Transcript: Bryson Voirin Grade 5: Module 2A (2) Schedule -I can describe features of an interview as an informational text. -I can determine the gist of an interview. -I can determine the meaning of new words from context in an interview. Learning Targets 1- What is an informational text? 2- What are types of informational text? 3- Look at a map 4- Look at text features in an article 5- Look at text features in an interview 6- Begin our glossary 7- Exit ticket 8-Add to KWL
Transcript: Developing Key Vocabulary Teachers should make a connection between new material and concepts or vocabulary learned previously Students do not automatically make these connections so teachers must explicitly point out connections Links can be made through discussion Students can guide students and give hints about how material might relate to previous notes Teachers can keep graphics or charts from past lessons to help students make the connections Academic Word list is helpful for students to know what words to focus on, and know how to spell Scheme for teaching vocabulary includes tier1, 2 and 3 words. Tier1: Common nouns/verbs Tier2: less common academic words, Tier3:Content specific words Teaching Academic Vocabulary Students should be active in developing their understanding of words and ways to learn them Students should personalize word learning Studetnts should be immersed in words in rich language environments that focus on words and draw students' attention to the learning of words Students should build on multiplee sources of info to learn words through repeated exposures Concepts Linked to Students' Backgrounds A learner's Schemata provides basis for larning Connecting students' experience to text and developing background knowledge increases comprehension Students from diverse backgrounds may not have a schemata matching that of the culture the text was written in Teachers should use visuals to introduce new topics and help students build background Critical for EL's because it is linked to student acheivement Content area texts have sophisticated vocabulary Students who come with strong academic background must make connections between what they know and English academic vocabulary Vocabulary and academic language is key in content classrooms Teachers must focus on: Content Vocabulary, General Academic Vocabulary, and Word Parts Chapter 3 Links Between Past and New Learning Building Background Developing Key Vocabulary Cont'
Transcript: FEATURE 7: Concepts linked to students backgrounds Vocabulary Instruction Importance for ELL's Academic Vocab Important for teachers to make connections from past and new material, vocabulary and previous concepts. -Teachers often have to tell children that the two lessons are connected. Academic Vocab teachers can assist children in learning background knowledge by: -include techniques in lessons. Ex. previews or anticipation guides -Required texts include sophisticated vocabulary -performance tests rely on vocabulary knowledge - vocab instruction must be accelerated because ELL's are learning English later than their peers -The acquisition of deep understanding of word meanings is very challenging. -1,2, & 3 tier words -Word Consciousness -Teaching Academic Vocab FEATURE 8: Links between past learning and new concepts Academic Vocab Key information students need to remember. BUILDING BACKGROUND CH. 3 Jenna, Kelsey, Madeline 2. General Academic Vocabulary -Cross Curricular Terms/Process & Function -All academic disciplines. ex. describe, argue, compare, contrast, finally and measure. - Plot charts -Vocabulary Games -Personal Dictionary -Word Wall Teaching Ideas for Building Backgrounds Links between past learning and new learning can be made through: -Discussion -Graphic Organizers -Power Point slides -Notes 1. Content Vocab -subject, specific and technical terms. ex. American Revolutionary War: Redcoats, democracy, Shot Heard 'Round the World, Paul Revere, etc. -When introducing a new topic SIOP teachers often use visuals. (pictures, photos) FEATURE 9: Developing key vocabulary -Recognize that children from different cultural backgrounds may struggle comprehending a text. 3. Word Parts: Roots and Affixes -Enables students to learn new vocab based upon English Morphology ex. suffix, prefix/ meaning of the root photo-graph photo-copy -Photo is root
Transcript: Building Background Knowledge Background knowledge is the ‘backbone’ of comprehension. When you begin to read, you bring a distinct collection of experiences into the text. In your lifetime, you have been exposed to many sights, sounds, smells, tastes & feelings--sometimes through actual experiences and other times through television, movies, radio or the Internet. As you read, you think about what you already know about the subject or topic you are reading. Something that you know very little about, building a space station, for example, may have very technical terms and directions that you have little or no experience with. It may be difficult for you to stay connected with the reading because you have no background knowledge to connect with the new material. Something that you know a lot about, like learning how to ride a bike, would give you a strong connection to a story about a teenager who is trying to help her younger brother how to ride a bike. You might be thinking about the person who taught you how to ride and the many spills you took before finally riding on your own without wiping out! When you use background knowledge to help make a picture or movie in your mind as you read, you are visualizing. As I read the Harry Potter stories, I can read the words on the page while at the same time ‘play a movie’ in my head, picturing the characters and actions in the story. This helps me to understand what is happening. When you read informational text, it may be more difficult to make a picture in your head because there may not be descriptions of action and characters like you would find in a fictional text. Instead of visualizing or playing a movie in your head, you can think of everything you know about a particular topic, organizing your ideas in a graphic organizer. Before reading an informational text about the International Space Station, for example, create a web with ISS (International Space Station) in the middle. Draw lines sticking out from the middle and add any information you already know about the ISS - located in outer space; astronauts living and working there; place to do experiments on the effects of living without gravity; astronauts from US and other countries land there to bring supplies and conduct experiments. You can adjust your web as you gain new information and find appropriate places to put the new material. A good reader starts a new reading selection by scanning for key words in the title or first few paragraphs and immediately thinking of his or her own experience related to the topic. The more you know about a topic, the easier it will be to make connections. CATAPULT - for building background before reading fiction.... Covers (front and back) - What does the front cover show us about what we might visualize in the story? What does the back cover tell us about the story (the words, pictures or both)? Author - Who at is the author’s background? Has he or she written any other stories that might be like this? What were they about? Are the same characters in this story as in the others? Title - What does the title lead us to predict about the story? Let’s hear some possible predictions. Audience - For whom was this story written? Old, young; male, female; city-dwelling, country-dwelling; past, present, or future readers? Page 1- Read page 1 and think about what the story might be about. Underlying message or purpose - With what we have thought about so far, what message or purpose might the author have for the readers? Look at visuals, maps, or sketches in the text - As we look through the story, what do the pictures, sketches, diagrams, or maps tell us? How will they add to our ability to visualize events and characters? Time, place, characters - From clues so far, what can we say about when the story takes place, where it takes place, and the characters? What can we guess might happen to the characters? THIEVES - for building background before reading nonfiction Title - What does the title tell us? Let's think of the possibilities. Headings - What do the headings tell us? They are the minititles of each section. What questions can we make from them that we think the section will answer? Let's also look at the table of contents, ask some questions, and make some predictions. Introduction - Read the chapter introduction if there is one and think about it. Read the first paragraph of normal chapter text as well. Everything I know - Jot down all the facts and ideas about the topic that you think will be helpful for understanding (quickwrite or mind/concept map!). Create some questions about your own knowledgew that you think the text might answer. Use the back of your paper, if needed. Visuals - Let's look at all the diagrams, charts, and pictures. Let's read the captions. Why did the author included them? Can we think of any questions about them? End-of-chapter material - Let's look at the end of the chapter to read any summaries (Don't ever forget to read the summary! It
Transcript: Background Experiences Be immersed in words. 1b: Demonstrating Knowledge of Students 2a: Creating an Environment of Respect and Rapport 3e: Demonstrating Flexibility and Responsiveness Principles to Guide Instruction Personal Dictionary Be active in developing their understanding of words and ways to learns them. Importance Of ...link concepts to student's background ...link past learning to new concepts ...emphasize key vocabulary ...develop content language ...understand students will have their own schemata that do not match those of the culture the text was written for ...help build new experiences Teachers should use the students background knowledge to discuss unfamiliar concepts. Introduce a conceptual framework that will enable students to build appropriate background for themselves Examples from text... Interventions Build on multiple sources of information to learn words through repeated exposures. Schemata: everything from a reader's past experiences that are used in making sense of text. Cloze Sentences Provide Experiences Where does it fit in the framework? Vocab Games Building Background By: Kendra and Courtney Word Generation Lesson Planning -Don't look for specific answers...ask WHY -Be aware and respectful of the different schemata in your classroom Word Wall Culturally Diverse When reader's lack the prior knowledge necessary to read: A lack of or failure to use background knowledge can often appear to be poor comprehension. Personalize word learning. Students should... In the Classroom Examples Concept Maps Word Book Building background should combine the student's background and links to past and new learning. Remember to... The diverse backgrounds that students have provide different schemata that may affect their comprehension levels. Word Sorts Levels of Performance Teach vocabulary as pre-reading The learner forms meaning using past experiences that the reading evokes.
Transcript: Building Background Concepts Linked to Students' Background Experiences Students in the same class vary in the amount of prior knowledge A student's schemata may not match the culture from which the text was written Students may not have a background that includes the academic vocabulary Links between Past Learning and New Concepts discussions reviews graphic organizers class notes PowerPoint slides (Prezi :) ) charts and maps Content Words Process/Function Words Roots and Affixes Word Sorts Contextualizing Key Vocabulary Self-Collection Personal Dictionary Word Wall Concept Definition Map Cloze Sentences List-Group-Label Word Generation Word Study Books Vocabulary Games Self-Assessment Background Strategies The teacher must build a bridge from previous lessons and concepts to today's lesson Read a story, article, play, or picture book View a video related to the topic Use the Insert Method to code a text Pretest with a partner Use concrete supplementary materials (photos, realia, models, and illustrations) Emphasize Key Vocabulary Bridging Strategies Vocabulary Strategies
Transcript: 1 m 2 p b Y g X F Teaching for Biliteracy Chapter 6 Building Background E Total Physical Response In TPR the teacher models academic language by using a visual or a concrete support. One example of this is when teaching new vocabulary to students. When teaching the word "shock" it is accompained by the picture of a person being shocked and you show the students how being shocked looks on your own face and have them show you. D Word Sorts and Sentence Prompts Word Sorts and Sentence Prompts Word Sorts and Sentence Prompts Word sorts are when students are asked to catagorize words. There are two types of word sorts. Closed sorts are predetermined categories picked by the teacher. Open sorts are when the category is determined by the student. When students have sorted their words they are asked to provide a reasoning. Students are provided with sentence prompts to make sure students use new vocabulary. Try it out! Word sorts can be used to introduce new vocabulary in a relaxed enviorment. I recently used a word sort to see if the student could identify the difference between short and long vowel sounds. C Fishbowl The fishbowl strategy is when a teacher selects a group of students to model an activity in front of the class. The teacher directs the students through the activity and models the formal language that she wants them to use in small group. The fishbowl strategy is beneficial in two ways. First it allows for the students to visualize the expectations without much direction from the teacher and it also gives those attention seekers a positive outlet. https://www.youtube.com/watch?v=xkWl9b0FZSE How to have a fishbowl discussion in your classroom https://www.youtube.com/watch?v=cFr9iLY7zdc See it in action! Here are some videos to get you started! B A field trip is one of the most memorable things that you can do with your class. Field Trips provide students with concrete and interactive learning opportunities. Beeman and Urow suggest that field trips could be even more effective when field trips are used to introduce a unit. It gives the teacher the opportunity to point out vocabulary while the students can interact. Field Trips Movies! Showing a movie to introduce a unit is also a good way to provide students with background knowledge. Beeman and Urow suggest to only show part of the movie with the sound off. This is benefit of that is so that the teacher can focus on specific concepts. A Thank you!
Transcript: Building Background Building background means to link the material to the students' personal lives and/or experiences. Concepts linked to Students' backgrounds Links between Past Learning and new learning Tier One words are common words Tier two words are often found in academic text, but not in general conversation Tier three words are uncommon words, typically found in discussion of a specific content related topic Content Words Key vocab words, terms, and concepts associated with the particular topic Process/Function Words Words that have to do with functional language i.e. requests, statements, etc. Words and Word parts that teach English Structure Words that enable students to learn new vocab based on morphology Students should be active in developing their understanding of words and ways to learn them. Students should personalize word learning Students should be immersed in words Students should build on mulitiple sources of information to learn words through repeated exposures. Great examples on pg. 64-68 Developing Key Vocabulary: Academic Language
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