Welcome Opening Prayer

1. ED 326 SIOP WelcomeOpening Prayer

2. Review Lesson Preparation Building Background Review & Assessment SIOP MODEL Compre-hensible Input Lesson Delivery Strategies Practice Application Interaction Little Boys Can SIP in LA

3. 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

4. Review Three major ways teachers can modify the content concepts • Supplementary Materials • Adapted Text • Meaningful activities

5. 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.

6. 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.

7. F7 Concepts Explicitly Linked to Students Background Experiences Ideas Facts Schemata - Knowledge of the world

8. F7 Concepts Explicitly Linked to Students Background Experiences What 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.

9. 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

10. Content and Context Content • Story Line • People • Events • Sermons

11. F7 Concepts Explicitly Linked to Students Background Experiences If your students lack the schemata (context, background knowledge) to understand the concept (principles, doctrines) three major instructional interventions need to be considered. • Provide experiences • Introduce a conceptual framework (Graphic organizers, outlines, chapter reviews) • Teach vocabulary

12. 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

13. “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 thedoctrines 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

14. Introduce a Conceptual Framework (Graphic Organizer) Spider Map KWL Persuasive Planner Cause and Effect Venn Diagram http://my.hrw.com/nsmedia/intgos/html/igo.htm

15. F8 Links Are Explicitly Made between Past Learning and New Concepts Current Schemata New Information Teachers must build a bridge between students’ current schemata (already know) and new information (don’t know).

16. 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.

17. F9 Key Vocabulary Emphasized Vocabulary Tiers Tier 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.

18. F9 Key Vocabulary Emphasized 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

19. F9 Key Vocabulary Emphasized Tier 2 or Process/Function Words Process words: discuss, graph, line up, list, classify, etc. Language process words: debate, skim, summarize, question, etc. Function words: (how to request information) e.g. Jusitfy opinions, state a conclusion, etc. Transition words: therefore, in conclusion, furthermore, etc. Sequence words: first, then, next, finally, etc. Tier 2 words should be explicitly taught to English Learners

20. Literacy Challenge # 3 Have teachers select and include Tier 2 words (taken from their text materials) in vocabulary lists and language objectives Turn and Talk Why is it critical that as teachers of English learners, we focus on Tier 2 words?

21. F9 Key Vocabulary Emphasized Tier 3 or Content Words Key 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.

22. F9 Key Vocabulary Emphasized Word Parts 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

23. Vocabulary Instruction Vocabulary instruction is critical for English learners and must be accelerated. Do you agree or disagree? Why Turn,Talk, Share

24. Vocabulary Instruction 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

25. Vocabulary Instruction Four main principles should guide vocabulary instruction: • Students should be active in developing their understanding of words and ways to learn them. • e.g. Semantic mapping, word sorts • Students should personalize word learning. • e.g. Personal dictionaries • Students should be immersed in words. • E.g. Word walls, comparing/contrasting words, morphemic element • 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

26. Vocabulary Instruction Literacy Challenge #5: Teachers will use direct, explicit, systematic instruction. Vocabulary Routine for Explicit Instruction immerse manipulate Accelerate Activity: With your partner practice the vocabulary routine using the words manipulate and accelerate

27. Vocabulary Instruction Word Generation Students learn and/or review new words through analogy. Example: photo (light), photosynthesis, photocopy, photograph, photography, photogenic Activity With your partner list as many words as you can think of that contain “port”.

28. Vocabulary Instruction 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

29. Vocabulary Instruction • 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.

30. Vocabulary Instruction • Word Walls • Students should be immersedin 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.

33. Vocabulary Instruction Concept Definition Map

34. VocabularyInstruction Overthrow of government or social system Can be violent Often emotional Usually political Revolution May result in changed system of government American Revolution “Velvet” Revolution in Czech Republic Russian Revolution Concept Definition Map

35. VocabularyInstruction Cloze Sentences Are 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 Label Students brainstorm words related to the topic and then determine possible categories for the words.

36. VocabularyInstruction 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. Vocabulary Games Pictionary, Scrabble, crossword puzzles, word searches, etc.

37. VocabularyInstruction Self Assessment of Levels of Word Knowledge I’ve never heard or seen the word before. I’ve seen/heard the word before but do not know what it means. I vaguely know the meaning of the word, and I can associate it with a concept or context. I know the word well.

38. 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.

39. Assignment – Due 12 Mar • Write a lesson plan including: • Building Background/Activate knowledge activity • Tier 2 and Tier 3 Vocabulary • Teach the lesson • Write a Reflection Grading Rubric 4 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