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

Public Schools of Robeson County October 6-7, 2009 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.

Public Schools of Robeson County October 6-7, 2009 ELL Demographics 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!

Public Schools of Robeson County October 6-7, 2009 "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.

Public Schools of Robeson County October 6-7, 2009 The Culture Quiz Please complete the culture quiz.

Public Schools of Robeson County October 6-7, 2009 SIOP Vocabulary ELL’s English Language Learners

Public Schools of Robeson County October 6-7, 2009 SIOP Vocabulary (con’t) ESL English as a Second Language

Public Schools of Robeson County October 6-7, 2009 SIOP Vocabulary (con’t) LEP Limited English Proficiency

Public Schools of Robeson County October 6-7, 2009 The 8 Components of SIOP Preparation Building Background Comprehensible Input Strategies Interaction Practice Lesson Delivery Assessment

Public Schools of Robeson County October 6-7, 2009 BUILDING BACKGROUND

Public Schools of Robeson County October 6-7, 2009 Building Background 1) Link concepts to students’ background experiences. 2) Bridge past learning to new concepts. 3) Key vocabulary emphasized.

Public Schools of Robeson County October 6-7, 2009 Inside Outside Circle Make a list of 5 ways you connect past learning to new concepts in your classroom.

Public Schools of Robeson County October 6-7, 2009 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

Public Schools of Robeson County October 6-7, 2009 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 3 rd Edition, p. 56. (emphasis added)

Public Schools of Robeson County October 6-7, 2009 What Do You See?

Public Schools of Robeson County October 6-7, 2009 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.

Public Schools of Robeson County October 6-7, 2009 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 50 th percentile to the 81 st percentile in comprehension!

Public Schools of Robeson County October 6-7, 2009 Restate the following: The authors book was rather sesquipedalian. Clinching the piece before the end of the volation nonplused us to say the least.

Public Schools of Robeson County October 6-7, 2009 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.

Public Schools of Robeson County October 6-7, 2009 Defenestrate

Public Schools of Robeson County October 6-7, 2009 Echinated

Public Schools of Robeson County October 6-7, 2009 Purchase

Public Schools of Robeson County October 6-7, 2009 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.

Public Schools of Robeson County October 6-7, 2009 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.

Public Schools of Robeson County October 6-7, 2009 Cloze Sentences When the lights went out, I ___________ the nearest object. It was an ________ vine. I was so surprised that I ________ the plant.

Public Schools of Robeson County October 6-7, 2009 Key Vocabulary Content Words: Spreadsheet, cell, rows, table, window Process/Function Words: Share with a partner, discuss, graph, list, classify, summarize, therefore, in conclusion Words and Word Parts that Teach English Structure Greek and Latin Roots P. 60 Making Content Comprehensible 3 rd Edition

Public Schools of Robeson County October 6-7, 2009 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?

Public Schools of Robeson County October 6-7, 2009 Video Akeelah and the Bee

Public Schools of Robeson County October 6-7, 2009 Key Vocabulary Students should be actively involved in their own vocabulary development and make it personal Idea: Have each student create a personal dictionary.

Public Schools of Robeson County October 6-7, 2009 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

Public Schools of Robeson County October 6-7, ) Key Vocabulary Special clothes that show someone belongs to a certain group. Special clothes that show someone goes to a certain school. uniform

Public Schools of Robeson County October 6-7, ) 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 word Use multiple exposures TABLE??

Public Schools of Robeson County October 6-7, 2009 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.

Public Schools of Robeson County October 6-7, 2009 Four Corners for Vocabulary Corner 1: Word Corner 2: Picture Corner 3: Definition Corner 4: Sentence See following example

Public Schools of Robeson County October 6-7, Corner/Frayer Model Example

Public Schools of Robeson County October 6-7, 2009 Vocabulary Triangles Word and definition in English Word and definition in native language Picture

Public Schools of Robeson County October 6-7, 2009 Create and USE Word Walls

Public Schools of Robeson County October 6-7, 2009 Add pictures

Public Schools of Robeson County October 6-7, 2009 Focus on root words

Public Schools of Robeson County October 6-7, 2009 Word Wall – focus on adjectives

Public Schools of Robeson County October 6-7, 2009 Put it in a public place!

Public Schools of Robeson County October 6-7, 2009 Key Features