Creating Content Area Classrooms that Work for English

Report
Welcome
Session Norms:
•All pagers and cell phones
on vibrate
•Stay on topic being
discussed
•Use professional courtesy
High Quality Sheltered Instruction:
Building Background
Presented by Region Specialist
June 28, 2007
Housekeeping
Explain the time schedule for your day.
Include items like: breaks, location of
restrooms, lunch, etc.
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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
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Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
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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.
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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
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Schema Activity
• Complete the cloze
activity by yourself
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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_____.
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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.
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A Marsden Giberter
Glis was very fraper. She had dernarpen Farfle’s
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.
“That’s a crouistish marsden binky,” boffed Farfle,
“but my marsden is on Stansan. Agsan is
Kelsan.”
“In that ruspen,” boffed Glis, “I won’t wank you
your giberter until Stansan.”
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Comprehension Check
1. Why was Glis fraper?
2. What did Glis plimp?
3.
Who jibbed the gorger when Glis sparved the
blinky?
4. Why didn’t Glis wank Farfle his giberter?
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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
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Schema
• The word schema comes from the Greek word
"σχήμα" (skhēma), 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
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Schema
is like
Velcro
in the brain
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Reflection
To what extent is
there discrepancy
between students’
experiences and what
you believe they have
experienced?
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Links to Background Knowledge
Remember…
students from different cultural/socio-economic
environments will not have had the same prior
personal experiences.
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Building Background
Link new concepts to previous knowledge
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Crystallized (learned) Intelligence
Background
Knowledge
Working
Memory
Personal
Experiences
Permanent
Memory
Sensory
Memory
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Building Background:
Importance of the Language Base
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Identify key vocabulary
essential to
understanding the
content.
Pre-teach these
essential words.
Provide experiences.
Introduce framework.
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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.
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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.
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Video Presentation
Building
Background
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Teaching Scenarios
Refer to Building Background section for
teaching scenarios.
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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.
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All students have
background
knowledge…
BUT…
Not all students have
academic background
knowledge
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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.
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Insanity is doing
the same thing
over and over
again and
expecting a
different result.
--Albert Einstein
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My Aha Moment!
Presentation Topic:
Presenter:
Date:
Two ideas that were interesting to me:
1.
2.
Two ways I can apply the information presented in my classroom:
1.
2.
Two questions that I have for the presenter:
1.
2.
Two things I wish the presenter had done differently:
1.
2.
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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: Teacher’s Manual.
Alexandria, VA.: ASCD.
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