1. SIOP – Spicing up instruction
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice and Application
Lesson Delivery
Review and Assessment
First 3 people – cook books

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 . . .
Reading
Writing
Listening
Language acquisition is ACTIVE, NOT PASSIVE!
Speaking

4. Copies of cartoons on tables.

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

16. Different for each student
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. Different for each student
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
If 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

21. Why 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 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.

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

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

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)
4-corners: word / picture / word in context / definition

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

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 Language 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. Emphasize Key Vocabulary!
Emeril’s Challenge ……..