Presentation on theme: "SIOP – Spicing up instruction"— Presentation transcript:
1SIOP – Spicing up instruction PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice and ApplicationLesson DeliveryReview and AssessmentFirst 3 people – cook books
2Discuss at Your TablePlease share one experience you have had related to posting your content and/or language objectives in your classroomComponent 1: Lesson PreparationContent objectives defined, displayed, and reviewed with studentsLanguage objectives defined, displayed, and reviewed with students
3Language objectives develop academic language . . . ReadingWritingListeningLanguage acquisition is ACTIVE, NOT PASSIVE!Speaking
12Discuss with a PartnerWhy did I find some cartoons humorous and others not funny?Relate a time when you felt like an “outsider” in a group because you did not understand what was being talked about.
13Content Objectives Language Objectives Know three teaching features of Building Background (Component 2 of SIOP)Understand at least one strategy for effectively teaching vocabularyShare one experience regarding how you utilized content and/or language objectives in your classroomComplete a graphic organizer as a group to define a termLanguage Objectives
142. Building BackgroundF7: Link objectives to students’ background experiencesF8: Link new learning to past learningF9: Emphasize key vocabulary
15Activating Prior Knowledge Building BackgroundDifferent for each studentThink about a time when . . .Activating Prior KnowledgeSame for each student in classRemember when we talked about . . .
16Different for each student Building BackgroundDifferent for each studentThree interventions for students without background knowledge:Teach vocabulary as a pre-reading stepProvide experiencesIntroduce a conceptual framework
17Different for each student Building BackgroundDifferent for each studentRead a story, article, play, or picture book about the topic or show a video clipDuplicate a nonfiction article on a topic you are teaching. In partners, students read the article and code passages: = Already known ? = Confusing or not understood! = Unusual or surprising + = idea/concept new to readerPre-test with a partner
18Activating Prior Knowledge Same for each student in classStudents often do not make connections on their own.Who remembers what we talked about?How does that relate to our objective?Revising graphic organizers, notes, charts, maps…
19Emphasize Key Vocabulary Vocabulary instruction that targets academic terms can increase comprehension by 33 percentile points (Marzano, 2004, p. 69)
20Building BackgroundMost reading material assumes common prior knowledgeVocabulary knowledge correlates strongly with academic achievement and reading comprehensionIf you are going to read about insects What common prior knowledge is expected, can you build that?We are going to try a vocabulary activity
21Why Not Just Use Glossaries and Dictionaries? lon·gi·tude: angular distance east or west on the earth's surface, measured by the angle contained between the meridian of a particular place and some prime meridian, and expressed either in degrees or by some corresponding difference in time.the·o·rem: a theoretical proposition, statement, or formula embodying something to be proved from other propositions or formulas.iambic pentameter: a common meter in poetry consisting of an unrhymed line with five feet or accents, each foot containing an unaccented syllable and an accented syllablemi·to·sis: the usual method of cell division, characterized by the resolving of the Chromatin of the nucleus into a threadlike form, which condenses into chromosomes, each of which separates longitudinally into two parts, one part of each chromosome being retained in each of two new cells resulting from the original cell.
22Vocabulary Content – key words related to the subject/topic To be successful while learning content and language simultaneously, teachers must systematically teach content vocabulary, process/function vocabulary, and how word structure impacts word meanings.Content – key words related to the subject/topicPlanetNumbersNounProcess – words related to what the students are to doComparePredictCollectShareDiscussHighlightUnderlineSummarizeRespondMatch
23Vocabulary Be careful when words have multiple meanings. Turn right at the next hallway.Are you alright?You are right!Write a sentence about school.
24Key Vocabulary: Making it Meaningful Word Quest – Skim and Scan- look for an interesting word- write it on a word card- with group, read the word using technique cardsWord Wallscontent and process wordsdifferent colors for different parts of speechPersonal Dictionaries4-corners (word, picture, word in context, definition)4-corners: word / picture / word in context / definition
25Leave your walls for vocabulary and activating prior knowledge. Classroom WallsLeave your walls for vocabulary and activating prior knowledge.If you have one of those posters with the cat in the tree that says, “Hang in There,” take it down You need the room.
26Vocabulary Approaches With the people at your table, complete the vocabulary graphic organizers for the vocabulary strategy you are given.Be prepared to share with the large group
27Schools are like airport hubs; student passengers arrive from many different backgrounds for widely divergent destinations. Their particular takeoffs into adulthood will demand different flight plans.Mel Levine, 2002
28Content Objectives Language Objectives Know three teaching features of Building Background (Component 2 of SIOP)Understand at least one strategy for effectively teaching vocabularyShare one experience regarding how you utilized content and/or language objectives in your classroomComplete a graphic organizer as a group to define a termLanguage Objectives