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SIOP: Building Background Knowledge
Transcript of SIOP: Building Background Knowledge
p. 58 1. Read a story, article, play or picture book about the topic.
2. Watch a video related to the topic.
3. Bring Objects that relate to the topic (Realia)
5. Use the Insert Method
6. Pretest with a Partner p. 57 2. Phonemic awareness or fluency problems? SIOP says.... Building Background Knowledge Content Objective SIOP I can identify two Building Background techniques beneficial to my subject area and/or classroom. Language Objective I can choose one technique and explain how I would use it in a future lesson and why it is beneficial to the lesson. Activity 1. You have two colors of paper.
Green = I know that!
Red = Um, IDK!
2. When you see a word or phrase, hold up the appropriate color.
3. Do not look at anyone...until I tell you. Gidget Welcome Back, Carter! Computer Platform West Nile " Porkchops and Applesauce" Howdy Doody 4G Emoticon Aight "As if!" 90210 Melrose Place "Sorry, Ms. Jackson!" The Andy Griffith Show Encino Man 'Do I feel lucky?' Well, do ya punk?" Leapin Lizards "You're tearing me apart!" Beetlejuice Crunk LOL! "Did I do that?" How I Met Your Mother Steve Jobs " ... a three-hour tour..." Effective teaching takes students from where they are and leads them to a higher level of understanding (Krashen, 1985; Vygotsky, 1978). This higher level of understanding, or learning, must be meaningful. It is not only the amount of exposure to a given concept that affects learning, but the quality as well. Each student walks into his or her classroom with a different “schemata”---knowledge of the world. 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 (Chiesi, Spilich, & Voss, 1979; Vogt, 2005) 1. Can you read the word "Stevens" on the car? Is "reading" this cartoon a problem? Concepts Explicitly Linked to Students' Background Experiences
p. 54 Develop Key Vocabulary & Academic Language
p. 58 "Who remembers what we learned about last week?"
"Remember when we discovered ____________?"
"How does this relate to the previous chapter we read?"
Review past graphic organizers, PowerPoint slides, notes, pictures, etc. Vocabulary Development, critical for English learners, is strongly related to academic achievement (Saville-Troike, 1984; Hart &Risley, 2003; Biemiller, 2005; Manzo, Manzo & Thomas, 2005). Key
Vocabulary Introduced Written Repeated Highlighted Content Words: Associated with a particular topic being taught
(Redcoats, democracy, freedom of religion, etc.) Content Words Process/Function Words Word Parts/English Structure Language used in the classroom for process and tasks.
(discuss, graph, list, classify, scan, skim, question, debate argue, summarize, analyze) Word Sorts Concept Definition Map Word Wall p. 59 p. 64 p. 66 p. 67