Participants will… Recognize where PSD is in the SIOP implementation process.

1. Participants will… Recognize where PSD is in the SIOP implementation process. Understand the importance of the building background component of the SIOP model. Identify techniques for connecting students’ personal experiences and past learning to lesson concepts. List elements of academic language and describe its importance for learners. Observe teachers modeling building background techniques.

2. Definition of Sheltered Instruction • A variety of strategies, techniques, and materials for making grade-level core curriculum (reading, science, social studies, math) more accessible for English Language Learners while at the same time promoting their English language development.

3. The SIOP Model - The Eight Components of SIOP(Echevarria, Vogt, & Short, 2008) • Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice & Application • Lesson Delivery • Review & Assessment

4. Where is PSD With SIOP Implementation? Theoretical Knowledge: Training to provide an opportunity for participants to learn the SIOP model and its theoretical underpinnings, and understand why the features are important for learners. Modeling: Teachers have the opportunity to observe classrooms in which SIOP teachers or coaches show how to organize their classes for SIOP teaching and model the features during SIOP lessons. (Resident Classrooms)

5. Practice: Participants practice implementing SIOP features with guidance and support • Feedback and In-Class Coaching: Teachers’ SIOP lessons are observed by coaches or their peers, and teachers are provided with constructive feedback on the lesson. The SIOP protocol is especially useful for this part of the process. • Independent Application and Analysis: After the initial process of learning and practicing is followed, teachers begin to apply the SIOP model independently, usually through independent lesson planning and teaching. Teachers evaluate their lessons and analyze the features, adjusting and refining as needed. They may go back and relearn a feature if necessary.

6. Building Background SIOP Component Two Feature Seven: Concepts linked to students’ background Feature Eight: Links between past learning and new learning Feature Nine: Developing key vocabulary http://vidego.multicastmedia.com/player.php?p=ttygb29a

7. Building Background This is one of the easiest components to build into your teaching. Taking a few minutes to jump-start students’ schema. (In psychology and cognitive science, a schema (plural schemata or schemas), describes an organized pattern of thought or behavior. It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information. Schemata influence attention and the absorption of new knowledge: people are more likely to notice things that fit into their schema, while re-interpreting contradictions to the schema as exceptions or distorting them to fit. Finding out what they know or have experienced about a topic, and linking their knowledge directly to the lesson’s objective will result in greater understanding for learners.

8. Lack of experience and background knowledge may appear as poor comprehension and memory skills. • Building background is more than brainstorming. Brainstormed terms, names and places may still be unfamiliar to learners. • Building background is about using techniques to fill in the gaps. • Explanations should be made concrete with supplemental materials: realia, photos, models, illustrations, video clips, demonstrations, field trips • Research clearly emphasizes that in order for learning to occur, new information must be integrated with what students have previously learned.

9. Effective teachers present information in a way that students can understand, bearing in mind their language development needs and the gaps in their educational experiences.

10. Building background is relating to a student’s schema or his knowledge of the world. Teacher’s often say, “These students just don’t have the background knowledge!” The reality is that they do have background knowledge, it is just that their background knowledge is different from ours.

11. It is our responsibility to connect to their background knowledge to help them learn. • We need to learn about their lives and things that matter to them. • Remember, we want all students to be able to answer the questions we ask, not just the few who raise their hands. • If the question is not important enough to expect all to know the answer, then why ask the question? Please write a brief explanation of an activity you have done to get to know about your students’ lives.

12. My Kids Remember… • “Five Things About You Sharing” • Interactive “Teacher Journal” • Weekly sharing… “Show, Not Tell” • Star Student • “All About Me” pop quiz packet • Name Art (drawings of important things that begin with the first letter of their name) • “I Like Me” Books • Personal Writing Assignments (Kid Writing & prompts)

13. Background Building Questions Think Pair Share How do people usually feel about…? Have you seen a…? What are your thoughts about…? Why? What do you already know about…? What are some things you wonder about…? What do you think this chapter is about by looking at the pictures? Look at the title. What do you think this story is about? Does this remind you of other things we have learned about? What connections can you make between…? What connections can you make between…? What things do you think of when you think of…? What would you predict? What are some possible explanations? If you were going to guess…? What do you notice about…? What does… mean to you? If you were someone else, how might you think about this topic? What would it feel like to be…?

14. Concept Definition Map Four Corners Vocabulary Chart

15. Vocabulary Building Semantic Mapping

16. A comprehensive vocabulary program should include a combination of rich and varied language experiences: teaching individual words, teaching word-learning strategies and fostering word consciousness.

17. Academic language is defined as the set of words, grammar and organizational strategies used to describe complex ideas, higher-order thinking processes and abstract concepts. Related K-5 CCSS: Acquire and use accurately grade-appropriate general academic and domain-specific words or phrases, including those that signal contrast, addition, and other logical relationships (however, although, nevertheless, similarly, moreover, in addition).

18. Three Types of Academic Vocabulary 1. Content Vocabulary- Subject Specific and Technical Terms (associated with a certain topic) 2. General Academic Vocabulary- A. Cross-Curricular Terms/Process & Function (Including multiple meaning words that may have both social and academic language such as table and chair versus data table) They describe relationships (friendships, conflict, encounter) and actions (describe, argue, measure). They illustrate information (chart, model, structure, symbol) and are used to speculate (predict, infer) and conclude (effect, result, conclusion).

19. B. Language Processes and Functions: a subset of general academic terms that indicate what we do with language-the kind of information we convey or receive and the tasks we engage in that require language to accomplish. Common classroom discourse are: discuss, skim, scan, question, argue, describe, compare, explain, list, debate, classify, support your answer, provide examples, summarize, outline, give an opinion and so forth. Words that indicate transitions and connections between thoughts, such as therefore, in conclusion and furthermore and words that indicate sequence such as first, then, next, finally and at last. This category also includes verbs that students encounter in state tests and during other assessments such as determine, identify, find and contrast.

20. 3. Word Parts: Roots and Affixes- These include word parts that enable students to learn new vocabulary. Elementary and secondary alike, must help students learn many words are formed with roots to which are attached prefixes and suffixes.

21. Vocabulary Resources • Common Word Roots Handout • Academic Word List • One, Two and Three Tier Words -Tier One Words, such as simple nouns, verbs, high frequency words and sight words -Tier Two Words are similar to general academic vocabulary -Tier Three Words are typically uncommon, low frequency words that appear in specific domains.

22. Word Consciousness • A phrase used to refer to the interest in and awareness of words that should be part of vocabulary instruction. Motivation plays an important role in vocabulary learning. • Activities in which students manipulate words, sort words, laugh and giggle about funny words and choose words they know are important for vocabulary growth.

23. Vocabulary Self-Collection Strategy Teacher models for students how to find important content vocabulary words in text. Students read text. Students list two or three key vocabulary words they feel are essential to understanding content concepts, either alone, in pairs, or in groups. Class list is formed and the vocabulary is discussed in class. Students can enter the words in their personal subject area word books, do activities with the words, be held accountable for them (through a quiz), etc. Research has found that students picking out key vocabulary themselves instead of the teacher doing it, will make them more adept at selecting words they need to know and therefore, they learn the academic language they need to succeed. Word walls are also valuable for sight words as well as content words, at any grade level.

24. Personal Dictionary Read Aloud Rich Language Environment Word Sorts Digital Jumpstarts or Front-Loading Cloze Sentences Vocabulary Games: Pictionary & Scrabble Word Searches & Crosswords Word Generations Repetition of the use of Academic Vocabulary

25. Self-Assessment of Levels of Word Knowledge As learners acquiring vocabulary, it may be helpful for them to self-assess their knowledge of new words. Four levels of word knowledge that can be used to describe the extent of a person’s understanding of words: I’ve never heard or seen the word before. I’ve seen or heard the word before, but I don’t 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. With effective vocabulary instruction and repeated exposures to unfamiliar vocabulary, students’ knowledge of the words increases and they move up the levels from 1 to 4. When teachers introduce the four Levels of Word Knowledge to students, they can self-assess their word knowledge as words are introduced or studied.

26. paterfamilias

27. 1:the male head of a household 2:the father of a family 3:a man who originates or is a leading figure in something (as a movement, discipline, or enterprise) Middle English, from Latin, from pater father + familias, archaic genitive of familia household

28. effervesce

29. 1:to bubble, hiss, and foam as gas escapes 2:to show liveliness or exhilaration — effervescence noun — effervescentadjective — effervescently adverb

30. The Insert Method • First, give each student a copy of a nonfiction article on the topic you’re teaching. In partners, student read the article. While reading, they insert the following codes directly into the text: • A check mark indicates a concept or fact that is already known by the students. • A question mark indicates a fact that is confusing or not understood. • An exclamation mark indicates something that is unusual or surprising. • A plus sign indicates an area or concept that is new to the reader. • Next, partners group with another pair of students. If any misconceptions are cleared up question marks are cleared up with an asterisk. • Last, the whole class discusses what they have read and learned with the teacher.

31. http://pdtoolkit.pearsoncmg.com/login On-Site Professional Development Offer: Activity: Participation in classroom management simulations. Duration: One Hour Lots of Take-Aways

32. One CPDU offer: Complete The Lesson that correlates with Building Background, SIOP Component Two. Send it to me at the district office via the courier.

33. Learning Target Self-Assessment Rubric I am unclear on the target. I’m lost. I’m hitting the target, but not consistentlyhitting the bull’s eye. I’m hitting the bull’s eye. I really understand.