1. Building Background Knowledge SIOP Component #2

2. Before we begin….Let’s do a quick review from last time
That’s right!
The SIOP model is comprised of
8 components and 30 features.
In regards to SIOP, what does the clock symbolize?

3. Lesson Preparation Quick Review
Which component did we talk about last time?
Lesson Preparation

4. Review – Lesson Preparation
TPR Review
Review – Lesson Preparation
Content Objectives Clearly Defined, Displayed and Reviewed with Students
Language Objectives Clearly Defined, Displayed and Reviewed with Students
Content Concepts Appropriate for Age and Educational Background
Supplementary Materials Used to a High Degree
Adaptation of Content to All Levels of Student Proficiency
Meaningful Activities That Integrate Lesson Concepts with Language Practice Opportunities
Review all six of the features of Lesson Preparation. Begin by you doing the action for one of the features (shouldn’t be in order) and then have them shout out which feature corresponded with your gesture. Once someone has shouted out the correct answer, have them turn and talk with a neighbor and describe the feature. Continue in this same manner with all of the six features.
TPR:
Content Obj. -tap our index finger on our temple because this is the information or content that we want to put in our brain.
Language Obj. we are going to put our index finger on our mouth and then move out finger directly out and away from out mouth as if it were the speech we were saying.
Content Concepts. – Pretend you are typing on the computer, looking for grade level standards and then move your hand to your chin as if you are thinking about your students and their educational background and what gaps they may have in their knowledge.
Supplementary Materials - Pretend that you are building with cubes. You could make your hands into fists and build them one on top of the other.
Adaptation of Content-Pretend that you are putting on a pair of glasses. Just like we all need the lenses in our glasses to be adapted to fit our individual vision needs, the content of our lessons also needs to be adapted to meet the individual language needs of our students.
Meaningful Activities-Start with both hand in front of your chest with your palms out. Then move your hands in a circular motion and end with both hands over your heart. This represents doing an activity and then having it be meaningful and relevant for the students.

5. Stephen Krashen’s 5-pronged theory of Language Acquisition
1. Language acquisition is a subconscious and intuitive process much like how children pick up their first language.
2. The monitor: If students learn language through rules rather than naturally fluency will be delayed.
3. The natural order of acquisition: ELs will first acquire that which has the most meaning, form comes later.
4. Providing comprehensible input – to acquire language.
5. The affective filter: a cognitive shut-down if anxious.
As we think about the importance of building background knowledge and using schema to process and comprehend new input we want to give you some additional background knowledge on Stephen Krashen’s theory on how language is acquired.
Remember for our introduction that whenever we are thinking about instructing ELLs we always need to keep their acculturation – where have they come from and what is their story? and the principles of how language acquisition works. Let’s do some TPR gestures to remember these basic principles of Krashen’s 5-pronged theory:
Language acquisition in a natural process – gesture with fingers like rain falling from the sky, learning language is as natural as rain
The monitor – gesture putting hand on pulse to check how we are doing – If you focus on the rules of a language prior to communicating with the language you put a monitor in place that hampers fluency. For example: if I has you what plans you have for the weekend – but I instructed you to only used words that did not contain the letter “N” – that would change your focus from communicating plans to monitoring how you communicated plans – that is a monitor.
The gesture for natural order is holding out one hand and making a motion with the other like a list – one thing after another. It is important to remember with language acquisition that it occurs in a natural order, meaning first and then form. The form will come, but need to celebrate meaningful communication. Example: “My dad work John Morrell make big money.” We know the meaning, the form will come with time.
Comprehensible input – gesture with right hand – information going into the brain and then a light bulb going off above the brain. They need to know what we are talking about! This is where visuals and hands on learning is essential.
The affective filter: this is a reminder about the acculturation process – a protective, defensive affective filter goes up if the student does not feel safe or a a sense of belonging. We need to make sure students know our expectations, know the routines, and feel safe in our classes – then their frontal lobe can engage and learning is accelerated. TPR Gesture: hands to chest and take a deep breath – to symbolize breathing.

6. Our Objectives for today:
Content Objectives:
I can identify the second component of SIOP and the three features of this component.
I can discover ways to build students background knowledge on a topic.
I can describe characteristics of effective vocabulary instruction.
Language Objectives:
I can name and describe the three features of this component.
I can list 3 ways to build students’ background knowledge on a topic.
I can write 2 – 3 sentences reflecting on my current vocabulary instruction and elaborating on how today’s presentation has affirmed or changed my thinking.

7. All learning needs a solid foundation from which to build upon.

8. Sheltered Instructional Observation Protocol S. I. O. P
Sheltered Instructional Observation Protocol S.I.O.P. – 8 Components, 30 Features
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
SIOP has 8 components and 30 features. To help you remember this we have a clock set to 8:30.
Today we are going to be discussing the second component – Building Background Knowledge.

9. Building Background Knowledge
• ELs, whether from a consistent or inconsistent educational background, have a world of experiences different from students growing up in American culture and American schools. It is important to bridge those gaps in their background knowledge.
• “Effective teaching takes students from where they are and leads them to a higher level of understanding.” (Krashen, 1985) p.53
1st quote – I think we’ve all experienced it, we have carefully planned a lesson and are in the middle of delivering it, but as we look out at our students all we see are confused faces. While there may be many reasons why students don’t understand what you are explaining, one common cause is a mismatch between what your students have learned and experienced and what you’re teaching. English learners are especially at a disadvantage because whether they had little schooling or exceptional schooling, it may have been considerably different from U.S. educational contexts. K-6 curriculum may be quite different from country to country.
2nd quote – It is essential to find out what students already know so that you can then build upon it and connect new learning to it.

10. Three Features of Building Background Knowledge
Feature 7: Concepts Explicitly Linked to Students’ Background Experiences
Feature 8: Links Explicitly Made between Past Learning and New Concepts
Feature 9: Key Vocabulary Emphasized (e.g. introduced, written, repeated, and highlighted for students to see)

11. #7 - Concepts Explicitly Linked to Students’ Background Experiences
TPR
#7 - Concepts Explicitly Linked to Students’ Background Experiences
“Individuals with knowledge of a topic have better recall and are better able to elaborate on aspects of a topic than those who have limited knowledge of the topic.” (Vogt, 2005). P. 54
“Schemata are the reader’s concepts, beliefs, expectations, processes – virtually everything from past experiences – that are used in making sense of things and actions. In reading, schemata are used in making sense of text…” p. 54
“It is a widely accepted among experts that a reader’s schema, or knowledge of the world, provides a basis for understanding, learning and remembering facts and ideas found in texts.
TPR #7– pretend that your index finger on your right hand is a hook and pretend to hook it onto your brain/schema. Have them repeat “Concepts are linked (hook index finger onto your brain) to students’ background experiences”
Optional – show chapter 3 #1 of the SIOP video. Jane Echevarria tells an interesting story about the power of students’ background experiences and knowledge
Chapter 3: #1

12. Activating Prior Knowledge vs. Building Background Knowledge
On your handout, fill in the sentence frames. Then turn and talk with your neighbor about your answers.
Activating a student’s prior knowledge is helpful because....
Activating a student’s prior knowledge isn’t helpful when…
Building background knowledge is necessary when….
Activating a student’s prior knowledge is helpful because when new learning is connected to what they already know there is a better chance of them understanding it and storing that information in the permanent memory for later recall.
Activating a student’s prior knowledge isn’t helpful when…. they don’t have any prior knowledge on the topic. Asking them to brainstorm what they know won’t help fill in their missing gaps of knowledge.
Building background knowledge is necessary when...students lack prior knowledge on the topic. New learning can only be built from old learning

13. What to do when students lack background knowledge?
3 Interventions to use when students lack background knowledge
1. TEACH VOCABULARY!!!
2. Provide meaningful EXPERIENCES.
3. Introduce students to a CONCEPTUAL FRAMEWORK.
Christen & Murphy (1991)

14. 1. Pre-teach Vocabulary
Select words that are CRITICAL for understanding a lesson or text.
Come up with a linguistic (student friendly description) and non-linguistic (gesture or image) representation of the word.
We know from Marzano’s research that there is this idea of a “dual coding” system. When the brain receives information in both linguistic and non-linguistic forms there is a better chance of that information being stored in the permanent memory. When creating your linguistic description it should be give in basic conversational language, like how you would casually explain it to a friend.

15. 2. Provide Meaningful Experiences
Virtual experiences can be as effective as direct experiences in developing background knowledge.
The more authentic and relevant an experience is, the greater the likelihood of the information being stored in the permanent memory.
Essentially we experience life through our mind’s representation of reality via the working memory. Therefore,
anything that creates representations in the working memory has potential to become background knowledge.
(For ex: Reading, Talking and listening to others stories, Educational television)

16. Meaningful Experiences
Bring in realia or use supplemental materials.
Watch video clips PRIOR to starting a unit.
Why would it be important to watch the video before the unit instead of after?
Go on a field trip
Use picture books
Bring in a speaker
Realia/supplementary materials – real life examples or even images of things (google images).
Video clips – go to learn 360 or brainpop
After the second bullet, have them turn and talk and discuss the answer to the question posed

17. 3. Conceptual Framework
Graphic organizers (It could be partially filled in according to student needs)
Preview the text with students and go over key ideas
Provide students with chapter outlines

18. Activities to Build Background
Read picture books to build background
Pretest with a partner.
This allows ELs the opportunity to preview concepts and vocabulary that they will be assessed on at the conclusion of the lesson or unit.
Pink and Say written by Patricia Polacco could provide students with background knowledge on the civil war.

19. Activities to Build Background
Use the Insert Method on a lifted-text to introduce a topic (p. 59 Elem SIOP)
Each student reads the handout. While reading, they insert the following codes directly into the text:
A check mark (P) indicates a concept or fact that is already known
A question mark (?) indicates a concept or fact that is confusing or not understood.
An exclamation mark (!) indicates something that is unusual or surprising
A plus sign (+) indicates an idea or concept that is new to the reader.
When the partners finish reading and marking the text, they share their markings with another pair of students. If misconceptions or misunderstandings are cleared up, then the question mark is replaced with an asterisk (*).

20. Activities to Build Background
Plot charts provide ELs with an opportunity to learn about popular fairy tales and other short stories in a concise way.
(p. 59 Elem. SIOP)
Here is an example:
Somebody: Anne Frank
Wanted: To hide from the Nazis
So: She hid in an attic and never went outside.
But: Someone turned her in
So: The Nazis arrested her and took her to a concentration camp.
In the end: She died in the concentration camp.
Your Turn – On your handout, try writing one of your own plot charts A

21. “Chunk and Chew”
Think about the chunk of information we just discussed (different interventions used to remedy a student’s lack of background knowledge) chew on it with your brain and then turn and tell the person next to you:
One intervention you already use
One new intervention that you want to try
Once they have finished talking, have them write down on their handout the three interventions they could use to remedy a child’s lack of background knowledge on a topic.

22. # 8 - Links Explicitly Made Between Past Learning and New Concepts
TPR
# 8 - Links Explicitly Made Between Past Learning and New Concepts
The teacher must build a bridge from previous lessons and concepts to today’s lesson. Many students do not automatically make such connections, and all students benefit from having the teacher explicitly point out how past learning is related to the information at hand.
(Tierney & Pearson, 1994)
TPR #8 – form a bridge with your arms. Bring your arms together, linking them at your hands, as if one arm is the past learning and the other arm is the new learning. Have them repeat with the gesture “Make a link between past learning and new learning”

23. Building the Bridge Questioning:
“Who remembers what we learned about….?”
“How does that relate to this chapter?”
Review graphic organizers, notes, powerpoints, or smartboard notebooks
Preserve and refer to anchor charts, maps, illustrations, photos, and vocabulary words

24. # 9 - Key Vocabulary Emphasized
TPR
# 9 - Key Vocabulary Emphasized
Teaching vocabulary is essentially synonymous with teaching background knowledge.
Vocabulary words are labels for packets of information we store in our permanent memory as background knowledge.
There is a correlation between vocabulary knowledge and academic achievement, and vocabulary knowledge and overall intelligence.
Marzano (2004)
TPR#9 – pretend to have a highlighter in one hand and a textbook in the other hand….then “highlight the key vocabulary words in the text” Have them say and repeat “Key vocabulary”

25. Three Categories of Academic Vocabulary Words
Content Words: terms related to specific content areas
Process/Function Words:
Functional Language: share with a partner, discuss, line up, graph, list, classify.
Language Processing: skim, scan, debate, argue, summarize
Transition Words: therefore, in conclusion, furthermore
Sequence Words: first, then, next, finally, at last
Words and Word Parts That Teach English Structure:
Teaching students that words are formed with roots and vase words joined with prefixes and suffixes will help them figure out the meanings of words they come across in a text. (p.61 SIOP)

26. Marzano’s Characteristics of Effective Vocabulary Instruction
Use student friendly descriptions, not definitions
Use linguistic and nonlinguistic representations (gestures, draw pictures)
Gradually develop word meanings (discuss what they mean in different contexts)
Teach students how to use word parts
Use different types of instruction for different types of words (ex: verbs always show a relationship between two nouns so explicitly tell the students this)
Students need to discuss the terms they are learning
Use games
Focus on academic vocabulary relevant to the curriculum being taught
Turn and talk
Tell the person next to you something that you just learned about vocabulary instruction
1.When people first learn words they understand them more as descriptions of words as opposed to definitions.
2.Linguistic/nonlinguistic – remember the dual coding theory we talking about earlier
3.Vocabulary knowledge seems to grow gradually, moving from the first meaningful exposure to a word to a full and flexible knowledge.” Stahl (1999 in Marzano p73)
4.Teaching parts of words can enhance student understanding of new terms.
5.Just read off the slide
6. As students discuss terms, they are encoding the information into their own words; this allows the students to have a deeper understanding of the word and it increases the chance that the information will be stored into permanent memory.
7.Make learning words fun!
8. Just read off the slide

27. Marzano’s Steps to Guide Vocabulary Instruction
Step 1 – Teacher describes the vocabulary term.
Step 2 – Student writes their own description of the term.
Step 3 – Student creates nonlinguistic representation of the term.
Step 4 – Students periodically do activities that help them add to their knowledge of vocabulary terms (word sorts, concept definition maps)
Step 5 - Students discuss terms with peers.
Step 6 – Students play games using the terms.
1.Teacher provides a conversational description, explanation or example of the new term.
2. Students restate the explanation of the new term in their own words. Students create their own explanation of the term based on what the teacher presented. This is to be recorded in an academic notebook, in the vocabulary section under the area titled my description.
3. Student creates a non-linguistic representation of the term using pictures, webs or graphic organizers. Students create this non-linguistic representation in the appropriate section of the notebook.
4. Students periodically engage in activities that help expand their knowledge of the vocabulary terms (comparing, classifying, generating metaphors, generating analogies, revising initial descriptions/non-linguistic rep., applying knowledge about affixes to the root words) New insights can be added to their notebooks.
5. Students discuss terms with peers from time to time. To stimulate discussion the teacher might pose questions each group will address
6. Students will occasionally engage in games that will allow them to play with the terms. Teachers can use games as a way to reinforce understanding or
as five minute sponge activities to stimulate interest and enthusiasm about the vocabulary and to maximize the amount of time on task.

28. Four Square Vocab Model
This basic four square model of vocabulary instruction can be adapted for various grade levels and content areas.

29. Flyswatter Game
Post words from a unit on cards and put them on the wall or write them randomly on the board.
Give 2 students a flyswatter.
Describe the word and see who can swat the word first.
Pass the flyswatters on to two more students.
You can make it competitive with teams.
We need two volunteers to come up and participate in our flyswatter game.
You can have all the students participate at once.
You could have kids pair up and at their tables compete against one another as you describe the word.

30. Situation Generation
Pose a question using the target vocabulary and have students create a situation that applies.
For example:
-Name the setting of a story you recently read.
-What would be an example of a proper noun?
-Give me an example of when you would want to estimate an amount instead of finding the exact amount.
*This is a good 5 min filler or a morning gathering sharing activity!

31. Password Student A List Student B List Invertebrate Product Ecosystem
Factor
Product
Biome 
Author’s Purpose
Prediction
You would find a partner and decide who is going to be student A and student B. Fold your paper in half and only look at your list. Then choose a word on your list and describe what the word means. You may use any word, gesture or clue without using the word itself. The other students then tries to guess the word you were describing. You will take turns going back and forth - each describing a word on your list.

32. Concept Definition Map
I Have….Who has
Word Sorts
Personal Dictionaries
Jeopardy
What is it?
What is it like?
Term
What are some examples?

33. Other Games/Ways to Work with Words
I Have….Who has
Word Sorts
Personal Dictionaries
Jeopardy

34. Take 2 minutes to reflect on your current vocabulary instruction and
Take 2 minutes to reflect on your current vocabulary instruction and write 2 – 3 sentences explaining how today’s presentation has affirmed or changed your thinking. A

35. TPR Review
I’ll do the gestures and then you turn and tell your neighbor which feature I am representing and give a brief description of that feature. I will then randomly select someone to share out their answer.
A – Activity – TPR Review
#7 - pretend that your index finger on your right hand is a hook and pretend to hook it onto your brain/schema. “Concepts are linked (hook index finger onto your brain) to students’ background experiences”
#8 - – form a bridge with your arms. Bring your arms together, linking them at your hands, as if one arm is the past learning and the other arm is the new learning “Make a link between past learning and new learning”
#9 - pretend to have a highlighter in one hand and a textbook in the other hand….then “highlight the key vocabulary words in the text” “Key vocabulary is emphasized” A

36. Our Objectives for today:
Content Objectives:
I can identify the second component of SIOP and the three features of this component.
I can discover ways to build students background knowledge on a topic.
I can describe characteristics of effective vocabulary instruction.
Language Objectives:
I can name and describe the three features of this component.
I can list 3 ways to build students’ background knowledge on a topic.
I can write 2 – 3 sentences reflecting on my current vocabulary instruction and elaborating on how today’s presentation has affirmed or changed my thinking.