Session Norms:

1
Welcome

• Session Norms
• All pagers and cell phones on vibrate
• Stay on topic being discussed
• Use professional courtesy

2
High Quality Sheltered InstructionBuilding
Background
Presented by Region Specialist June 28, 2007
3
Housekeeping

• Explain the time schedule for your day.
  Include items like breaks, location of
  restrooms, lunch, etc.

4
High Quality Sheltered Instruction

• Sheltered Instruction is an approach to
  teaching content to English language learners in
  strategic ways that make the subject matter
  concepts comprehensible while promoting the
  students English language development.
• --Echevarria, Vogt, and Short
• Lesson Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice/Application
• Lesson Delivery
• Review/Assessment

5
Session Objectives

• Content Objectives
• Recognize the importance of building background
  knowledge to lesson concepts.
• Identify strategies for linking past learning
  with new information.
• Language Objectives
• Read and discuss how to teach key vocabulary and
  incorporate vocabulary development activities
  into lessons.

6
Features of Building Background

• Concepts explicitly linked to students
  background experiences
• Links explicitly made between past learning and
  new concepts
• Key vocabulary emphasized (e.g., introduced,
  written, repeated, and highlighted for students
  to see)

Vogt, M., Echevarria, J. (2006). Teaching Ideas
for Implementing the SIOP Model
7
Schema Activity

• Complete the cloze activity by yourself

8
Complete the Scaffolded Cloze

• The questions that p_____ m_____ face as they
  raise ch_____ from in_____to adult life are not
  easy to an_____. Both f______ and m______ can
  become concerned when health problems such as
  c______ arise any time after the e______stage to
  later life. Experts recommend the young ch______
  should have plenty of s______ and nutritious food
  for healthy growth. B_____and g_____ should not
  share the same b_____or even sleep in the same
  r_____. They may be afraid of the d_____.

9

• The questions that poultry men face as they
  raise chickens from incubation to adult life are
  not easy to answer.
• Both farmers and merchants can become concerned
  when health problems such as coccidiosis arise
  any time after the egg stage to later life.
• Experts  recommend the young chicks should have
  plenty of sunshine and nutritious food for
  healthy growth.
• Banties and geese should not share the same
  barnyard or even sleep in the same roost. They
  may be afraid of the dark.

10
A Marsden Giberter

• Glis was very fraper. She had dernarpen Farfles
  marsden. She did not talp a giberter for him.
  So, she conlanted to plimp a marsden binky for
  him. She had just sparved the binky when he
  jibbed in the gorger.
• Clorsty marden! she boffed.
• Thats a crouistish marsden binky, boffed
  Farfle, but my marsden is on Stansan. Agsan is
  Kelsan.
• In that ruspen, boffed Glis, I wont wank you
  your giberter until Stansan.

11
Comprehension Check

• Why was Glis fraper?
• What did Glis plimp?
• 3. Who jibbed the gorger when Glis sparved the
  blinky?
• 4. Why didnt Glis wank Farfle his giberter?

12
Schema,knowledge of the world

• provides a basis for understanding, learning,
  and remembering facts and ideas found in stories
  and texts. Individuals with knowledge of a topic
  have better recall and are better able to
  elaborate on aspects of the topic than those who
  have limited knowledge of the topic.
• Echevarria, Vogt and Short,
• Making Content Comprehensible for English
  Language Learners, 2004

13
Schema

• The word schema comes from the Greek word "s??µa"
  (skhema), which means shape or more generally
  plan.
• The word schema can represent any of several
  different things
• e.g. In computer science, a schema is
• a model.

In our school setting, schema is
Prior Knowledge
14
Schema is like

• Velcro
• in the brain

15
Reflection

• To what extent is there discrepancy between
  students experiences and what you believe they
  have experienced?

16
Links to Background Knowledge

• Remember
• students from different cultural/socio-economic
  environments will not have had the same prior
  personal experiences.

17
Building Background

• Link new concepts to previous knowledge

18
Crystallized (learned) Intelligence
Working Memory
Background Knowledge
Personal Experiences
Permanent Memory
Sensory Memory
19
Building BackgroundImportance of the Language
Base

• Identify key vocabulary essential to
  understanding the content.
• Pre-teach these essential words.
• Provide experiences.
• Introduce framework.

20
Six Step Process for Teaching New Terms

• Step 1 Provide a description, explanation, or
  example of the term as well as a non-linguistic
  representation for ELL.
• Step 2 Ask students to restate the
  description, explanation, or example in their own
  words.
• Step 3 Ask students to construct a picture,
  symbol, or graphic representing the term.

21
Six Step Process for Teaching New Terms

• Step 4 Engage students in activities that
  help them add to their knowledge of the terms in
  their notebooks.
• Step 5 Periodically ask students to discuss
  their terms with each other.
• Step 6 Involve students in games that allow
  them to play with terms.

Marzano, R., Pickering, D. (2005) Building
Academic Vocabulary.
22
Video Presentation

• Building Background

23
(No Transcript)
24
Teaching Scenarios

• Refer to Building Background section for
  teaching scenarios.

25
Teaching Scenarios

• All participants will read the lesson overview.
• Participants will number off into threes.
• Ones will read first scenario and so forth.
• Rate the teacher using rating scale provided.
• Discuss your rating with group and come to
  consensus.

26

• All students have background knowledge
• BUT
• Not all students have academic background
  knowledge

27
Review Session Objectives

• Content Objectives
• Recognize the importance of building background
  knowledge to lesson concepts.
• Identify strategies for linking past learning
  with new information.
• Language Objectives
• Read and discuss how to teach key vocabulary and
  incorporate vocabulary development activities
  into lessons.

28

• Insanity is doing the same thing over and over
  again and expecting a different result.
• --Albert Einstein

29
(No Transcript)
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References

• Echevarria, J., Short, D., Vogt, M. E. (2004).
  Making Content Comprehensible The SIOP Model.
  2nd ed. Upper Saddle River, NJ Pearson
  Education, Inc.
• Marzano, R. J. (2004). Building Background
  Knowledge for Academic Achievement Research on
  What Works in Schools. Alexandria, VA. ASCD.
• Marzano, R. J. Pickering, D. (2005). Building
  Academic Vocabulary Teachers Manual.
  Alexandria, VA. ASCD.