Lets Start with Ideas and Activities to Differentiate Instruction by Building Background

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Lets Start with Ideas and Activities to
Differentiate Instruction by Building Background

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Identifying Levels of Language Acquisition.

• Beginning (Pre-Production)
• Beginning (Early Production)
• Beginning (Early Speech Emergence)
• Intermediate (Early)
• Intermediate
• Early Advanced
• Advanced

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Examples of Divergent Responses

• Beginning Brown Bear
• Early Intermediate The bear is brown.
• It has claws.
• Intermediate The bear has thick fur and sharp
  claws.
• Early Advanced The bear isnt a predator even
  though it has sharp claws and teeth.
• Advanced Before they hibernate for the winter,
  brown bears give birth to cubs
• (California Literature Project)

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Reading Across the Content Areas

• One of the most persistent findings in reading
  research is that the extent of students
  vocabulary knowledge relates strongly to their
  reading comprehension and to their overall
  academic success.

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Is It Worth It?

• An average student learns about 3000 words per
  year.
• For students who learn only 1000 words per year,
  an additional gain of 300 words equals a 30
  increase for that year.
• THIS IS SIGNIFICANT, ESPECIALLY IF REPEATED YEAR
  AFTER YEAR.

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Building Background Features

• Concepts explicitly linked to students
  background experiences (SIOP Feature 7)
• Links explicitly made between past learning and
  new concepts (SIOP Feature 8)
• Key vocabulary emphasized (e.g., introduced,
  written, repeated, and highlighted for students
  to see)
• (SIOP Feature 9)

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The Influence of Background Knowledge

• Martin had a funny feeling in the pit of his
  stomach. As he walked down the alley, he thought
  of his younger brother who had recently died.
  What did the future hold for him? He
  contemplated his living situation and the people
  around him. If only he could predict the future,
  he would know more clearly what he should do
  today.

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Go around the room and find a partner for each
category who is not in your grade level team.
Reggae
Latin
Jazz
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Concepts Specifically Linked to Students
Background Experience

• Teach Vocabulary as a pre-reading step
• Provide Experiences
• Introduce a Conceptual framework that will enable
  students to develop appropriate background
  information.

SIOP 7
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• Most reading material, such as content area
  texts, relies on an assumption of common prior
  knowledge and experience.

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• Teach
• Vocabulary as a pre-reading step

SIOP 7
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Provide Experience

• Read a story, article, play, or picture book
  about the topic.
• View a video related to the topic

SIOP 7
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Introduce a Conceptual Framework

• Pretest With a Partner

SIOP 7
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Find Your Reggae Partner

• Figure out and write down as many different ways
  to link student background to concepts in your
  classroom with lessons that you already teach.

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Go Back To Your Grade-Level Teams

• As a team share the ideas that you and your
  Reggae partner came up with and identify three
  strategies as a team that you can use to Build
  Background for your students.

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Links Explicitly Made Between Past Learning and
New Concept

• Build bridges between previous lessons because
  students do not automatically make the
  connections.

SIOP 8
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Linking Experience

• Who remembers what we learned about__?
• Preserving and referring to outlines, charts,
  graphs, maps, word banks, graphic organizers.

SIOP 8
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Go Find Your Jazz Partner

• Brainstorm strategies for linking past learning
  and new concepts that you can use in your
  classroom with lessons that you have already
  taught or are going to teach.

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Now Go Back to Your Teams

• As a team share the ideas that you and your Jazz
  partner came up with and identify three
  strategies that your team can use to can use to
  link past learning with new concepts specific to
  your curriculum and specific to your team.

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Key Vocabulary Emphasized (e.g., introduced,
written, repeated, and highlighted for students
to see)

• Vocabulary development, critical for English
  learners is strongly related to academic
  achievement.
• Key Vocabulary is more than just the key content
  vocabulary.

SIOP 9
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Academic Vocabulary
Academic Language For ______________ (Topic)
Process/Function Words
Content words
Words and Word Parts that Teach English Structure
SIOP 9
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4 Principles Should Guide Vocabulary Instruction

• Students should be active in developing their
  understanding of words and ways to learn them
• Students should personalize word learning
• Students should be immersed in words
• Students should build on multiple sources of
  information to learn words through repeated
  exposure

SIOP 9
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Students should be active in developing their
understanding of words and ways to learn them.

• Semantic Mapping
• Word Sort
• Contextualizing Key Vocabulary
• Concept Definition Maps
• Strategies for Independent Word Learning

SIOP 9
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Students should personalize word learning

• Vocabulary Self-Collection Strategy
• Mnemonic Strategies
• Personal dictionaries

SIOP 9
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Students should be immersed in words by rich
language environments

• Word Walls
• Personal Word Study Notebooks and Dictionaries
• Comparing/Contrasting Words with the same
  morphemic elements (e.g., photograph,
  photosynthesis, photogenic) aid students in
  recognizing and using workds around them.

SIOP 9
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Students should build on multiple sources of
information to learn words through repeated
exposure

• Letting students see and hear new words more than
  once and drawing on multiple sources of meaning
  are important for vocabulary development.

SIOP 9
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Go Find Your Latin Partner

• Brainstorm strategies for emphasizing key
  vocabulary in a lesson that you have already
  taught or are going to teach.

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Now Go Back To Your Teams

• Come up with five strategies to help emphasize
  key vocabulary that is important to your
  curriculum as a team.

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Building Cultural Awareness Respect
People dont learn respect by celebrating Cinco
de Mayo and eating tacos. People learn to respect
one another by working together. (Bruce Baron,
1985)
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Thanks for being so attentive!

• Please fill out an exit slip for me telling me
  the two most interesting things you learned
  during this class and