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SIOP – Spicing up instruction 1.Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice and Application 7.Lesson.

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Presentation on theme: "SIOP – Spicing up instruction 1.Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice and Application 7.Lesson."— Presentation transcript:

1 SIOP – Spicing up instruction 1.Preparation 2.Building Background 3.Comprehensible Input 4.Strategies 5.Interaction 6.Practice and Application 7.Lesson Delivery 8.Review and Assessment

2 Discuss at Your Table Please share one experience you have had related to posting your content and/or language objectives in your classroom Component 1: Lesson Preparation –Content objectives defined, displayed, and reviewed with students –Language objectives defined, displayed, and reviewed with students

3 Language objectives develop academic language...

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12 Discuss with a Partner Why 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.

13 Content Objectives Know three teaching features of Building Background (Component 2 of SIOP) Understand at least one strategy for effectively teaching vocabulary Share one experience regarding how you utilized content and/or language objectives in your classroom Complete a graphic organizer as a group to define a term Language Objectives

14 2. Building Background F7: Link objectives to students background experiences F8: Link new learning to past learning F9: Emphasize key vocabulary

15 Building Background Different for each student Activating Prior Knowledge Same for each student in class Think about a time when... Remember when we talked about...

16 Building Background Different for each student Three interventions for students without background knowledge: Teach vocabulary as a pre-reading step Provide experiences Introduce a conceptual framework

17 Building Background Different for each student Read a story, article, play, or picture book about the topic or show a video clip Duplicate 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 reader Pre-test with a partner

18 Activating Prior Knowledge Same for each student in class Students 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…

19 Emphasize Key Vocabulary Vocabulary instruction that targets academic terms can increase comprehension by 33 percentile points (Marzano, 2004, p. 69)

20 Building Background Most reading material assumes common prior knowledge Vocabulary knowledge correlates strongly with academic achievement and reading comprehension

21 Why Not Just Use Glossaries and Dictionaries? 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 syllable mi·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. 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.

22 Vocabulary Planet Numbers Noun Compare Predict Collect Share Discuss Content – key words related to the subject/topic Process – words related to what the students are to do 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. Highlight Underline Summarize Respond Match

23 Be careful when words have multiple meanings. Turn right at the next hallway. Are you alright? You are right! Write a sentence about school. Vocabulary

24 Key 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 cards Word Walls - content and process words - different colors for different parts of speech Personal Dictionaries 4-corners (word, picture, word in context, definition)

25 Classroom Walls Leave your walls for vocabulary and activating prior knowledge.

26 Vocabulary 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

27 Schools 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

28 Content Objectives Know three teaching features of Building Background (Component 2 of SIOP) Understand at least one strategy for effectively teaching vocabulary Share one experience regarding how you utilized content and/or language objectives in your classroom Complete a graphic organizer as a group to define a term Language Objectives

29 Emerils Challenge ……..


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