welcome opening prayer ed 326 siop. review lesson delivery compre- hensible input little boys can...

Welcome

Opening Prayer

ED 326 SIOP

Review

Lesson Delivery

Compre-hensible

Input

Little Boys Can SIP in LA

Lesson Preparation

SIOP MODEL

PracticeApplication

Building Background

Strategies

Review & Assessment

Interaction

Review

Characteristics of quality content and language objectives– Observable & measurable– Student friendly– Related to the key concept – Stated and discussed at the beginning and end of

the lesson.– Displayed. – Plan to assess student progress

Review

Three major ways teachers can modify the content concepts– Supplementary Materials– Adapted Text– Meaningful activities

Building Background

Content Obectives• I will identify the three main strategies to help students build background and

activate prior knowledge. • I will be able to define content and context and how to include them in my lessons. • The students will identify the key elements of Tier 1, Tier 2, and Tier 3 vocabulary

words.• The students will identify the four main principles that guide vocabulary instruction.

Language Objectives:• I will write and discuss how building background and activating prior

knowledge differ instructionally. • The students will discuss the importance of teaching Tier 2 words.• I will participate in a variety of vocabulary strategies that can be used in the classroom.

Building Background

•Effective teaching takes students from where they are and leads them to a higher level of understanding.

• Students learning English must have ample opportunity to use English; to hear and see

comprehensible English; and to read, write, and speak English within the context of subject matter learning.

• It is not only the amount of exposure to English that affects learning, but the quality as well.

F7 Concepts Explicitly Linked to Students Background Experiences

Schemata - Knowledge of the world

Facts Ideas

F7 Concepts Explicitly Linked to Students Background ExperiencesWhat may appear to be poor comprehension or memory skills may be a lack

of experience or schemata for the concept.

What is meant by activating prior knowledge?

What is meant by building background?

2 minute quick write:

How do they differ instructionally?

Turn and Talk to your partner and be prepared to share.

Content and Context

The context provides the background information needed to understand the content. – Historical Setting– Cultural Setting– Who is speaking and why– Geographic setting– The question or situation that prompted the

parable, event, or doctrine. Gospel Teaching and Learning, pg. 24

Content and Context

Content– Story Line– People – Events– Sermons

If your students lack the schemata (context, background knowledge) to understand the concept (principles, doctrines) three major instructional interventions need to be considered.

1. Provide experiences

2. Introduce a conceptual framework (Graphic organizers, outlines, chapter reviews)

3. Teach vocabulary

F7 Concepts Explicitly Linked to Students Background Experiences

Providing Experiences

What kinds of experiences can you provide students to increase their schemata about the concept being taught?

Turn to pg. 57 – Quickly skim through the list of ideas

“With all the information that could be learned and taught, teachers should use wisdom in determining how much actual time is devoted to context and content (background) and how much time to spend studying the doctrines and principles (content) of the gospel (subject). The context and content (background) should not be the core of the lesson. Gospel Teaching and Learning, pg. 25

• Spider Map

• KWL

• Persuasive Planner

• Cause and Effect

• Venn Diagram

• http://my.hrw.com/nsmedia/intgos/html/igo.htm

Introduce a Conceptual Framework (Graphic Organizer)

http://my.hrw.com/nsmedia/intgos/html/igo.htm

F8 Links Are Explicitly Made between Past Learning and New Concepts

Teachers must build a bridge between students’ current schemata (already know) and new information (don’t know).

Current Schemata

New Information

HOW do we build the bridge?

Discussions: “Who remembers what we learned about ______?

Reviewing graphic organizers, class notes, vocabulary, outlines, charts, maps, KWL, etc.

A review of prior lessons focuses on the key concepts the students should remember.

F9 Key Vocabulary Emphasized

Vocabulary TiersTier 1: Common words, simple nouns, verbs, high frequency

words (e.g. a, an, and, the, of, is, was, dog, Mom, Dad, etc.)

We usually do not focus on them except when teaching young children to read.

Els will need to be explicitly taught these words and will need to practice them to be successful with English.


Tier 2 Words• Words that are found in academic language

but not in everyday conversation

• “Goldilocks word” Words that are not too difficult, not too easy, but just right

• Words students need to know to understand school texts


Tier 2 or Process/Function Words

1. Process words: discuss, graph, line up, list, classify, etc.

2. Language process words: debate, skim, summarize, question, etc.

3. Function words: (how to request information) e.g. Jusitfy opinions, state a conclusion, etc.

4. Transition words: therefore, in conclusion, furthermore, etc.

5. Sequence words: first, then, next, finally, etc.

Tier 2 words should be explicitly taught to English Learners

Literacy Challenge # 3

Have teachers select and include Tier 2 words (taken from their text materials) in vocabulary lists and language objectives

Turn and TalkWhy is it critical that as teachers of English

learners, we focus on Tier 2 words?


Tier 3 or Content WordsKey vocabulary words, terms, and concepts associated with a

particular topic; e.g. angle, obtuse, scalene, right-angle, etc.

“Part of understanding the content (concept) is learning the meaning of difficult words and phrases.”

Gospel Teaching and Learning, pg. 25

Only teach as needed to help students understand the content.


Words and Word Parts that teach English structure

These words enable students to learn new vocabulary, primarily based upon English morphology.

Many English words are formed with root or base words joined to prefixes and suffixes.

Example: photo (light), photosynthesis, photocopy, photograph, photography, photogenic

Word Parts

Vocabulary Instruction

Vocabulary instruction is critical for English learners and must be accelerated.

Do you agree or disagree? Why

Turn,Talk, Share


• DO NOT

• Give students a list of vocabulary words to copy from the board and look up the definitions in the dictionary

DO• Teach words that fit into students’ learning needs and concepts

being taught.• Teach dictionary skills with words that are familiar to students


Four main principles should guide vocabulary instruction:

1. Students should be active in developing their understanding of words and ways to learn them.

– e.g. Semantic mapping, word sorts

2. Students should personalize word learning.– e.g. Personal dictionaries

3. Students should be immersed in words.– E.g. Word walls, comparing/contrasting words, morphemic element

4. Students should build on multiple sources of information to learn words through repeated exposures. – Students need to see, hear, and use words more than once


Literacy Challenge #5: Teachers will use direct, explicit, systematic instruction.

Vocabulary Routine for Explicit Instruction1. immerse2. manipulate3. Accelerate

Activity: With your partner practice the vocabulary routine using the words manipulate and accelerate


Word GenerationStudents learn and/or review new words

through analogy. Example: photo (light), photosynthesis, photocopy, photograph,

photography, photogenic

ActivityWith your partner list as many words as you can think

of that contain “port”.


Word Sorts• Students categorize words or phrases, that have previously been

taught, into groups predetermined by the teacher Activity: Word Sort

• Contextualizing Key Vocabulary• Teacher peruse the material to be learned and select several key

vocabulary terms that are critical to understanding the lesson’s most important concepts.• At the beginning of the lesson

– e.g. immerse, accelerate, manipulate• Or within the lesson

– e.g. schemata


• Vocabulary Self-Correction Strategy (VSS)– Individuals or groups of students self-select words from a particular

reading/unit. The class agrees upon a list of vocabulary words for the reading/unit. Students may keep words in a word study notebook.

• Personal Dictionaries– Similar to VSS except a class list is not compiled

• Word Study Books– A student made personal notebook. It is suggested that words are

organized by English language structure, • e.g. words that end in –tion, -tation.


• Word Walls• Students should be immersed in words.

– Relevant content vocabulary words are listed alphabetically on the wall. Words are revisited frequently and students are encouraged to use them in writing and discussions. Keep words to a minimum and change as needed with student input. Removed words can be stored for later review.


Concept Definition Map

Akas

kind

Patient

intelligent

Friendly


ConceptDefinitionMap

American Revolution

Revolution

Can be violentOverthrow of government or social system

“Velvet” Revolution in

Czech Republic

Often emotional

Usually political

May result in changed system of government

Russian Revolution


Cloze SentencesAre used to teach and review content vocabulary. Students

read a sentence where vocabulary word has been omitted. Once the correct word is determined it can be filled in the blank.

e.g. Vocabulary instruction must be for English learners.

List Group LabelStudents brainstorm words related to the topic and then

determine possible categories for the words.


Word Study BooksA student made personal notebook. It is

suggested that words are organized by English language structure, e.g. words that end in –tion, -tation.

Vocabulary Games Pictionary, Scrabble, crossword puzzles, word

searches, etc.


Self Assessment of Levels of Word Knowledge1. I’ve never heard or seen the word before.2. I’ve seen/heard the word before but do not

know what it means.3. I vaguely know the meaning of the word, and

I can associate it with a concept or context.4. I know the word well.

Building Background

Content Obectives• I will identify the three main strategies to help students build background

and activate prior knowledge. • The students will identify the key elements of Tier 1, Tier 2, and Tier 3

vocabulary words.• The students will identify the four main principles that guide vocabulary

instruction.

Language Objectives:• I will write and discuss how building background and activating prior

knowledge differ instructionally. • The students will discuss the importance of teaching Tier 2 words.• I will participate in a variety of vocabulary strategies that can be used in the classroom.

Assignment – Due 12 Mar

1. Write a lesson plan including: a) Building Background/Activate knowledge activityb) Tier 2 and Tier 3 Vocabulary

2. Teach the lesson

3. Write a Reflection

Grading Rubric4 Points - On Time10 - 13 Points - Assigned component and/or features are included in the lesson in the lesson plan. 3 - 6 Points - Components and/or features are highlighted and labeled

welcome opening prayer ed 326 siop. review lesson delivery compre- hensible input little boys can...

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