The SIOP Model BUILDING BACKGROUND Content Objectives We
® The SIOP Model BUILDING BACKGROUND
Content Objectives We will: • Identify techniques for connecting students’ personal experiences, cultural background, and past learning to lesson concepts. • Explain the key elements of academic language.
Building Background Features Concepts Linked to Students’ Background Content Words Develop Key Vocabulary Academic Language Bridge Past + New Learning Words and Word Parts
Building Background Features Concepts Linked to Students’ Background Content Words Develop Key Vocabulary Academic Language Bridge Past + New Learning Words and Word Parts
Concepts linked to students’ background experiences varviraamat. blogspot. com
Deep Culture vs. Surface Culture dress music food g n i t da concepts of time beliefs es ti y l i m a f hea me lth & dic ine
Socioculturally Supportive Climate • How are we doing in creating a socioculturally supportive climate? • What can I do in my classroom? • Do I know about the different cultural backgrounds of my students?
Academic Differences MATH In some Latin American countries • A comma is used to separate a decimal from a whole number: 0, 5 instead of 0. 5 • Division may be done in a different way: 127|4 31, 75 • A period is used to indicate thousands: 3. 000 to indicate three thousand.
More Academic differences • Dates are written differently: 5/7/90 would mean July 5, 1990. • Days of the week and months of the year are not capitalized in Spanish. • Discourse patterns differ among cultures.
If no link, Build Background Culturally embedded: • • • Political cartoons Ground Hog Day A day at the beach Cultural assumptions: e. g. Frosty the Snowman Fairy tales: e. g. Cinderella American history
Building Background Features Concepts Linked to Students’ Background Content Words Develop Key Vocabulary Academic Language Bridge Past + New Learning Words and Word Parts
Cognates!!! Social Language Spanish Academic Language farming agricultura agriculture job ocupación occupation grown-up adulto adult stick adherirse adheres country nación nation quiet calma calm same equivalent
Word Parts: Roots and Affixes How can we help students learn vocabulary? prefix + root + suffix Prefix on the left; root word in the middle; suffix at the end, shsh…
97% of Affixes in K-12 Prefixes dis- (not, opposite of) in-, im-, il-, ir-, (not) re- (again) un- (not) Suffixes -ed (past tense of verbs) -ing (present participle of verbs) -ly (characteristic of) -s, -es (plural of nouns and present tense of verbs)
Tiers of Language Tier 1 Tier 2 Tier 3
Three Tiers (M. Calderón) Tier 1 Basic Sight words, Vocabulary nouns, adjectives Tier 2 Used across High curriculum frequency Phrasal expressions Content Low specific frequency Tier 3 Multiple Meanings /polysemous words Multiple meanings Homophone Idioms Emphasize key vocabulary
Tier 2 Words in State Exams (M. Calderón) : absence, accuracy, additive, effect, allow, apparent, approach, arrange, assortment, assumption, basis, bases, behavior, belief, body, boundary, core, criteria, crucial, depict, deplete, device, display, distinct, generate, impact, illustrate…
Idioms and Sayings “It’s raining cats and dogs out there!” “Don’t count your chickens before they hatch” “You need to get your ducks in a row” “He talks out of both sides of his mouth!” ___________________________ 19
Tier 1 Simple words Tier 2 Tier 3 wish Process, Idioms, Content Words, Sophisticated Key Vocabulary rule summoned gray take care fortunate queen replied generation castle no matter what persistently elderly faithful Calderón & Associates
Building Background Features Concepts Linked to Students’ Background Content Words Develop Key Vocabulary Academic Language Bridge Past + New Learning Words and Word Parts
How Can We Bridge Past Learning to New Concepts? SIOP says be… • Explicit • Intentionally planned • Do a brief review of prior lesson
What Can I Use Right Away to Help My ELLs?
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