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The SIOP Model, Part 3Building Background

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Friends, Bust my buttons, we are excited about our training today!  As you put on your ruby slippers and follow the yellow brick road to the library today, just remember a few things. • My flying monkeys tell me that  we will be working in groups today, so

please sit with your team.  Specials can join a grade level or stick together. 

• Please bring one laptop per grade level (or more).  We will need computers for an activity that we will do toward the end of the training. You could say the activity is a horse of a different color!  

See you over the rainbow!  Shenya “Are you a good witch, or a bad witch?” Taylor

Language Objective Man

2

Writing Language Objectives

Language Function (LSRW) Content Stem Supports

Rem

embe

ring Cite

DefineLabelList

NameQuote RecordRepeat

StateTellWrite

Reading characters, settings, and major events in a story how words and phrases (e.g., regular beats, alliteration, rhymes, repeated

lines) supply rhythm and meaning in a story, poem, or song major differences between poems, drama, and prose point of view from which different stories are narrated the meaning of general academic and domain-specific words and phrases in

a text relevant to a grade 3 topic or subject area the logical connection between particular sentences and paragraphs in a text

(e.g., comparison, cause/effect, first/second/third in a sequence) how a particular sentence, paragraph, chapter, or section fits into the overall

structure of a text and contributes to the development of the ideas long and short vowels words with common prefixes and suffixes words with inconsistent but common spelling-sound correspondencesWriting concluding statement or section related to the opinion presented dialogue, description, and pacing, to develop experiences and events or

show the responses of characters to situations a conclusion that follows from the narrated experiences or events.Math add and subtract within 20 using mental strategies find the total number of objects arranged in rectangular arrays with up to 5

rows and up to 5 columns fractions with unlike denominators real world problems involving division of unit fractions by non-zero whole

numbers and division of whole numbers by unit fractions two-dimensional figures in a hierarchy based on propertiesFrom Core Knowledge: Maya, Inca, and Aztec civilizations Sun: source of energy, light, heat Continents and major oceans The American Revolution: the French alliance and its effect on both sides The Milky Way is our galaxy; the Andromeda Galaxy is closest to the Milky

Way.

Using gesturesUsing realiaBased on one-step oral directions Using manipulativesUsing illustrated sentence framesBased on visual cues, physical movement and tone of voiceBased on teacher modelingUsing environmental printUsing a templateUsing non-verbal cuesUsing bilingual dictionariesWorking in small groupsWorking in centersWith a partnerIn L1 or L2Using L1 or L2 word banksWith teacher guidanceUsing modelsFollowing a modelUsing illustrated word cardsUsing illustrationsBased on labeled illustrationsUsing photos, illustrations, or wordless picture booksUsing picturesBased on simple oral commandsUsing word wallsUsing illustrated word wallsUsing illustrated word banksUsing illustrated graphic organizers (specify)Using graphic organizers (specify)Using illustrated examplesUsing word/phrase banksUsing visual support (maps, graphs, charts, demos, timelines)From illustrated handbooks and textsUsing storyboards

Und

erst

andi

ng

ArticulateCiteClarifyCompareContrastDefend Describe

DiscussElaborateExplainExpressGive examples of

InteractParaphraseReportRestateRewriteSummarizeTranslate

Appl

ying

AlphabetizeArticulateCompleteExpressExtend Inform

InstructInterviewParticipatePersonalizePrepare

ReportTranscribeTranslateUseUtilize

Anal

yzin

g AnalyzeCommunicateCompareContrastDebate

DiagnoseDocumentExplainOutlineProofread

QueryRelateSummarizeTransform

Eval

uatin

g

ArgueConcludeCompareContrastCounselCriticize

CritiqueDefendEvaluateExplain PredictPrescribe

SummarizeInterpretJustify Recommend Reframe Support

Crea

ting

AdaptCollaborateCommunicateCompareCompileComposeContrastDevelopDictateExpress

GeneralizeLectureNegotiateOrganizeOutlinePerformPlanPortrayPrepareProduce

ProposeReferRelate ReorganizeReviseRewrite SpecifySummarizeWrite

3Content Objective: We will outline the importance and identify ways of building background for students.Language Objective: _______________________________________________________________________________________

Schema TheoryResearchers believe that what we know is stored in knowledge frameworks called “schemata”. Learners draw on these schemata to make inferences and predictions, organize and reflect on new information and elaborate on it (Vacca and Vacca, 1993). When learners are confronted with “new” information, they try to make sense of it by seeing how it fits with what they already know. In other words, they try to match this new information with existing schema (singular of schemata) so that it can be understood.

Read the paragraph below and fill in the missing words:

This passage illustrates that deriving meaning is not simply a matter of reading the words on the page. In order to comprehend, the reader selects a schema that seems appropriate and connects it with the new information, filling in any gaps so that the text makes sense. Because no two students bring the same background and experience to class, no two students will comprehend a text passage in the same way.

Video: John Medina- Brain Rules

Schema A notion that a reader’s “schema” – knowledge of the world- provides a basis for understanding,

learning, and remembering facts and ideas found in stories and texts. Individuals with knowledge of a topic have better recall and are better able to elaborate on aspects of

the topic than those who have limited knowledge of the topic(Chiesi,Splich, & Voss, 1979) The reader’s concepts, beliefs, expectations, process- virtually everything from past experiences- that

are used in making sense of things and actions.

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________________

state to later in 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________.

4 In reading, schemata are used in making sense of text; the printed work evoking the reader’s

associated experiences, and past and potential relationships.(John McNeil) Culturally diverse children may struggle with comprehending a text or concept because their schemata

does not match. Most US texts assume that the student’s prior knowledge is common to all children. Many ELL emigrate, bring different experience, and may have gaps in their education. Teachers of ELLs need to be aware that what may appear to be poor comprehension and memory

skills, may in fact be a lack of, or failure to activate the background knowledge that was assumed by a message or a text.(Bransford,1994)

What is Soup?

Cultural Mismatch of schema (teacher vs. student)

In a classroom lesson where the ESL teacher discussed the notion of "soup" before reading the story with students during an ELD lesson, the teacher asked the class of English learners what types of food might be included in soup and many of the students told her that "bones" are often included. The students also informed the teacher that fish and leaves are also placed in soup. The teacher told students that bones are not put in soup, and that soup typically consists of tomatoes and other vegetables. At the end of the lesson, the teacher commented that she was surprised that the English learners had no knowledge of what is typically included in soup. In this case, what the teacher didn't realize was that the students were bringing prior knowledge from their home culture, which differed from her own culture. In many of the local latino dishes in the community, bones were typically placed in soup, as well as fish and many herbs which might have been mistaken by the students for leaves. In this instance, the teacher thought that students had limited understanding of the topic, yet students actually possessed an understanding of the topic influenced by their particular culture.

What could the teacher have done differently?

SIOP Feature 7- Concepts explicitly linked to students’ background experiences.

5In order to link new information teachers need to incorporate:

Students’ own background experiences Personal experiences Cultural Academic Make the information take on new meaning.

Building Background knowledge• What do we do when students lack prior knowledge?

1. Teach vocabulary as part of pre-reading 2. Provide meaningful experiences3. Introduce a conceptual framework

Ways to build background knowledge• Read a story, article, play or book about the topic• Show a video related to the topic• Insert method

Known concept? Confusing or not understood! Unusual or surprising+ New concept

• Pretest with a partner• Class discussion• KWL chart (as a class)• Anticipation Guide

• T/F statements• Discuss with a partner or small group

SIOP Feature 8- Links between past learning and new concepts Student do not automatically make connections from previous lessons to new learning . Make explicit connections between new learning and the material,vocabulary, and concepts previously

taught. All students benefit from having the teacher explicitly point out how past learning is related to the new

information being presented.

After you watch please be prepared to:

Common Oz References: Lions and Tigers and Bears… oh my!I don’t think we’re in Kansas anymore, Toto!Follow the Yellow Brick Road. Wicked Witch of the WestPay no attention to the man behind the curtain!There’s no place like home!Ruby slippersIf I only had a brainI’ll get you, my pretty… and your little

6• Explain how the teacher builds background• Critique her way of building background• What other SIOP features we have covered in the previous weeks did you see in the

clip?

Wizard of Oz References...over the rainbowWe're not in Kansas anymore Tin man / cowardly lion / scarecrow used in context of someone without a brainThe recognizable music for miss gulch (when she is on the bike)Wicked witchAre you a good witch or a bad witch?Now that’s a horse of a different color!There’s no place like homeRuby slippersDing, dong the witch is dead!Come out come out, wherever you areWhen life drops a house on youAny green faced witchI'm melting!I’ll get you, my pretty… and your little dog, too!Emerald cityIt's always best to start at the beginningLions and Tigers and BearsBecause of the wonderful things he doesWell, bust my buttons!The man behind the curtainReferences to flying monkeys

The Matrix: “Buckle your seatbelt, Dorothy, because Kansas is going bye-bye!” Scrubs episode “My way home”: Music by Toto, JD’s red shoes, Will and Grace: Will tells Jack to "call Dorothy, tell her to meer you at the Yellow Brick Road, and when you

get to the end of the road, you'll see a man. Ask him for a brain!" Avatar: “You’re not in Kansas anymore” The Avengers: Fury: I'd like to know what Loki did to turn two of the sharpest men I know into his

personal flying monkeys. Thor: Monkeys? I do not understand-- Cap: I do! ...I understood that reference. Lost episode titles: “There’s No Place Like Home” and “The Man Behind the Curtain”

Building Background with Powerpoint

7Use this sheet to plan how you will build background for your lesson before starting a PowerPoint.

Connection to Prior Learning

Connection to Students’ Background

Building (Adding) Background Knowledge