COMPONENT #2

BUILDING BACKGROUND

SIOP

Review Homework

1. Share (with your tablemates) what your favorite movie is and why

2. The person with the movie that was ________________, will begin sharing first and then will follow in a clockwise manner

3. Share what strategy you used and how it went.

4. 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 backgrounds1. To correct their misconceptions2. To plug their learning holes3. To further develop relationships Links between past learning and new learning1. Making connections (text to self, text to text

and text to world)2. 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, firstTier 2: academic words found in text books but

not often in general conversation (Goldilocks Words)

pictograph, prediction, factTier 3: uncommon words, rarely found in school

texts except in particular contexts (words kids need RARELY)

ambiguous, serendipity

Insert Method

SIOP Book Page #33In partners, students read a non-fiction text using

a coding system (use any text)Great for increasing “think while you read” skills4 easy codes: 1.Check mark for something already known 2.Question mark for something confusing3.Exclamation mark for something new or

surprising4.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 #40-41This format is used in JC’s ELL program K-4Modified by Melissa, Cindy and Renee during

GLAD trainingThe 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 upThe partner who has the darkest colored hair

gets to share firstFor 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 # 31Use with a non-fiction text with strong text

features and good organizationStarting 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