building background for ells february 14, 2013
DESCRIPTION
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. - PowerPoint PPT PresentationTRANSCRIPT
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Building Background for ELLs
February 14, 2013Andrea Mullen & Ashley Chastain
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+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!
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Sheltered Instruction Observation Protocol
SIOP
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English Language Learner
ELL
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English as a Second Language
ESL
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Limited English Proficient
LEP
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World Class Instructional Design
and Assessment
WIDA
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Accessing Comprehension and Communication in
EnglishState to State
ACCESS
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WIDA-ACCESSPlacement Test
W-APT
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First Language(Native or Home
Language)
L1
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Second Language(Target Language)
L2
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English Language Development
ELD
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Basic Interpersonal Communication
Skills
BICS
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Cognitive Academic Language Proficiency
CALP
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+Introductions
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+ObjectivesToday we will:Observe a modeled SIOP lessonDiscuss the challenges lack of background knowledge can cause for students
View methods of assessing prior knowledge
Gather tools to build student background knowledge
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+CCS Elementary PD Wikispacehttp://ccselementarypd. wikispaces.com Building Students’ Background Knowledge and Vocabulary
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The SIOP Model
1. Lesson Preparation2. Building
Background3. Comprehensible
Input4. Strategies5. Interaction6. Practice and
Application7. Lesson Delivery8. Review and
Assessment
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Lesson 1
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+Turn and Talk
What was the lesson about?
What did you learn?
How did you learn?
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Lesson 2
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+La comunidad
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+La maestra
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+El cartero
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+El pintor
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+El bombero
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+El dentista
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+Turn and Talk
What was the lesson about?
What did you learn?
How did you learn?
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+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.
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The difficulty of your set could be increased if you
do a jam followed by a peach. means
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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.
The difficulty of your set could be increased if you
do a jam followed by a peach.
Source: Retrieved from http://www.readingquest.org/bkgd_sol.html on February 20, 2013.
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What makes this text complex?
Multiple word meaningsLack of background knowledge
Technical vocabulary Culture of gymnastics
The difficulty of your set could be increased if you do a jam followed by a peach.
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So how do I build
background for my ELLs?
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+The Difference between Building Background and Making ConnectionsStudents 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.
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+How to Build Background Knowledge1. 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
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+1. Assess students’ background knowledge.KWL ChartThinking MapsPretest Quick-write in journalCarousel BrainstormingAnticipation GuideAlphaBoxes
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+Carousel Brainstorming
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+Anticipation Guide
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+AlphaBoxes
Animal Adaptation
s
behaviorblubber
environment
clawschange
talons
physical
survive
need
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+2. Provide information and/or experiences to fill in gaps where there is no prior knowledgeConcrete explanations enhanced by:
PhotosVideosRealiaModelsReading a story, article, or picture book about the topic
Field trips (Including virtual field trips)
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+3. Explicitly link past learning with new conceptsQuestioningWho remembers what we learned about…
How can we connect this to…Do you remember when…
Review graphic organizers, key vocabulary, etc.
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Questions?
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+Put It Into PracticeBrainstorm with your tableThink of how you can incorporate building background into an upcoming lesson or unit
Be prepared to share with the group
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Something
you liked,
learned, or
an ah-ha moment.
Any questions you may still have
Final Thoughts and Questionshttp://linoit.com/home