Transcript Where is PSD in the SIOP Process

Participants will…
Recognize where PSD is in the SIOP implementation
process.
Understand the importance of the building background
component of the SIOP model.
Identify techniques for connecting students’ personal
experiences and past learning to lesson concepts.
List elements of academic language and describe its
importance for learners.
Observe teachers modeling building background
techniques.
Definition of
Sheltered Instruction
A
variety of strategies, techniques, and
materials for making grade-level core
curriculum (reading, science, social
studies, math) more accessible for English
Language Learners while at the same
time promoting their English language
development.
The SIOP Model The Eight Components of SIOP
(Echevarria, Vogt, & Short, 2008)
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Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
Where is PSD With SIOP Implementation?
1. Theoretical Knowledge: Training to
provide an opportunity for participants
to learn the SIOP model and its
theoretical underpinnings, and
understand why the features are
important for learners.
2. Modeling: Teachers have the
opportunity to observe classrooms in
which SIOP teachers or coaches show
how to organize their classes for SIOP
teaching and model the features
during SIOP lessons. (Resident
Classrooms)
3.
Practice: Participants practice implementing
SIOP features with guidance and support
4.
Feedback and In-Class Coaching: Teachers’
SIOP lessons are observed by coaches or their
peers, and teachers are provided with
constructive feedback on the lesson. The SIOP
protocol is especially useful for this part of the
process.
5.
Independent Application and Analysis: After the
initial process of learning and practicing is
followed, teachers begin to apply the SIOP
model independently, usually through
independent lesson planning and teaching.
Teachers evaluate their lessons and analyze the
features, adjusting and refining as needed. They
may go back and relearn a feature if necessary.
Building Background
SIOP Component Two
Feature Seven: Concepts linked to students’
background
Feature Eight: Links between past learning
and new learning
Feature Nine: Developing key vocabulary
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Building Background
This is one of the easiest components to build into
your teaching. Taking a few minutes to jump-start
students’ schema.
(In psychology and cognitive science, a schema (plural schemata or
schemas), describes an organized pattern of thought or behavior. It
can also be described as a mental structure of preconceived ideas, a
framework representing some aspect of the world, or a system of
organizing and perceiving new information. Schemata influence
attention and the absorption of new knowledge: people are more
likely to notice things that fit into their schema, while re-interpreting
contradictions to the schema as exceptions or distorting them to fit.
Finding out what they know or have experienced
about a topic, and linking their knowledge directly to
the lesson’s objective will result in greater
understanding for learners.
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Lack of experience and background knowledge may appear
as poor comprehension and memory skills.
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Building background is more than brainstorming. Brainstormed
terms, names and places may still be unfamiliar to learners.
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Building background is about using techniques to fill in the
gaps.
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Explanations should be made concrete with supplemental
materials: realia, photos, models, illustrations, video clips,
demonstrations, field trips
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Research clearly emphasizes that in order for learning to
occur, new information must be integrated with what students
have previously learned.
Effective teachers present
information in a way that
students can understand,
bearing in mind their
language development needs
and the gaps in their
educational experiences.
Building background is relating to a student’s
schema or his knowledge of the world.
Teacher’s often say, “These students just
don’t have the background knowledge!”
The reality is that they do have background
knowledge, it is just that their background
knowledge is different from ours.
• It is our responsibility to connect to their
background knowledge to help them learn.
• We need to learn about their lives and things
that matter to them.
• Remember, we want all students to be able to
answer the questions we ask, not just the few
who raise their hands.
• If the question is not important enough to
expect all to know the answer, then why ask the
Please write a brief
question?
explanation of an activity you
have done to get to know
about your students’ lives.
My Kids Remember…
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“Five Things About You Sharing”
Interactive “Teacher Journal”
Weekly sharing… “Show, Not Tell”
Star Student
“All About Me” pop quiz packet
Name Art (drawings of important things
that begin with the first letter of their
name)
“I Like Me” Books
Personal Writing Assignments (Kid Writing
& prompts)
Background Building Questions
Think Pair
How do people usually feel about…?
Share
Have you seen a…?
What are your thoughts about…? Why?
What do you already know about…?
What are some things you wonder about…?
What do you think this chapter is about by looking at the pictures?
Look at the title. What do you think this story is about?
Does this remind you of other things we have learned about?
What connections can you make between…?
What connections can you make between…?
What things do you think of when you think of…?
What would you predict?
What are some possible explanations?
If you were going to guess…?
What do you notice about…?
What does… mean to you?
If you were someone else, how might you think about this topic?
What would it feel like to be…?
Concept
Definition
Map
Four Corners
Vocabulary
Chart
Vocabulary Building
Semantic Mapping
A comprehensive vocabulary
program should include a
combination of rich and
varied language experiences:
teaching individual words,
teaching word-learning
strategies and fostering word
consciousness.
Academic language is defined as the set of
words, grammar and organizational
strategies used to describe complex ideas,
higher-order thinking processes and abstract
concepts.
Related K-5 CCSS: Acquire and use
accurately grade-appropriate general
academic and domain-specific words or
phrases, including those that signal contrast,
addition, and other logical relationships
(however, although, nevertheless, similarly,
moreover, in addition).
Three Types of
Academic Vocabulary
1. Content Vocabulary- Subject Specific and
Technical Terms (associated with a certain topic)
2. General Academic VocabularyA. Cross-Curricular Terms/Process & Function
(Including multiple meaning words that may have
both social and academic language such as table
and chair versus data table)
They describe relationships (friendships,
conflict, encounter) and actions (describe, argue,
measure). They illustrate information (chart, model,
structure, symbol) and are used to speculate
(predict, infer) and conclude (effect, result,
conclusion).
B. Language Processes and Functions: a subset
of general academic terms that indicate what we do
with language-the kind of information we convey or
receive and the tasks we engage in that require
language to accomplish.
Common classroom discourse are: discuss, skim,
scan, question, argue, describe, compare, explain, list,
debate, classify, support your answer, provide
examples, summarize, outline, give an opinion and so
forth.
Words that indicate transitions and connections
between thoughts, such as therefore, in conclusion
and furthermore and words that indicate sequence
such as first, then, next, finally and at last. This
category also includes verbs that students encounter
in state tests and during other assessments such as
determine, identify, find and contrast.
3. Word Parts: Roots and AffixesThese include word parts that enable students
to learn new vocabulary. Elementary and secondary
alike, must help students learn many words are
formed with roots to which are attached prefixes and
suffixes.
Vocabulary Resources
 Common
Word Roots Handout
 Academic Word List
 One, Two and Three Tier Words
-Tier One Words, such as simple nouns, verbs,
high frequency words and sight words
-Tier Two Words are similar to general academic
vocabulary
-Tier Three Words are typically uncommon, low
frequency words that appear in specific
domains.
Word Consciousness
A
phrase used to refer to the interest in
and awareness of words that should be
part of vocabulary instruction.
Motivation plays an important role in
vocabulary learning.
 Activities in which students manipulate
words, sort words, laugh and giggle
about funny words and choose words
they know are important for vocabulary
growth.
Vocabulary Self-Collection Strategy
1. Teacher models for students how to find important content
vocabulary words in text.
2. Students read text.
3. Students list two or three key vocabulary words they feel are
essential to understanding content concepts, either alone, in pairs,
or in groups.
4. Class list is formed and the vocabulary is discussed in class.
5. Students can enter the words in their personal subject area word
books, do activities with the words, be held accountable for them
(through a quiz), etc.
Research has found that students picking out key vocabulary themselves
instead of the teacher doing it, will make them more adept at selecting
words they need to know and therefore, they learn the academic
language they need to succeed.
Word walls are also valuable for sight words as well as content
words, at any grade level.
Personal Dictionary
Read Aloud
Rich Language Environment
Word Sorts
Digital Jumpstarts or Front-Loading
Vocabulary Games:
Pictionary & Scrabble
Word Searches &
Crosswords
Cloze Sentences
Word Generations
Repetition of the use of Academic Vocabulary
Self-Assessment of Levels of Word Knowledge
As learners acquiring vocabulary, it may be helpful for them to self-assess their knowledge of
new words. Four levels of word knowledge that can be used to describe the extent of a
person’s understanding of words:
1. I’ve never heard or seen the word before.
2. I’ve seen or heard the word before, but I don’t know what it
means.
3. I vaguely know the meaning of the word, and I can associate
it with a concept or context.
4. I know the word well.
With effective vocabulary instruction and repeated exposures to unfamiliar vocabulary,
students’ knowledge of the words increases and they move up the levels from 1 to 4.
When teachers introduce the four Levels of Word Knowledge to students, they can selfassess their word knowledge as words are introduced or studied.
paterfamilias
1: the male head of a household
2: the father of a family
3: a man who originates or is a
leading figure in something (as a
movement, discipline, or enterprise)
Middle English, from Latin, from pater
father + familias, archaic genitive of
familia household
effervesce
1: to bubble, hiss, and foam as
gas escapes
2: to show liveliness or exhilaration
— effervescence noun
— effervescent adjective
— effervescently adverb
The Insert Method
First, give each student a copy of a nonfiction article on the topic
you’re teaching. In partners, student read the article. While
reading, they insert the following codes directly into the text:
• A check mark indicates a concept or fact that is already
known by the students.
• A question mark indicates a fact that is confusing or not
understood.
• An exclamation mark indicates something that is unusual or
surprising.
• A plus sign indicates an area or concept that is new to the
reader.
Next, partners group with another pair of students. If any
misconceptions are cleared up question marks are cleared up
with an asterisk.
Last, the whole class discusses what they have read and learned
with the teacher.
http://pdtoolkit.pearsoncmg.com/login
On-Site Professional Development Offer:
Activity: Participation in classroom management
simulations.
Duration: One Hour
Lots of Take-Aways
One CPDU offer:
Complete The Lesson that
correlates with Building
Background, SIOP Component
Two.
Send it to me at the district office
via the courier.
Learning Target
Self-Assessment Rubric
1.I am unclear on the target. I’m lost.
2.I’m hitting the target, but not
consistently hitting the bull’s eye.
3.I’m hitting the bull’s eye. I really
understand.