1. The SIOP ® Model BUILDING BACKGROUND

2. Content Objectives We will: Identify techniques for connecting students’ personal experiences, cultural background, and past learning to lesson concepts. Explain the key elements of academic language.

3. Language Objectives We will: Produce a variety of sentence types to analyze the language needed in a sociocultural context with a small group Use an “I can” statement to describe how we will apply Building Background in our classes using our notes

4. Building Background Features Concepts Linked to Students’ Background Develop Key Vocabulary Bridge Past + New Learning Content WordsAcademic LanguageWords and Word Parts

5. Building Background Features Concepts Linked to Students’ Background Develop Key Vocabulary Bridge Past + New Learning Content WordsAcademic LanguageWords and Word Parts

6. Concepts linked to students’ background experiences

7. Deep Culture vs. Surface Culture music dress food beliefs concepts of time health & medicine family ties dating

8. Socioculturally Supportive Climate How are we doing in creating a socioculturally supportive climate? What can I do in my classroom? Do I know about the different cultural backgrounds of my students?

9. Cultural Comparisons (Hofstede) Individualist Collectivist Geert Hostede Cultural Dimensions http://www.geert-hofstede.comhttp://www.geert-hofstede.com Hofstede, G (1986) 'Cultural differences in teaching and learning' International Journal of Intercultural Relations

10. Hofstede’s Ratings Individualism │ Collectivism USA 91 Australia 90 Great Britain 89 Canada 80 Italy 76 France, Sweden 71 Germany 67 Israel 54 Spain 51 India 48 Argentina, Japan 46 Iran 41 Arab countries 38 Philippines 32 Mexico 30 East Africa 27 Singapore, Thailand 20 West Africa 20 South Korea 18 Costa Rica 15 Indonesia, Pakistan 14 Guatemala 6

11. Academic Differences MATH In some Latin American countries Division may be done in a different way. A period is used to indicate thousands, 3.000 to indicate three thousand. A comma is used to separate a decimal from a whole number 0,5 instead of 0.5

12. More Academic differences Dates are written differently: 5/7/90 would mean July 5, 1990. Days of the week and months of the year are not capitalized in Spanish. Discourse patterns differ among cultures.

13. Do we know… 13

14. Political Cartoon

15. Think about a joke or a cartoon that you didn’t understand, such as a political cartoon. Why was it confusing or not amusing? What information might you have needed in order for it to make sense? Political Cartoon

16. Osrin, Ray, “Political Cartoon,” Subject Tower City Center Description Political Cartoon from The Plain Dealer which shows Forbes kicking over building blocks that spell out Tower City. Date June 6, 1984 http://csudigitalhumanities.org/exhibits/items/show/728

17. If no link, Build Background Political cartoons Ground Hog Day A day at the beach Cultural assumptions: e.g. Frosty the Snowman Fairy tales: e.g.Cinderella American history Culturally embedded:

18. Thinking about your classroom activities Consider: Have students had an experience they can link? Will the assignment or classroom activity bring up unpleasant associations? Is the assignment culturally appropriate?

19. Social & Cultural Processes and Academic Language fish-bowl-download trussvillecityschools.com

20. Sociocultural Context http://www.youtube.com/watch?v=mA 34eny--P4

21. Building Background Features Concepts Linked to Students’ Background Develop Key Vocabulary Bridge Past + New Learning Content WordsAcademic LanguageWords and Word Parts

22. How Can We Bridge Past Learning to New Concepts? SIOP says be… Explicit Intentionally planned Do a brief review of prior lesson

23. Building Background Features Concepts Linked to Students’ Background Develop Key Vocabulary Bridge Past + New Learning Content WordsAcademic LanguageWords and Word Parts

24. Determining Key Vocabulary The SIOP Model Common Core State Standards http://mediasite.k12.hi.us/HIDOE/Viewer/?peid=d0 a7b57e02df43eebcd625e390c0826e1d WIDA

25. Cognates!! Social LanguageSpanishAcademic Language farmingagriculturaagriculture jobocupaciónoccupation grown-upadultoadult stickadherirseadheres countrynaciónnation quietcalmacalm sameequivalenteequivalent

26. Word Parts: Roots and Affixes How can we help students learn vocabulary? prefix + root + suffix

27. 97% of Affixes in K-12 Prefixes dis- (not, opposite of) in-, im-, il-, ir-, (not) re- (again) un- (not) Suffixes -ed (past tense of verbs) -ing (present participle of verbs) -ly (characteristic of) -s, -es (plural of nouns and present tense of verbs)

28. Tiers of Language Tier 1Tier 2Tier 3

29. Three Tiers (M. Calderón) Emphasize key vocabulary Tier 1Basic Vocabulary Sight words, nouns, adjectives Multiple Meanings /polysemous words Tier 2Used across curriculum High frequency Phrasal expressions Multiple meanings Homophone Idioms Tier 3Content specific Low frequency

30. Tier 2 Words on 7 th and 8 th grade state tests (M. Calderón) : absence, accuracy, additive, effect, affect, allow, apparent, approach, arrange, assortment, assumption, basis, bases, behavior, belief, body, boundary, core, criteria, crucial, depict, deplete, device, display, distinct, generate, impact, illustrate…

31. Tier 2 words on 11 th and 12 th grade state tests (M. Calderón) : vary, underlying, albeit, solely, successive, denote, crucial, oddly, analogous, compiled, oddly, whereby, notwithstanding, forthcoming, ultimately, assume, coincide, hence, widespread, implicit…

32. Multiple Meanings / Polysemous Words http://youtu.be/I6Y0HAjLKYI Moises

33. Idioms and Sayings 33 “It’s raining cats and dogs out there!” “Don’t count your chickens before they hatch” “You need to get your ducks in a row” “He talks out of both sides of his mouth!” ___________________________

34. The “Student’s” Voice Margarita Calderón A Queen’s Wish One gray winter day the elderly queen summoned all her grandchildren to the castle. “I have been fortunate to have lived a long life,” she said. “But in time your generation will rule the country. You must work persistently to help the people and take care of the land. “We will always work hard,” the children replied. “You must also be faithful to your brothers and sisters, no matter what,” the queen said. Calderón & Associates

35. Underline the words you think are simple (Tier 1) Circle the words you think are more difficult (Tier 2) Put a rectangle around the words that you think are the key vocabulary (Tier 3) Activity

36. Tier 1 Tier 2 Tier 3 Simple wordsProcess, Idioms, Sophisticated Content Words, Key Vocabulary wishrulesummoned graytake carefortunate queenrepliedgeneration castleno matter what elderly persistently faithful Calderón & Associates

37. What Can I Use Right Away to Help My ELLs?

38. Sample SIOP Lesson Plan

39. Continue to write a lesson plan you can use including the features of Building Background Concepts linked to students’ backgrounds Links between past learning and new learning Develop key vocabulary Owning Building Background

40. Content Objectives How did we: Identify techniques for connecting students’ personal experiences, cultural background, and past learning to lesson concepts. Explain the key elements of academic language.

41. Language Objectives How did we: Produce a variety of sentence types to analyze the language needed in a sociocultural context with a small group Use an “I can” statement to describe how we will apply Building Background in our classes using our notes