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COMPONENT #2 BUILDING BACKGROUND SIOP. Review Homework 1. Share (with your tablemates) what your favorite movie is and why 2. The person with the movie.

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Presentation on theme: "COMPONENT #2 BUILDING BACKGROUND SIOP. Review Homework 1. Share (with your tablemates) what your favorite movie is and why 2. The person with the movie."— Presentation transcript:

1 COMPONENT #2 BUILDING BACKGROUND SIOP

2 Review Homework 1. Share (with your tablemates) what your favorite movie is and why 2. The person with the movie that was ________________, will begin sharing first and then will follow in a clockwise manner 3. Share what strategy you used and how it went. 4. Listen carefully as you may be asked to share what your group mates have said!

3 Todays Learning Targets: Content Objective: (WHAT) You will be able to understand at least 2 strategies that you can use to support students as you build their background knowledge Language Objective: (HOW) You will be able to share (speak) about how you want to implement at least one of todays strategies

4 Building Backgrounds Sub Components Concepts linked to students backgrounds 1. To correct their misconceptions 2. To plug their learning holes 3. To further develop relationships Links between past learning and new learning 1. Making connections (text to self, text to text and text to world) 2. Filing information in more than one place in your brain increases retention of learning Developing key vocabulary: academic language

5 Vocabulary Development: The best bang for your buck! Tier 1: common words, nouns, sight words, high- frequency words and verbs (ones kids SHOULD already know) green, Selah, jump, he, was, first Tier 2: academic words found in text books but not often in general conversation (Goldilocks Words) pictograph, prediction, fact Tier 3: uncommon words, rarely found in school texts except in particular contexts (words kids need RARELY) ambiguous, serendipity

6 Insert Method SIOP Book Page #33 In partners, students read a non-fiction text using a coding system (use any text) Great for increasing think while you read skills 4 easy codes: 1. Check mark for something already known 2. Question mark for something confusing 3. Exclamation mark for something new or surprising 4. Plus for something that is new and interesting Pay close attention to students markings so you can address questions and new learning.

7 Think, Write, Timed Group Pair, Share Start with the person who has taught for the least amount of time in US schools, then continue around in a clockwise manner. For 1 minute, share with you group one way you could intervene about the questions and new learnings observed through the Insert Method. If the sharer has shared all the want to and if there is additional time, they may be interviewed by the team. All students are welcome to write all ideas down. (Accountability?)

8 4 Corners Vocabulary SIOP Book Page #40-41 This format is used in JCs ELL program K-4 Modified by Melissa, Cindy and Renee during GLAD training The difference is the addition of the motion Enormous impact on student engagement and retention of new information

9 Our Vocabulary Graphic Organizer wordpicturemotionsentencedefinition 1chompedAlligator eating saying yum yum I chomped on my gum Chewing or eating something

10 Timed Rally Robin (Partners) Stand up The partner who has the darkest colored hair gets to share first For 45 seconds, share what you liked about the 4 Corners graphic organizer or our ELL version Sit down when you are done

11 Backwards Book Walk- Using a Text Book SIOP Book Page # 31 Use with a non-fiction text with strong text features and good organization Starting from the whole and moving to parts Any configuration works: individual *, pairs, groups, whole class Model this first and teach text features and their purposes in aiding the reader to better understand and make meaning of the print

12 Find Someone- Sole Partners Find someone who has shoes that are like yours in some way Share one thing that you liked about the Backwards Book Walk Give your partner a Ketchup Applause (p handout) when you are done: Students (pretend t0) hold an imaginary bottle of ketchup upside own in a closed right fist. With their left hand, they pat the bottom of the bottle to help the ketchup come out. Each pat makes a deep clapping sound.

13 Review Learning Targets… Content Objective: (WHAT) You will be able to understand at least 2 strategies that you can use to support students as you build their background knowledge Language Objective: (HOW) You will be able to share (speak) about how you want to implement at least one of todays strategies

14 Think, Pair, Write, Share Think about todays language objective, share with your table mates what you think youll try in your classroom this week! Feel free to record your thoughts on the purple sheets. Thats all folks! See you next time for Comprehensible Input


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