Vocabulary

Strategies:1. First:

Teachers peruse the materials to be learned and select key terms critical to understanding the lesson’s most important concepts.

Teacher introduces the terms at the outset of the lesson. Teacher systematically defines or demonstrates each

and shows how that term is used within the context of the lesson.

2. Second: Read with students in small groups. Pause and explain

when students don’t understand a term. Use as many examples, synonyms, or cognates as necessary.

Developing Content Language Vocabulary Self-Collection Strategy (VSS)

Students self-select key vocabulary that is essential to understanding content concepts.

Words may be selected by individuals, partners, or small groups, and they are eventually shared and discussed by the entire class.

A class list of vocabulary of self-collection words for a particular lesson or unit is mutually agreed on by the teacher and students. These are reviewed and studied throughout.

Words may be entered in a study notebook and students may be asked to demonstrate their knowledge in oral or written activities.

Developing Content Language Vocabulary Self-Collection Strategy (VSS)

Effective method for teaching and reviewing content vocabulary because students learn to trust their own judgments about which content words are the most important to learn

Most appropriate for students who are high-intermediate and advanced ELs

Personal Dictionaries Created as an individual vocabulary and spelling resource for

students at all levels of English proficiency Generally used with students who have intermediate and

advanced English proficiency ELs read together in small groups and write unknown words

they encounter

Developing Content Language Personal Dictionaries

The teacher works with each group and discusses the words students have written, providing correction and clarity as needed.

Word Wall Key vocabulary is reviewed by directing students to a Word

Wall relevant content vocabulary words listed alphabetically Large poster, sheet of manila paper, or pocket chart Effective for displaying content words related to a particular

unit or theme

Developing Content Language Word Wall

Words are revisited frequently throughout the lesson or unit. Students are encouraged to use words in writing and

discussions Words should be selected judiciously. Number of words should be limited to those of great

importance. One Word Wall – carefully maintained and changed as

needed

Developing Content Language Concept Definition Map

Can be used to discuss simple concepts Cloze Sentences

Can be used to teach and review content vocabulary Steps:

Students read a sentence that has strong contextual support for the vocabulary word that has been omitted in the sentence.

Once the meaning of the word is determined and possible replacement words are brainstormed, the teacher or student provides the correct word.

Ex. During a _____________, which can be violent or peaceful, a group of people tries to overthrow an existing government or social system. (revolution)

Developing Content Language Word Sorts

Students categorize words or phrases, which have been previously introduced, into groups predetermined by the teacher/

Steps: Words are typed on a sheet of paper. Students cut the paper into word strips and sort them according to

meaning, similarities in structure (e.g. words ending in –tion, -sion, or –tation), derivations, or sounds.

Students put labels as they sort words into groups. 2-fold Objectives:

Introduce words related to content concepts Reinforce spellings and word structure

Developing Content Language Word Generation

Helps ELs review and learn new content vocabulary through analogy

Steps: Teacher writes a part of a word on the board. Students generate as many words as they can that contain the part of

the word that was written. The meaning of each word is explained. Teacher may give the answer

if the students do not know. Review each brainstormed word and its meaning. A generalization about the meaning of that part of the word is given.

Definition is not given in the beginning. Students figure this out for themselves.

Ex. -port: report, import, export, important, airport -port: has something to do with “to carry”

Developing Content Language Word Study Books

Student-made personal notebook containing frequently used words and concepts

Organized by English language structure, such as listing together all words ending in –tion, -sion, and –tation

Can also be used for content study where words are grouped by meaning

Vocabulary Games Playing games like Pictionary and Scrabble Recall vocabulary terms Word searches for beginning students Crossword puzzles for more proficient students Software programs are also available.