misd bilingual/esl department siop training #2 building background october 8, 2013
DESCRIPTION
Scientific Based Research Professional Development The SIOP Model includes teacher preparation, instructional indicators such as comprehensible input and the building of background knowledge. It comprises strategies for classroom organization and delivery of instruction.TRANSCRIPT
MISD Bilingual/ESL Department
SIOP Training #2
Building BackgroundOctober 8, 2013
Agenda
Review of Lesson Preparation Content Objectives Language Objectives
Curricular Adaptations
Questions on SIOP
Scientific Based Research Professional Development
The SIOP Model includes teacher preparation, instructional indicators such as comprehensible input and
the building of background knowledge. It comprises strategies
for classroom organization and delivery of instruction.
Building and Activating Background Knowledge
Building Background – Content Objectives
1. Identify techniques for connecting students’ personal experiences and past learning to lesson concepts
2. Define the key elements of academic language and tell why it is so important to teach to the ELLs.
Building Background – Language Objectives
1. Write a lesson plan incorporating activities that build background and provide explicit links to students’ backgrounds and experiences and past learning.
2. Identify the academic vocabulary in SIOP lesson and select key vocabulary words to emphasize
Consider…
Have you ever taught a lesson that you carefully prepared but with which your students cannot connect?
As you are explaining new concepts, you observe confused faces, off-task behaviors and maybe some students mumbling to each other?
Building Background
CMS Ivanna Mann Thrower 2007
Link concepts to students’ background experiences.
Bridge past learning to new concepts.
Emphasize key vocabulary.
Meaningful Language
Effective teaching takes students from where they are and leads them to a higher level of understanding (Krashen, 1985, Vygotsky, 1978).
But there is a caveat to this -
The language must be meaningful!
Look at these letters
CNNFBICBSCIANCAA
How many do you remember?
?
Working Memory
There were 16 letters on the list, and most people can recall only 7
There is not sufficient space in working memory to maintain more than that
Now try again!
Background Knowledge!
CNNFBICBSCIANCAA
Easier, right?
Same Letters
These two lists contain the same information
This is called chunking!
•CN•NFB•ICB•SCI•ANC•AA
•CNN•FBI•CBS•CIA•NCAA
No Background Knowledge
http://youtu.be/zjBQ6hfa3Co
Background Knowledge
This was ACTIVATING
background knowledge
Background Knowledge
How do I BUILD
background knowledge then?
ACTIVATE Background Knowledge
BUILD Background Knowledge
1 2
3 4
Let’s Reflect
As a group, discuss building background. What is meant by activating prior knowledge?
What is meant by building background?
How do they differ instructionally?
Share…
Instructional Activities: Pretest with a Partner
Activity helpful for students in grades 2-12 and is appropriate for any subject area
The purpose of the Pretest with a Partner is to allow English Learners the opportunity to preview at the beginning of a lesson or unit the concepts and vocabulary that will be assessed at the conclusion on the lesson or unit.
Instructional Activities Pretest with a Partner
Distribute one pretest and pencil to each pair of students.
The pretest should be similar or identical to the posttest that will be administered later.
The partners pass the pretest and pencil back and forth between one another.
They read the question aloud, discuss possible answers, come to a consensus, and write the answer on the pretest.
Instructional Activities Pretest with a Partner
This activity provides an opportunity for students to activate prior knowledge and share background information, while the teacher circulates to assess what students know…recording gaps and misinformation
You are not teaching any information at this time
Making Connections
Explicit connections between new learning,
the material, vocabulary, and concepts previously
covered in class are important.
Making Connections
Research proves a student will not learn anything
NEW until he connects it to something he already
KNOWS
Links can be made through discussions
“Who remembers what we learned about________?”
How does that relate to our chapter/vocabulary/unit…”
By reviewing graphic organizers, previously used in class notes, transparencies, or power points.
Linking Background Knowledge
By preserving and referring back to word banks, outlines, charts, maps, and graphic organizers –
teachers have the tools for students to make those critical
connections.
Difficulties with Activating Prior Knowledge
Cultural BackgroundFor children to excel in a classroom, they must be valued there and share
in the dialogue of learning. You should encourage the participation of all
voices in the classroom. This fosters greater understanding not only of the
curricula but of various people and cultures as well.
Who is this?
Who is this?
Who is this?
Hamburgers!
Hamburgers!
Sauce Americaine!
Hamburgers!
Sauce Americaine!
Hamburgers!
Mixture of:ketchup and
mayo
Even served with steak!
Cultural Differences
Delicacy in Thailand?
Cultural Differences
Deep fried tarantulas
Difficulties with Activating Prior Knowledge
Differences between cultures are often perceived as threatening or “wrong” rather than just different.
Feelings of apprehension, loneliness, or lack of confidence are common when students move into a new, and possibly unknown ,culture.
What is logical and important in one culture may seem irrational and unimportant to another.
All cultures have internal variations. Cultures are continually evolving.
Key Vocabulary Emphasized
Research indicates a strong relationship exists
between vocabulary knowledge and comprehension.
Systematic and comprehensive vocabulary instruction is necessary for English Language
Learners…Why???
Content area texts include sophisticated vocabulary
Reading performance tests given to ELL rely on wide ranging vocabulary knowledge
ELLs vocabulary instruction must be accelerated because ELLs are learning English later than their native speaking peers.
ELLs’ acquisition of deep understanding of word meanings is very challenging.
Vocabulary Instruction
Students should1.be active in developing their
understanding of words and ways to learn them.
2.personalize word learning through practices as Vocabulary Self-Collection Strategies
3.be immersed with words 4.build upon multiple sources of information
to learn words through repeated exposure.
Concept of Definition Map
How is a slope represented in everyday life?
How is a slop represented on a formula?
How is a slope represented on a graph?
Ratio of the change in the y-coordinates to the corresponding change in the x coordinates
What is it? What is it like?
Homework Assignment
Work on building background of SIOP on lesson plans and document your successes and challenges. Begin to develop background knowledge into your lessons. Explicitly activate prior knowledge in your lessons.
First fifteen minutes of our next meeting will be devoted to sharing with the class.
Email us any time if you need additional support –Tina [email protected]
Or
Wendy [email protected]