siop component #2 building...

SIOP Component #2 Building Background

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Please sit in groups of 4. You will need your two SIOP books today.

Objectives

Content Objective: Participants will be able to…

Explore the value of building background by identifying ways of connecting students' personal experiences and past learning to new concepts.

Language Objective: Participants will be able to…

Apply a vocabulary building technique by incorporating an activity for emphasizing key vocabulary into a SIOP lesson plan.

Baker, Meg. Goals_IntroSIOP Model. N.p.: Whitfield County Schools, 23 May 2015. DOCX.

Housekeeping

Sign in to the attendance sheet in order to earn PD hours for re-certification.

annieshousekeeping.com

http://annieshousekeeping.com

Look for the orange slides for each new

SIOP Feature.

Component 2: Building Background

Feature 7: Concepts explicitly linked to students’ background experiences

Feature 8: Links explicitly made between past learning and new concepts

Feature 9: Key vocabulary emphasized

SIOP Component #2 Feature #7

Concepts Explicitly Linked (To students’ background experiences)

Fold your paper into 6 parts and draw…

Breakfast


Breakfast Transportation


Breakfast Transportation Home


Breakfast Transportation House

Outlet


Breakfast Transportation House

Outlet Bathroom


Breakfast Transportation Home

Outlet Bathroom Bread

BYOB: Bring Your Own Background!

The bogo also recognizes the need to invest more in cucio themselves, 40 percent of which now lack basic sumwalz. Ligachev said cucio for 28 million monos will be frazequack by the year 2010, and that capital expenditures in

blocka will increase drastically. !

In your groups, use your background knowledge to make inferences about this article and then answer the questions below.

!1. Write your own definitions for three of the highlighted words. 2. Do you agree that the bogo should invest more in cucio? Why or why not? 3. What are some potential consequences of monos becoming frazequack

by the year 2010?


Links Explicitly Made (Between past learning and new concepts)

Be a bridge.

“The teacher must build a bridge between previous lessons and concepts and the material in the current lesson. Many students do not automatically make such connections, and they benefit from having the teacher explicitly point out how past learning is related to the information at hand ” (68).

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The SIOP Model. 4th Ed. New York: Pearson, 2013.


Key Vocabulary Emphasized (e.g. Introduced, written, repeated, and highlighted for students to see)

Prediction

What percentage of words does a reader need to know to comprehend a reading passage?

I predict a reader needs to know…

Think-Pair-Share

The bogo also recognizes the need to invest more in cucio themselves, 40 percent of which now lack basic

sumwalz. Ligachev said cucio for 28 million monos will be frazequack by the year 2010, and that capital

expenditures in blocka will increase drastically. !

Is this passage comprehensible? Roughly what percentage of words do you not know?

SIOP 3-Day_Initial_Training_Notes. N.p.: Georgia Department of Education, n.d. DOCX.

Think-Pair-Share

The bogo also recognizes the need to invest more in cucio themselves, 40 percent of which now lack basic

sumwalz. Ligachev said cucio for 28 million monos will be frazequack by the year 2010, and that capital

expenditures in blocka will increase drastically. !

8 unknown words About 80% known words


Link to Past Learning: The Wright Family

Listen carefully.

Each time you hear the word right (or one of its homophones), you must pass your object to the right.

Each time you hear the word left , you must pass your object to the left.

Academic Vocabulary

“Academic vocabulary is but one aspect of the spectrum of academic language, which includes the language for reading and writing, English grammar, prosody (such as intonation, inflection, and fluency), oral academic discourse, English syntax, and self-talk that promotes thinking and knowing” (69).


Academic Vocabulary

Content Vocabulary: Subject Specific and Technical Terms

General Academic Vocabulary: Cross-Curricular Terms & Function

Word Parts: Roots and Affixes


Content Vocabulary

Sample topic: American Revolutionary War

“Redcoats, democracy, Patriots, freedom of religion, Shot Heard ‘Round the World, Paul Revere” (70)

“More important than listing words for students to learn is con eying the importance of knowing particular words in order to understand a given topic and determining whether a particular word represents a key concept that is being taught” (70).


General Academic Vocabulary

Cross-curricular terms

“They describe relationships (friendship, conflict, encounter) and actions (describe, argue, measure). They help illustrate information (chart, model, structure, symbol) and are used to speculate (predict, infer) and conclude (effect, result, conclusion, drawback)” (70-71).

Language processes and functions

“…what we do with language—the kind of information we convey or receive and the tasks we engage in that require language to accomplish” (71).

Examples: discuss, skim, scan, question, argue, describe, compare…


Word Parts

“…Help students learn that many English words are formed with roots to which are attached prefixes and suffixes (affixes)” (71).

Making Content Comprehensible for English Learners: The SIOP Model: Figure 3.2, pg. 72


Jigsaw Reading

Play rock-paper-scissors with the person next to you. The winner chooses his or her section first.

One, Two, and Three Tier Words (p.73-74)

Teaching Academic Vocabulary (p. 75-76)

Take 4 minutes to read your section and prepare to give your partner a brief summary of your section.

Exit Slip: Vocabulary Building Technique

Skim the SIOP books and identify one vocabulary building technique that you can incorporate into your lesson to emphasize key vocabulary.

Making Content Comprehensible for English Learners: The SIOP Model: Pages 76-82

99 Ideas and Activities for Teaching English Learners with The SIOP Model: Pages 25-44

In 3-5 sentences provide a brief explanation of how you plan to target key vocabulary using one of the ideas from the books (or your own!) in the coming month.

Objectives

Content Objective: Participants will be able to…

Explore the value of building background by identifying ways of connecting students' personal experiences and past learning to new concepts.

Language Objective: Participants will be able to…

Apply a vocabulary building technique by incorporating an activity for emphasizing key vocabulary into a SIOP lesson plan.


Next Steps…

Reading (by October 20)

Read pages 63-93 in the core text to be prepared for your divisional book study

Discussion leaders: Dave Evans (Elementary), Rachel Steffen (Middle), Paul Betts (High)

Peer-coaching (by November 3)

Planning conference

Observation

Reflection conference

Works Cited




siop component #2 building...

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