SIOP Spicing up instruction

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SIOP Spicing up instruction

• Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice and Application
• Lesson Delivery
• Review and Assessment

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Discuss at Your Table

• Please share one experience you have had related
  to posting your content and/or language
  objectives in your classroom
• Component 1 Lesson Preparation
• Content objectives defined, displayed, and
  reviewed with students
• Language objectives defined, displayed, and
  reviewed with students

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Language objectives develop academic language .
. .
Reading
Writing
Listening
Speaking
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Discuss with a Partner

• Why did I find some cartoons humorous and others
  not funny?
• Relate a time when you felt like an outsider in
  a group because you did not understand what was
  being talked about.

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Content Objectives

• Know three teaching features of Building
  Background (Component 2 of SIOP)
• Understand at least one strategy for effectively
  teaching vocabulary
• Share one experience regarding how you utilized
  content and/or language objectives in your
  classroom
• Complete a graphic organizer as a group to define
  a term

Language Objectives
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2. Building Background

• F7 Link objectives to students background
  experiences
• F8 Link new learning to past learning
• F9 Emphasize key vocabulary

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Building Background

• Different for each student

Think about a time when . . .
Activating Prior Knowledge

• Same for each student in class

Remember when we talked about . . .
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Building Background

• Different for each student

• Three interventions for students without
  background knowledge
• Teach vocabulary as a pre-reading step
• Provide experiences
• Introduce a conceptual framework

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Building Background

• Different for each student

• Read a story, article, play, or picture book
  about the topic or show a video clip
• Duplicate a nonfiction article on a topic you
  are teaching. In partners, students read the
  article and code passages
• ? Already known ? Confusing or not
  understood
• ! Unusual or surprising idea/concept new to
  reader
• Pre-test with a partner

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Activating Prior Knowledge

• Same for each student in class

• Students often do not make connections on
  their own.
• Who remembers what we talked about?
• How does that relate to our objective?
• Revising graphic organizers, notes, charts, maps

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Emphasize Key Vocabulary

• Vocabulary instruction that targets academic
  terms can increase comprehension by 33 percentile
  points (Marzano, 2004, p. 69)

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Building Background

• Most reading material assumes common prior
  knowledge
• Vocabulary knowledge correlates strongly with
  academic achievement and reading comprehension

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Why Not Just Use Glossaries and Dictionaries?

• longitude angular distance east or west on the
  earth's surface, measured by the angle contained
  between the meridian of a particular place and
  some prime meridian, and expressed either in
  degrees or by some corresponding difference in
  time.
• theorem a theoretical proposition, statement,
  or formula embodying something to be proved from
  other propositions or formulas.

• iambic pentameter  a common meter in poetry
  consisting of an unrhymed line with five feet or
  accents, each foot containing an unaccented
  syllable and an accented syllable
• mitosis the usual method of cell division,
  characterized by the resolving of the Chromatin
  of the nucleus into a threadlike form, which
  condenses into chromosomes, each of which
  separates longitudinally into two parts, one
  part of each chromosome being retained in each of
  two new cells resulting from the original cell.

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Vocabulary
To be successful while learning content and
language simultaneously, teachers must
systematically teach content vocabulary,
process/function vocabulary, and how word
structure impacts word meanings.
Content key words related to the subject/topic

• Planet
• Numbers
• Noun

Process words related to what the students are
to do

• Compare
• Predict
• Collect
• Share
• Discuss

• Highlight
• Underline
• Summarize
• Respond
• Match

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Vocabulary
Be careful when words have multiple
meanings. Turn right at the next hallway. Are
you alright? You are right! Write a sentence
about school.
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Key Vocabulary Making it Meaningful

• Word Quest Skim and Scan
• - look for an interesting word
• - write it on a word card
• - with group, read the word using technique cards

• Word Walls
• content and process words
• different colors for different parts of speech
• Personal Dictionaries
• 4-corners (word, picture, word in context,
  definition)

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Classroom Walls

• Leave your walls for vocabulary and activating
  prior knowledge.

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Vocabulary Approaches

• With the people at your table, complete the
  vocabulary graphic organizers for the vocabulary
  strategy you are given.
• Be prepared to share with the large group?

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• Schools are like airport hubs student passengers
  arrive from many different backgrounds for widely
  divergent destinations. Their particular
  takeoffs into adulthood will demand different
  flight plans.
• Mel Levine, 2002

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Content Objectives

• Know three teaching features of Building
  Background (Component 2 of SIOP)
• Understand at least one strategy for effectively
  teaching vocabulary
• Share one experience regarding how you utilized
  content and/or language objectives in your
  classroom
• Complete a graphic organizer as a group to define
  a term

Language Objectives
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Emphasize Key Vocabulary!
Emerils Challenge ..