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The SIOP ® Model BUILDING BACKGROUND. Content Objectives We will: Identify techniques for connecting students’ personal experiences, cultural background,

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Presentation on theme: "The SIOP ® Model BUILDING BACKGROUND. Content Objectives We will: Identify techniques for connecting students’ personal experiences, cultural background,"— Presentation transcript:

1 The SIOP ® Model BUILDING BACKGROUND

2 Content Objectives We will: Identify techniques for connecting students’ personal experiences, cultural background, and past learning to lesson concepts. Explain the key elements of academic language.

3 Language Objectives We will: Produce a variety of sentence types to identify the tiers of vocabulary in a short passage with a small group. Use an “I can” statement to describe how we will apply Building Background in our classes using our notes.

4 Building Background Features Concepts Linked to Students’ Background Develop Key Vocabulary Bridge Past + New Learning Content WordsAcademic LanguageWords and Word Parts

5 The Power of Building Background Activity

6 Need To Know…

7 Building Background Features Concepts Linked to Students’ Background Develop Key Vocabulary Bridge Past + New Learning Content WordsAcademic LanguageWords and Word Parts

8 Concepts linked to students’ background experiences varviraamat.blogspot.com

9 Deep Culture vs. Surface Culture music dress food beliefs concepts of time health & medicine family ties dating Urban/rural

10 Multiple Meanings / Polysemous Words Moises

11 Socioculturally Supportive Climate How are we doing in creating a socioculturally supportive climate? What can I do in my classroom? Do I know about the different cultural backgrounds of my students?

12 Cultural Comparisons (Hofstede) Individualist Collectivist Geert Hostede Cultural Dimensions Hofstede, G (1986) 'Cultural differences in teaching and learning' International Journal of Intercultural Relations

13 Academic Differences MATH In some Latin American countries A comma is used to separate a decimal from a whole number: 0,5 instead of 0.5 Division may be done in a different way: 127|4 31,75 A period is used to indicate thousands: to indicate three thousand.

14 More Academic differences Dates are written differently: 5/7/90 would mean July 5, Days of the week and months of the year are not capitalized in Spanish. Discourse patterns differ among cultures.

15 Do we know… 15

16 Political Cartoon

17 Osrin, Ray, “Political Cartoon,” Subject Tower City Center Description Political Cartoon from The Plain Dealer which shows Forbes kicking over building blocks that spell out Tower City. Date June 6, 1984

18 If no link, Build Background Political cartoons Ground Hog Day A day at the beach Cultural assumptions: e.g. Frosty the Snowman Fairy tales: e.g.Cinderella American history Culturally embedded:

19 Thinking about your classroom activities Consider: Will the assignment or classroom activity bring up unpleasant associations? Is the assignment culturally appropriate? How can you link a students past experiences to the classroom? Or give an example of a time when you successfully linked a student’s background experiences to a lesson?

20 Social & Cultural Processes and Academic Language fish-bowl-download trussvillecityschools.com

21 Sociocultural Context 34eny--P4

22 Building Background Features Concepts Linked to Students’ Background Develop Key Vocabulary Bridge Past + New Learning Content WordsAcademic LanguageWords and Word Parts

23 Determining Key Vocabulary The SIOP Model Common Core State Standards a7b57e02df43eebcd625e390c0826e1d WIDA

24 Social Language SpanishAcademic Language farmingagriculturaagriculture jobocupaciónoccupation grown-upadultoadult stickadherirseadheres countrynaciónnation quietcalmacalm sameequivalenteequivalent Cognates!!!

25 Word Parts: Roots and Affixes How can we help students learn vocabulary? prefix + root + suffix Prefix on the left; root word in the middle; suffix at the end, shsh…

26 97% of Affixes in K-12 Prefixes dis- (not, opposite of) in-, im-, il-, ir-, (not) re- (again) un- (not) Suffixes -ed (past tense of verbs) -ing (present participle of verbs) -ly (characteristic of) -s, -es (plural of nouns and present tense of verbs)

27 Tiers of Language Tier 1Tier 2Tier 3

28 Three Tiers (M. Calderón) Emphasize key vocabulary Tier 1Tier 2Tier 3 Basic words that are a part of everyday language. Needed to communicate, read, and write Academic words Polysemous Words (Words with multiple meanings) -Homophones (words that sound the same but have different meanings) Information Processing Words Transition Words Connectors Idioms Phrasal expressions/ Compound words Cross curricular words Subject specific words Infrequently Used Academic Words (Usually words bolded in textbooks)

29 Tier 2 Words in State Exams (M. Calderón) : absence, accuracy, additive, effect, affect, allow, apparent, approach, arrange, assortment, assumption, basis, bases, behavior, belief, body, boundary, core, criteria, crucial, depict, deplete, device, display, distinct, generate, impact, illustrate…

30 Idioms and Sayings 30 “It’s raining cats and dogs out there!” “Don’t count your chickens before they hatch” “You need to get your ducks in a row” “He talks out of both sides of his mouth!” ___________________________

31 The “Student’s” Voice Margarita Calderón A Queen’s Wish One gray winter day the elderly queen summoned all her grandchildren to the castle. “I have been fortunate to have lived a long life,” she said. “But in time your generation will rule the country. You must work persistently to help the people and take care of the land. “We will always work hard,” the children replied. “You must also be faithful to your brothers and sisters, no matter what,” the queen said. Calderón & Associates

32 Underline the words you think are simple (Tier 1) Circle the words you think are more difficult (Tier 2) Put a rectangle around the words that you think are the key vocabulary (Tier 3) Activity

33 Tier 1 Tier 2 Tier 3 Simple wordsProcess, Idioms, Sophisticated Content Words, Key Vocabulary wishrulesummoned graytake carefortunate queenrepliedgeneration castleno matter what elderly persistently faithful Calderón & Associates

34 How can teach vocabulary in our classrooms? Page (SIOP manual) Word Wall Four Corners Concept definition map Cloze sentences Vocabulary Games Foldables Word Sorts Carousel

35 Building Background Features Concepts Linked to Students’ Background Develop Key Vocabulary Bridge Past + New Learning Content WordsAcademic LanguageWords and Word Parts

36 How Can We Bridge Past Learning to New Concepts? SIOP says be… Explicit Intentionally planned Do a brief review of prior lesson B R I D G E

37 What Can I Use Right Away to Help My ELLs?

38 Sample SIOP Lesson Plan

39 Continue to write a lesson plan you can use including the features of Building Background Concepts linked to students’ backgrounds Links between past learning and new learning Develop key vocabulary Owning Building Background

40 Content Objectives How did we: Identify techniques for connecting students’ personal experiences, cultural background, and past learning to lesson concepts Explain the key elements of academic language

41 Language Objectives How did we: Produce a variety of sentence types to identify the tiers of vocabulary in a short passage with a small group. Use an “I can” statement to describe how we will apply Building Background in our classes using our notes


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