Presentation on theme: "Component #2 Building Background"— Presentation transcript:
1Component #2 Building Background SIOPComponent #2Building Background
2Review HomeworkShare (with your tablemates) what your favorite movie is and whyThe person with the movie that was ________________, will begin sharing first and then will follow in a clockwise mannerShare what strategy you used and how it went.Listen carefully as you may be asked to share what your group mates have said!
3Today’s 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 knowledgeLanguage Objective: (HOW)You will be able to share (speak) about how you want to implement at least one of today’s strategies
4Building Background’s Sub Components Concepts linked to student’s backgroundsTo correct their misconceptionsTo plug their learning holesTo further develop relationshipsLinks between past learning and new learningMaking connections (text to self, text to text and text to world)Filing information in more than one place in your brain increases retention of learningDeveloping key vocabulary: academic language
5Vocabulary 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, firstTier 2: academic words found in text books but not often in general conversation (Goldilocks Words)pictograph, prediction, factTier 3: uncommon words, rarely found in school texts except in particular contexts (words kids need RARELY)ambiguous, serendipity
6Insert 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” skills4 easy codes:Check mark for something already knownQuestion mark for something confusingExclamation mark for something new or surprisingPlus for something that is new and interestingPay close attention to students’ markings so you can address questions and new learning.
7Think, 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?)
84 Corners Vocabulary SIOP Book Page #40-41 This format is used in JC’s ELL program K-4Modified by Melissa, Cindy and Renee during GLAD trainingThe difference is the addition of the “motion”Enormous impact on student engagement and retention of new information
9Our Vocabulary Graphic Organizer wordpicturemotionsentencedefinition1chompedAlligator eating saying yum yumI chomped on my gumChewing or eating something2345
10Timed Rally Robin (Partners) Stand upThe partner who has the darkest colored hair gets to share firstFor 45 seconds, share what you liked about the 4 Corners graphic organizer or our ELL versionSit down when you are done
11Backwards Book Walk- Using a Text Book SIOP Book Page # 31Use with a non-fiction text with strong text features and good organizationStarting from the “whole” and moving to “parts”Any configuration works: individual *, pairs, groups, whole classModel this first and teach text features and their purposes in aiding the reader to better understand and make meaning of the print
12Find Someone- Sole Partners Find someone who has shoes that are like yours in some wayShare one thing that you liked about the Backwards Book WalkGive 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.
13Review 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 knowledgeLanguage Objective: (HOW)You will be able to share (speak) about how you want to implement at least one of today’s strategies
14Think, Pair, Write, ShareThink about today’s language objective, share with your table mates what you think you’ll try in your classroom this week! Feel free to record your thoughts on the purple sheets.That’s all folks! See you next time for Comprehensible Input