Component #2 Building Background SIOP Component #2 Building Background

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

Today’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 knowledge Language Objective: (HOW) You will be able to share (speak) about how you want to implement at least one of today’s strategies

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

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

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: Check mark for something already known Question mark for something confusing Exclamation mark for something new or surprising Plus for something that is new and interesting Pay close attention to students’ markings so you can address questions and new learning.

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?)

4 Corners Vocabulary SIOP Book Page #40-41 This format is used in JC’s 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

Our Vocabulary Graphic Organizer word picture motion sentence definition 1 chomped Alligator eating saying yum yum I chomped on my gum Chewing or eating something 2 3 4 5

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

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

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. 10.15 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.

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 today’s strategies

Think, Pair, Write, Share Think 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