1. Component 2: Building Background Sheltered Instruction

2. “Access prior knowledge. NEVER skip this step. It is really important that students have something to tie the new information too. If the students have no prior knowledge then you will have to front load knowledge. Show a movie, take a walk, read a book, do something, ANYTHING to give them something to attach the new subject to.” http://www.associatedcontent.com/article/1505761/top_ten_teaching_strategies_that_work.html http://www.associatedcontent.com/article/1505761/top_ten_teaching_strategies_that_work.html Who Cares?

3. WITH YOUR GROUP, DISCUSS THE FOLLOWING: What is the difference between a topic, an objective, and an assignment? Accessing Prior Knowledge

4. What is the difference between an objective, a topic, and an assignment? Accessing Prior Knowledge General area of teaching/learning What students should know, understand, and/or be able to do after learning. How students will show that they’ve mastered the objectives through Reading, Writing, Listening, and Speaking. Topic: Objective: Assignment: Content Objective Language Objective

5. What is the difference between an objective, a topic, and an assignment? Accessing Prior Knowledge Effective Teaching Understand how to teach key vocabulary in order to increase student background knowledge. Read Chapter 3 on “Building Background” and summarize key points. Topic: Objective: Assignment: Content Objective Language Objective

6. What is the difference between an objective, a topic, and an assignment? Accessing Prior Knowledge Verbs Differentiate linking verbs from helping verbs. Write a paragraph that includes five helping verbs and five linking verbs. Underline helping verbs and circle linking verbs. Topic: Objective: Assignment: Content Objective Language Objective

7. 1. Lesson Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice & Application 7. Lesson Delivery 8. Assessment & Feedback Sheltered Instruction

8. Building Background

9. Today’s Goals / Objectives Content Objectives Understand 3 features of SIOP component 2, Building Background Select academic vocabulary appropriate for your students. Language Objective: Discuss and record background experiences of class participants. Use best practices in vocabulary instruction to learn new terms.

10. “If you want to be the popular one at a party, here’s a good thing to do: Go up to some people who are talking and laughing and say, ‘Well, technically, that’s illegal.’ It might fit with what somebody just said. And even if it doesn’t, so what, I hate this stupid party.” Jack Handy, Deep Thoughts Why Build Background?

11. Identify the Missing Words The questions that p_____ face as they raise ch_______ from in_______ to adult life are not easy to an_______. Both fa________ and m_________ can become concerned when health problems such as co_______ arise any time after the e______ stage to later life. Experts recommend that young ch______ should have plenty of s________ and nutritious food for healthy growth. B____ and g___ should not share the same b_______ or even sleep in the same r_____. They may be afraid of the d_______. 1 23 45 6 7 8 9 10 1112 13 1415

12. Check Your Answers The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

13. Building Background about Ourselves CosmoJerry GeorgeElaine Attended University of Idaho Owns English Bulldogs Works at Eagle Rock Junior High Has placed in a chili cook-off Drives a four-door Owns a Harley Married his high school sweetheart Is addicted to Glee Uses his oven for storage

14. What is Background Knowledge? Background Knowledge is what a person already knows about a topic. ACADEMIC Background Knowledge (Prior Learning) is what students already know about academic content.

15. Importance of Academic Background Knowledge What students already know about academic content is one of the strongest indicators of how well they will learn new information relative to that content. In other words, there is a strong relationship between background knowledge and achievement. Academic background knowledge affects not only “school learning,” but occupation and status in life. Success in school has a strong bearing on students’ earning potential. (Marzano, 2004, p. 1-4)

16. Relationship Between Education & Yearly Income Level of EducationYearly Income High school dropout $10,838 High school graduate $18,571 Some college; no degree $20,997 Associate’s Degree $26,535 Bachelor’s Degree $35,594 Master’s Degree $47,121 Professional Degree $66,968 Doctorate $62,275 Source: U.S. Census Bureau, March 2003

17. Facts About Poverty There is a direct relationship between academic background knowledge and family income level. Read the fact sheet related to poverty. Mark facts that interest or surprise you. Discuss with others at your table. Think about implications for the student population you serve in your program.

18. COULD YOU LIVE IN POVERTY? MIDDLE CLASS? WEALTH? Take the Quiz.

19. Keys for Building Background Background knowledge manifests itself as vocabulary knowledge; therefore, teaching vocabulary is synonymous with teaching background knowledge. Vocabulary instruction that targets academic terms increases comprehension by 33 percentile points (69)

20. Marzano’s Six Steps to Academic Vocabulary Instruction 1.Teacher provides a description, explanation, or example 2. Students restate the explanation in their own words Do NOT have students look up words in dictionary or give a simple definition This is the description they write in their vocabulary notebook.

21. Marzano’s Six Steps to Academic Vocabulary Instruction 3.Students create a nonlinguistic representation of the term 4. Students periodically do activities that help them add to their knowledge of vocabulary terms A picture, pictograph, graphic organizer, symbol… Comparing terms, classifying terms, generating metaphors, generating analogies, revising initial descriptions…etc.

22. Marzano’s Six Steps to Academic Vocabulary Instruction 5.Periodically ask students to discuss the terms with one another 6.Periodically involve students in games that allow them to play with terms Compare information, descriptions, graphics… Use as entry task (bell work) or closure Use vocabulary word walls; vote off words when kids are ready

23. Vocabulary Study BICS CALP L1 L2 Conversational Language Academic Language One’s native language One’s second language

24. Tips for Helping ELL Students Learn New Academic Vocabulary Terms When possible, provide a description, explanation, or example of the vocabulary term along with a picture or other nonlinguistic representation. Allow ELL students to engage in activities in their native language to help them add to their knowledge of the terms they are learning. When playing vocabulary games, organize students of the same native language into pairs or triads allowing the bilingual members of the group to facilitate the games for their more monolingual partners.

25. L1 L2 BICS CALP RtI EL IELA ELP

26. Each E-log should clearly reflect the last class session. Points may be earned for the following: Case Study Student – BLUE font (2 pts). Successes / Aha Moments – GREEN font (2 pts). Student “data”– PINK font (2 pts). Differentiation Strategies – ORANGE font (2 pts). Cooperative Learning / Interaction – PURPLE font (2 pts). Academic Vocabulary Instruction – BROWN font (2 pts). Community building among your students – NAVY font (2 pts). Obstacles/Questions– RED font (0 pts). Word Wall Instructions are available online in the SIOP folder. For tips on selecting words, see pp. 58-68 To clarify features of Component 2, “Building Background,” read pages 54- 58 in text.