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Building Background for ELLs February 14, 2013

Building Background for ELLs February 14, 2013. Andrea Mullen & Ashley Chastain. Welcome! As you come in…. P lease take an “Alphabet Soup” sheet from the middle of your table. Try to figure out as many of the acronyms as you can!. SIOP. Sheltered Instruction Observation Protocol. ELL.

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Building Background for ELLs February 14, 2013

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  1. Building Background for ELLs February 14, 2013 Andrea Mullen & Ashley Chastain

  2. Welcome!As you come in… • Please take an “Alphabet Soup” sheet from the middle of your table. • Try to figure out as many of the acronyms as you can!

  3. SIOP Sheltered Instruction Observation Protocol

  4. ELL English Language Learner

  5. ESL English as a Second Language

  6. LEP Limited English Proficient

  7. WIDA World Class Instructional Design and Assessment

  8. ACCESS Accessing Comprehension and Communication in EnglishState to State

  9. W-APT WIDA-ACCESSPlacement Test

  10. L1 First Language(Native or Home Language)

  11. L2 Second Language(Target Language)

  12. ELD English Language Development

  13. BICS Basic Interpersonal Communication Skills

  14. CALP Cognitive Academic Language Proficiency

  15. Introductions

  16. Objectives Today we will: • Observe a modeled SIOP lesson • Discuss the challenges lack of background knowledge can cause for students • View methods of assessing prior knowledge • Gather tools to build student background knowledge

  17. CCS Elementary PD Wikispace http://ccselementarypd. wikispaces.com Building Students’ Background Knowledge and Vocabulary

  18. The SIOP Model Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice and Application Lesson Delivery Review and Assessment

  19. Lesson 1

  20. Turn and Talk • What was the lesson about? • What did you learn? • How did you learn?

  21. Lesson 2

  22. La comunidad

  23. La maestra

  24. El cartero

  25. El pintor

  26. El bombero

  27. El dentista

  28. Turn and Talk • What was the lesson about? • What did you learn? • How did you learn?

  29. Building Background Read the following and put in your own words: The difficulty of your set could be increased if you do a jam followed by a peach.

  30. The difficulty of your set could be increased if you do a jam followed by a peach. means

  31. The difficulty of your set could be increased if you do a jamfollowed by a peach. The point values you can earn on your gymnastics routine can be bigger if you include, in sequence, two particular skills on the uneven parallel bars: the “jam,” which leaves the gymnast sitting on the high bar; and the “peach,” where the gymnast moves from the high bar to the low bar. Source: Retrieved from http://www.readingquest.org/bkgd_sol.htmlon February 20, 2013.

  32. The difficulty of your set could be increased if you do a jamfollowed by a peach. • What makes this text complex? • Multiple word meanings • Lack of background knowledge • Technical vocabulary • Culture of gymnastics

  33. So how do I build background for my ELLs?

  34. The Difference between Building Background and Making Connections • Students cannot make a connection to knowledge or experiences they have never had. • The purpose of building background is to provide a foundation for new learning and experiences to be built upon.

  35. How to Build Background Knowledge • 1. Assess students’ background knowledge. • 2. Provide information and/or experiences to fill in gaps where there is no prior knowledge • 3. Explicitly link past learning with new concepts

  36. 1. Assess students’ background knowledge. • KWL Chart • Thinking Maps • Pretest • Quick-write in journal • Carousel Brainstorming • Anticipation Guide • AlphaBoxes

  37. Carousel Brainstorming

  38. Anticipation Guide

  39. AlphaBoxes Animal Adaptations behavior blubber claws change environment physical need survive talons

  40. 2. Provide information and/or experiences to fill in gaps where there is no prior knowledge • Concrete explanations enhanced by: • Photos • Videos • Realia • Models • Reading a story, article, or picture book about the topic • Field trips (Including virtual field trips)

  41. 3. Explicitly link past learning with new concepts • Questioning • Who remembers what we learned about… • How can we connect this to… • Do you remember when… • Review graphic organizers, key vocabulary, etc.

  42. Questions?

  43. Put It Into Practice • Brainstorm with your table • Think of how you can incorporate building background into an upcoming lesson or unit • Be prepared to share with the group

  44. Final Thoughts and Questions http://linoit.com/home Something you liked, learned, or an ah-ha moment. Any questions you may still have

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