PDP- background Knowledge/Comp. Input

"What students already know about the content is one of the strongest indicators of how well they will learn new information related to the content."

-Robert Marzano

We acquire background knowledge through

the interaction of two factors:

(1) our ability to process and store information

(2) the number and frequency of our academically oriented experiences.

http://prezi.com/qb5rmrv2rsji/?utm_campaign=share&utm_medium=copy

http://merrillville.schoolwires.net/cms/lib02/IN01001403/Centricity/Domain/166/IDOE-Helping%20ELL%20Understand%20Content%20Area%20Texts.pdfhttp://merrillville.schoolwires.net/cms/lib02/IN01001403/Centricity/Domain/166/IDOE-Helping%20ELL%20Understand%20Content%20Area%20Texts.pdf

Words / Word Parts That Teach English Structure:

astro...

Process/Function Words:

Words associated with the demonstration of knowledge

Students to learn new vocabulary

by understanding English Morphology

Things to

when teaching vocabulary...

Activity

Use multiple, varied instructional methods and tools

Lesson: How to Make Chicken Cordon Bleu

1. Content and language objectives- what do you want

your students to be able to do?

2. Determine any prior knowledge your students may have in regards to the lesson. What strategies will you use to verify what they know and why will you use them?

3. Determine what background knowledge you will provide your students as support.

4. Pretend you have previously instructed your students

in cooking. How will you link this lesson to past learning?

If students were not present for previously lesson, how could you still link it?

5. What vocabulary will you emphasize? Be sure to include

the necessary grammar students will need to use it.

Active,

student-centered learning

AKA

PRE-

TEACH!

Tense

Signal Word

every day

AKA

often

"Front- Load"

Simple present

seldom

sometimes

usually

at the moment

Bulletin Boards

Look!

Present Progressive

Listen!

Watch!

Teach vocabulary directly AND indirectly

now

ago

(Tuesday, week, year, etc.)

Word Walls

Simple past

last

(year, month, season, etc...)

in

yesterday

Hallway signs

already

ever

Present perfect

so far

up to now

yet

Vocabulary Instruction Through:

Content Words:

Words associated with a specific topic or content area.

"pupa, larvae, metamorphosis, "etc.

9.

allegory, monarchy, hypotenuse, mitosis, etc.

justify, predict, determine, structure, etc.

Emphasize key Vocabulary

book, girl,

sad, run, etc.

Explicitly Link to Past Learning

.

III. Comprehensible Input

10. Appropriate Speech

?

"Blah...blah...blah..."

11. Clear Explanation

12. Concepts clarified through variety of methods

Explicitly

Link

Concepts

:

Prior

Background

II.

Building Background

i

Every Student is an ELL

Knowledge from

PREVIOUS EXPERIENCE

Prior

Concepts

knowledge

Provides familiar context into which students

assimilate new information

New knowledge has to have prior knowledge to stick to.

i

Information essential

to understanding a

situation or problem.

Background

Past Learning

knowledge

“What information do my ENL students need to access the content

i

that my native speakers may not ?”

of Academic Language

i

Provides basic info to help students acquire new content

"Weathering and Erosion"

We acquire background knowledge through the interaction of two factors: (1) our ability to process and store information, and (2) the number and frequency of our academically oriented experiences

Music!

"Phases of the Moon"

How do

YOU

"What Makes 10?"

"Presidents"

"Rhyming is so Easy"

"7 Continents"

Prior knowledge:

Any knowledge person already had about cooking, eating, kitchen tools, foods, ingredients, growing food, etc.

prior knowledge?

Background Knowledge:

i

The vocabulary, skills, tools, ingredients etc. needed to make the specific recipe.

Key Vocabulary

• Information from colleagues

• Observations

• Interview/Interest Inventories

• Assessments

Picture Word Induction Model

• Parent/Student conferences

Expressions

Facial

12.

Concepts Clarified Through Variety

of Techniques

Watch the video BEFORE beginning the unit, reading the book, etc.

Gestures

ELLs need every tool available to them

to help them understand what's happening

in your classroom.

Who here speaks another language? Do you find it harder to communicate on the phone than in person? Me too- the dreaded" phone call home" to parents is always so much harder on the phone than an in-person conversation. That's because, as you already know, we ALL rely on facial expressions, gestures, body language to help us communicate, whether we are learning a new language or not. It's especially important that we give our ELLs extra help by using these other techniques- in a predictable, reliable way.

For example I use this gesture (full sentence gesture) when I am eliciting full-sentence responses from my students. By this point in the year, I don't even have to say anything, I just do this (SHOW THEM)

https://www.refseek.com/directory/educational_videos.html

https://www.wimp.com

Body

Language

Speech Appropriate for Students' Proficiency Level

10.

- Enunciate !

Conduct the experiment

BEFORE reading or teaching the concept

Activity

"Helping ESL students understand what you say"

http://esl.fis.edu/teachers/support/listen.htm

Jigsaw the article "Helping ESL students understand what you say"

- Not too Fast...

Web 2.0

Group A

1-3

paragraphs

paragraphs

Group B

4-6

paragraphs

Group C

7-9

paragraphs

Group D

10-13

- Sound Morphing

BEFORE...

11. Clear Explanation of

Academic Tasks

ICONS!

1. Step-by-step

2. Give directions both orally AND in writing

3. Keep directions posted for duration of lesson/activity

4. Model or demonstrate each step of the directions

5. Show a model of the finished product.

PDP

Cognates: An Ell's best friend...

Background Knowledge:

Background Knowledge

What it is AND

How to Provide it

4.

gizmos

*including all associated verbs

make a list...

Found in