Public Schools of Robeson County October 6-7, 2009 Sheltered Instruction Observation Protocol (SIOP)...

Public Schools of Robeson County October 6-7, 2009

Sheltered Instruction Observation Protocol (SIOP)

Building Background


Objectives

Content Identify strategies for

linking concepts to students’ background experiences, bridging past learning to new concepts, and emphasizing key vocabulary.

Language Discuss and share

cultural differences.

Discuss and share building back-ground strategies with peers.


ELLELL DemographicsDemographics

Nearly one of every 5 students entering U.S. schools speaks

a language other than English.

One in 3 school children is from an ethnic or racial minority group.

One in 10 is born outside the U.S. (2000 Census)

Hola!


"Learning to speak another's language means taking one's place in the human community. It means reaching out to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link to the world around us. Language is culture in motion. It is people interacting with people."

Sandra Savignon Communicative Competence: Theory and Classroom Practice. Reading, MA Addison Wesley, 1983, p. 187 .


The Culture Quiz

Please complete the culture quiz.


SIOP Vocabulary

ELL’s

English Language Learners


SIOP Vocabulary (con’t)

ESL

English as a Second Language


SIOP Vocabulary (con’t)

LEP

Limited English Proficiency


The 8 Components of SIOP

PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPracticeLesson DeliveryAssessment


BUILDING BACKGROUND


Building Background

1) Link concepts to students’ background experiences.

2) Bridge past learning to new concepts.

3) Key vocabulary emphasized.


Inside Outside Circle

Make a list of 5 ways you connect past learning to new concepts in your classroom.


Ideas for Linking to Students’ Background

Discuss students’ previous experiences

Question students’ backgrounds

Use pictures and allow students to sketch.

Show a video clip

Following discussion, relate students’ input and directly apply it to the new concept.

Realia, photos, illustrations

Anecdotal accounts


Linking Background

“Teachers of English learners need to be aware that what may appear to be poor comprehension and memory skills may in fact be a lack of experience or a failure to activate background knowledge assumed by a message or text” (Bransford, 1994)as quoted in Echevarria, Vogt, and Short,

Making Content Comprehensible 3rd Edition, p. 56. (emphasis added)


What Do You See?


Bridge Past Learning to New Concepts

Integrate new information with what the learner already knows.

Build a bridge from previous learning to new concepts for students to cross over.

Not all students have the ability to make

connections on their own. These students benefit from teacher’s explicitly modeling and connections.


Why Do We NEED to Build Students’ Background?

One of the biggest ways we can help students build their own background is through…

READING!!! Studies show that students that

participate in long term SSR (7 mo. to one yr.) moved from the 50th percentile to the 81st percentile in comprehension!


Restate the following:

The authors book was rather

sesquipedalian. Clinching

the piece before the end of

the volation nonplused us

to say the least.


Answer:

The author’s book was full of long

words. Finishing the piece before

the end of the flight surprised us

to say the least.


Defenestrate


Echinated


Purchase


Restate the following:

When the lights suddenly went out, I purchased

the nearest thing; an echinated vine! Such

was my distress that I immediately

defenestrated the plant.


Cloze Sentences

When the lights went out, I ___________

the nearest object. It was an ________

vine. I was so surprised that I ________

the plant.


Key Vocabulary

Content Words: Spreadsheet, cell, rows, table, window

Process/Function Words: Share with a partner, discuss, graph, list,

classify, summarize, therefore, in conclusionWords and Word Parts that Teach

English StructureGreek and Latin Roots P. 60 Making Content Comprehensible 3rd

Edition


Key Vocabulary

Immerse students in a vocabulary-rich environment, BUT give them the tools to survive! Idea: Use the14 word roots with clues to

over 100,000 words! Why not teach one per week?


Video

Akeelah and the Bee


Key Vocabulary

Students should be actively involved in their own vocabulary development and make it personal Idea: Have each student create a

personal dictionary.

http://documents.cms.k12.nc.us/dsweb/View/Collection-2134 http://www.cms.k12.nc.us/


Resources to Help Students

Comparing words As well as Too Similar to

Sequencing First of all Finally Meanwhile

Contrasting words However On the other hand Although

Cause/effect Since Therefore As a result


3) Key Vocabulary


Special clothes that show someone belongs to a certain group.

Special clothes that show someone goes to a certain school.

uniform


3) Key Vocabulary

The most effective way to teach vocabulary is when it is presented in the context of new concepts, not in isolation.

Describe the wordUse multiple exposures


TABLE??


Ways to Teach Key Vocabulary Vocabulary Self-Selection: Encourage

students to select vocabulary words that THEY feel are essential for their understanding.

Word Wall: Display vocabulary words related to the new concept being taught.

Cloze sentences: Strong contextual support When the lights went out, I ___________ the

nearest object. Four Corners Vocabulary: Gives the

students the opportunity to identify, illustrate, define and contextualize a vocabulary word.


Four Corners for Vocabulary

Corner 1: WordCorner 2: PictureCorner 3: DefinitionCorner 4: Sentence

See following example


4 Corner/Frayer Model Example

Avoid To stay away from something

Examples Bullies Drugs Spoiled milk Stinky garbage Scary animals

I try to avoid dangerous situations.


Vocabulary Triangles

Word and definition in English

Word and definition in native language

Picture


Create and USE Word Walls


Add pictures


Focus on root words


Word Wall – focus on adjectives


Put it in a public place!


Key Features

Public Schools of Robeson County October 6-7, 2009 Sheltered Instruction Observation Protocol (SIOP)...

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