SAMUEL III Alabama department of education

Building Background: One Piece at a Time

SAMUEL II Handout puzzle pieces with colored numbers on the back. (prepare ahead of time using old puzzle piecesuse colored markers to place a dot on the back) Have participants locate other team members (using the dots/colors of puzzle pieces on back) Red, Blue, Orange, Brown, Yellow, Green,---YOU WILL NEED TO MAKE THESE AHEAD---(I have made some for us)Decide how you will distribute so that you have equal number of groups.

As participants enter they will sit in area of assigned color.

Introduce yourself and tell what regions you serve. Hi my name is _______________I am a Regional English learner coach serving regions __________. Today we will discuss building background and developing key vocabulary for English Learners.

We believe in modeling practices appropriate for English Learners. So, all of you will be actively involved in this presentation. SAMUEL III will be ____________________.

1Im Mary and Im from BirminghamAdding to the Circle

Icebreaker ActivityAdapted from Dr. Susan Spezzini IPOT strategiesClick and SAY: Adding to the Circle (**strategy for ELs) is our first interactive activity of the day. Presenter reads the slide and explains how to write a targeted sentence structure. (example on the slideIm and Im from ). You provide most of the language your students need-and they fill in bits of information.

Now, in your groups begin going around the circle identifying who you are and which district you are from and what position you hold in your district. As each member introduces themselves they must keep repeating each members identity and adding the next until everyone has been identifiedin the group.

This activity can be used for the following in your classroom:Getting to know one another Practicing subject pronouns & contractions (Im, hes, shes)A) Im Tom, and Im from Mobile. B) Hes Tom, and hes from M. Im Sue, and Im from Atlanta. C) Hes Tom, . Shes Sue, . Im Bill, and Im from Miami.D) continue adding around the circle or room Possible ApplicationsVocabulary: Practicing new words Grammar: Practicing new structures (Im from )Pronunciation: Practicing sounds (final consonants: /m/ /s/)Diagnostic: Identify language level of new students.___________________________________________________________________________

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Today We WillContent Objectives:Discuss the importance of building background knowledge to lesson concepts.Discuss and practice strategies for building background knowledge.

Discuss how to teach key vocabulary and incorporate vocabulary development activities into lessons.

Click and SAY: (**Strategy for Els)for English learners we must list content objectives and the lesson outcome, and also incorporate language objectives in lessons to make certain we are providing ample opportunities to build the 4 language domains. (Listening, Speaking, Reading, and Writing). As you see, we have added language objectives to our presentation today..Click and explain how extremely important it is to tell our English learners the objectives for the day. Click and have participants explain the objectives for today to their partner on the right and then switch and do the same until all objectives have been explained.3Building background Self Assessment

What level are you?Refer participants to the building background self assessment handout (rubric). Complete the handout by rating themselves (circling) 0-8 on each question on the handout. Tell participants to give themselves an overall rating (for example if they had 4 4s 2 3s 2 1s.then they are an overall 4) Tell them to pass handouts forward to the presenter. 4

Assign Roles

Form groups: Assign roles in groups: Recorder--- will write, Gopher-- get supplies, time keeper--- will keep time, and you assign the facilitators based on results of self assessments.

**Strategy to use for EL students can be to pass out cards with roles.

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Fill in chart based on group responses.What we knowBuilding Background Read or Say the following (either in your own words/or use another example of how your EL students might feelwhen they lack background knowledge of a topic)Imagine that your student newly arrived from Bombay, is asked to read about the civil rights movement in the United States. Realize that, unlike her American classmates, she has not grown up listening to the I had a dream speech every January on Martin Luther King, Jr.s birthday, nor has she ever heard the story of how Rosa Parks refused to move to the back of the bus. Throw her into a text without any explanation of who these people were or what their efforts resulted in, and she will have headaches and little desire to understand the events that led up to the Civil Rights Act. But start your study of that era with eliciting what she knows of Gandhi, and youll open the door to establishing connections she can make between him and King, Parks, and other leaders of the civil rights movement in this country. Help her see that what they did was akin to Gandhis accomplishments in her own country, and she will develop a much deeper understanding of the civil rights movement in the U.S.

Its human nature to want to connect new ideas with ideas we already know. And its human nature to be bored or even repelled by subjects that we feel no connection to. So part of your job as teacher is to find the connection that your students can make to a topic, and then go to the flip side: use that connection to build their knowledge about the subject. Using a KWL is a perfect example of how to find out what is known and how to relate it to the new concept/or idea. So, I will find out what you know already and want to know about background knowledge for English LearnersKWL ACTIVITY:Gophers come get chart paper and markers for group.Then, group completes what they know and want to learn about building background for English Learners SHARE OUT (one person per group shares out.)You compile information to be shared by(either):Typing the common responses into the power point orEach group recorder will write their responses on the chart paper (groups should tell you what they know by filling in the K and the W part of the chart. Tell participants we will finish with the L at the end of the presentation6Building BackgroundWHAT?Links new content to students' background experience and prior learning. Learning opportunities build vocabulary related to specific content as well as to general academic language.

WHY?In order to activate schema they must have prior knowledge or background must be built. This provides a foundation for new information to be built upon.

HOW?Activities, speakers, videos, questioning and virtual field trips. Emphasize and break down key content vocabulary.Help students make explicit connections to new vocabulary and content.

What is Building Background? What did you record on your charts? Ask if Building Background is the same as Activating Prior Knowledge Have Participants clap once if they agree twice if they disagree. Snap if you dont know

Ask why they responded the way they did.It is NOT the same.because you cannot activate what is not there! So what can you do?Click for next slide

7Link concepts to students background experiences.Bridge past learning to new concepts.Emphasize key vocabulary.

Building Background8Read slideClick to change

What is Sheltered Instruction?Sheltered Instruction is an approach to teaching content to English language learners in strategic ways that make the subject matter concepts comprehensible while promoting the students English language development. --Echevarria, Vogt, and Short

SAY: So, we have all heard of building background. Correct? We probably have conducted a lesson and activated prior knowledge and even provided background experiences needed to comprehend a lesson in the past. But. did you know that building background is one of the components to Sheltered Instruction for English Learners?Ask: What is Sheltered Instruction to You? (click) Summarize and put the definition in your own words-Tell your partner to the right. What is different about Sheltered instruction as opposed to content instruction for all students? (Relate to teaching Elshow we allow them time to digest discuss with partner and summarize before asking them to speak/share out.) Explain if needed..(We are ensuring that Els understand the concepts and they are comprehensible----and at the same time-----we are promoting English Language development.

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Components to Sheltered InstructionLesson PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice/ApplicationLesson DeliveryReview/Assessment Echevarria,Vogt and Short, Making Content Comprehensible for English Language Learners, 2004

Read each bullet. There are 8 components to Sheltered instruction: Have participants develop gestures(**strategy) for each wordSay, In order to make content comprehensible for English Learners we must focus on how to build background knowledge that is meaningful. Today we will focus on building background in your classroom and how to develop key vocabulary for English Learners. 10

Quick WriteTime 1-2 minutesWrite Everything You knowPhrases, Words, BrainstormShareAllow participants to look at the next two pictures. Then engage in a Quick Write activity. (**a great strategy to use when introducing a new concept/topic for Els--) Time the participants (give them about 1-2minutes) to write everything they know about this photo. They do not have to worry about complete sentences---could be phrases, words.(like a brainstorming session) Allow time to share.

Thoughtson what participants may say.clarifying points below:1920s early, New York, Unemployed, in line for free coffee and doughnuts.during the Depression.

Then click to the next slide and do the same activity.Tell groups to discuss (within the group) how this could be incorporated into a lesson that they teach or will teach.11Activating Prior Knowledge vs. BUILDING BACKGROUND

Repeat the same activity with this picture. Then have each group discussusing the quick write. Give them some time and then share out.EXPLAIN THE DIFFERENCE BETWEEN BUILDING BACKGROUND AND ACTIVATING PRIOR KNOWLEDGE. The Quick Write Activity is actually a **strategy to be used with Els/all students as a means of activating prior knowledge or as an assessment of knowledge. With EL students, since they do not know the languagewe MUST tap into the prior knowledge they do have. What were we doing with these two photographs?After you allow a couple of groups to share out, click

Examples of what might be said: Thoughts1920s when radio goes commercial---before this time only the military had radiosDays of listening to radiophoto is in black/whitetableclothclothes.

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DiscussionDid you feel limited in your wealth of background knowledge to explain what was happening in the photograph?

What could a teacher do in this case to help students understand the topic better?

Could you use a photograph to introduce a new concept/topic in your class?

Allow participants time to read questions and share out in their groups. Then go over the examples of what the answers could look like. What was I doing with the photograph? ACTIVATING PRIOR KNOWLEDGE, ASSESSINGETC., NOW HOW CAN I BUILD BACKGROUND FOR THOSE WHO REQUIRED MORE EXPERIENCES?-provide realia-allow discussion-assign a partner or buddy/mentor-develop key vocabulary-video clip-internet resources/pictures-relate a similar experience in their life to the concept/topic

SAY: Brainstorming ideas (especially in groups) will help get your Els talking and doing a quick write is a risk free task that lowers the affective filteranxiety level.Click the speaker to play the audio clip of jazzpopular music of the 20s. Take out the realia to show participants how they could use the photograph to activate prior know. And build background knowledge.

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DiscussionTHE GREAT GATSBY

Now making the connection/assessing what is known already and deciding what you need to do to provide experiences for what they DONT know..think about how you would lead into this novel.. THE GREAT GATSBY. What else could you do to provide background experiences for ALL of your students? For your EL students? What activities could you engage in? Ask group facilitators if they found that most people in the group had prior knowledge of the 20s?? Lets say they didnt..and you were their teacherwhat would you do to provide the experiences for your students who did not have many background experiences? If they were Spanish speakers from Mexico? Use of the native language, (plan a 20s party.introduce vocabulary.music.etc.)

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Discussion1920s Timeline

Bubonic Plague in India First Commercial Radio Broadcast Aired Harlem Renaissance Begins League of Nations Established Prohibition Begins in the U.S. Pancho Villa Retires Women Granted the Right to Vote in U.S.Providing a timeline of events is helpful for all students and especially for EL. Teachers can research or have students research to out what was going on in your students countries during the same time in history.15Reviewing Features for Building BackgroundConcepts explicitly linked to students background experiences

Links explicitly made between past learning and new concepts

Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

SAY: Lets review the three main features for building background knowledge: click andBullet 1: Read and SAYSince concepts are linked to ELs background experiences THEN ASK: Can we provide experiences if the students have no background knowledge? (Share in groups/THINK PAIR SHARE)Bullet 2: Read, ASK: What can we do if the student cant link past learning to new concepts? Discuss/THINK PAIR SHARE (Provide new experiences to the concept such as hands on activities, watch a video, virtual tours, non fiction books etc.)ASK: How do you think building background for English Learners might look different than building background for native English speakers?

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How Crucial is Background Knowledge for Reading?

English language learners do not have the same knowledge that their native English speaking peers do.Background knowledge is the experience and knowledge that a student brings to classroom learning.

Read question at the top of the slide and wait for responseRead 1st bullet and SAY: so it is essential that you create opportunities for it. And it's not that EL students do not have background knowledge. They just have it in another language! Read 2nd bullet and SAY: When EL students are just beginning to read, they need to know the words and concepts first. You'll need to work with ELs and pre-teach this content to give them the necessary background and vocabulary. What they already know about your subject matter will indicate how well they will learn new information. Tapping into your students' knowledge will help them become more engaged with the content of your lessons.17

Schema ActivityComplete the cloze activity on the next slide by yourself

Handout #1

( FYI-Chicken Cloze activity to illustrate how Els feel when being introduced to a new topicand they dont have the background knowledge of the content or the language to explain their ideas)

SAY: We are going to complete a cloze activity to see if you have the schema to fill in the answers in your ----that you bring with you today..Pass out handouts to each person. Allow time to complete the activity and then go over together.18Cloze TechniqueScaffold ActivityThe questions that p_____ m_____ face as they raise ch_____ from in_____to adult life are not easy to an_____. Both f______ and m______ can become concerned when health problems such as c______ arise any time after the e______stage to later life. Experts recommend the young ch______ should have plenty of s______ and nutritious food for healthy growth. B_____and g_____ should not share the same b_____or even sleep in the same r_____. They may be afraid of the d_____.

Directions: Read the following passage on your handout. Then, go back and complete the passage using your schema (what you know)

Cloze Technique: First letter will helpWithout poultry background knowledge it will be difficult to completeTo build background or after the lesson to fill in the lesson to scaffold to demonstrate knowledgeCan be a listening tool during the during part of the lesson

19Cloze TechniqueScaffold Activity DiscussionThe questions that p_____ m_____ face as they raise ch_____ from in_____to adult life are not easy to an_____. Both f______ and m______ can become concerned when health problems such as c______ arise any time after the e______stage to later life. Experts recommend the young ch______ should have plenty of s______ and nutritious food for healthy growth. B_____and g_____ should not share the same b_____or even sleep in the same r_____. They may be afraid of the d_____.

What did You Need to Know?Have participants discuss and reflect. Ask, What are some things you need to know in order to complete this task? (Discuss) Click next slide for answersExplain the Cloze Technique: First letter will helpWithout poultry background knowledge it will be difficult to completeTo build background or after the lesson to fill in the lesson to scaffold to demonstrate knowledgeCan be a listening tool during the during part of the lesson20

Answers to passageThe questions that poultry men face as they raise __ chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend the young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

Go over answers to CLOZE ACTIVITY. Allow a little time for discussion ASK: How do your students feel??? What was helpful? (scaffolding) Was that enough? No, not reallywhy? Why not?How crucial would background knowledge have been to complete this cloze activity? The words helpedbut did we need more?So, what has to be taught?21provides a basis for understanding, learning, and remembering facts and ideas found in stories and texts. 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.

Echevarria, Vogt and Short, Making Content Comprehensible for English Language Learners, 2004SchemaKnowledge of the World

Say, According to Echevarria, Short, and Vogt, Schema(Tap shoulders of participants to read the slide). ASK: so when you read the cloze activity would it have been helpful to have some knowledge of raising chickens? Yes! How about if I had given you the cloze activity in another language? ThereforeSCHEMA is important so our students can remember facts and ideas in stories and texts. If we have the knowledge of a topic, we have better recall. In fact (click)

22SchemaIs like Velcro

to the brain.

Click and say Schema is like velcro.to the brainUse 3 ping pong paddles. (prepared ahead of time) Ping Pong paddle #1 (One is completely covered with Velcro). Ping Pong paddle #2 (One has a few strips of Velcro). Ping Pong paddle #3 (The third has no Velcro). Now use 3 ping pong balls, each covered with the opposing side of Velcro (I like to use the soft side on the balls and the rough side on the paddles.) The demonstration goes like this: Give one paddle to each of 3 different people. Toss the ping pong balls at the paddle with NO Velcrosee how the balls bounce offtheres nothing to stick to. Analogy: The balls are my lesson. The paddle with no Velcro is the student with no schema for the subject of my lesson. My lesson wont stick to that kid no matter how hard I throw it at him/her. Collect the balls and toss them at the paddle that is completely covered in Velcro; this represents the student with a lot of schema. When you throw the ping pong balls at that paddle, all of the them will stickhence my lesson (the balls) is most likely to stick with students who have a lot of schema (the Velcro.) Think about the cloze activity. Give examples.Collect the balls and toss them at the paddle with a few strips of Velcro. Some will stick and some will bouncejust like my lesson.So, my goal in Building Background is to put more strips of Velcro (schema) on my students brains.

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ReflectionTo what extent is there discrepancy between students experiences and what you believe they have experienced?

Think-Pair-ShareThink-Pair-Share (Reflect on your classroom and your students) is there a discrepancy between what students experience and what you believe they have experienced? We are going to watch a short video where a general ed. middle school teacher is activating prior knowledge and building background for her students----when introducing new skill. Watch and decide how she explicitly links to students background experiences, Links explicitly made between past learning and new concepts and did she develop key vocabulary adequately? Was key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)?

While they are talking get the video ready.24Building Background Video

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Video Reflection

Ask participants to reflect on the video in their small groups and then share out whole group.Points the Presenter may make correlating the video to building background for English learners--teacher had all types of media out on the desks at the beginning of the videomagazines, labels,etc.--she did a great job with student to student interaction--awesome job keeping students engaged--students watched the video two times--loved the corridor of voices activity---for making the decision whether or not to purchase a cell phone--What could she have done at the beginning of the lesson that would have been helpful for English Learners? Realiaobjects with slogansask participants for other ideas.What did she do well?

26Links to background knowledgeRememberStudents from different cultural/socio-economic environments will not have had the same prior personal experiences.

Read slide and say: So, in some cases we must provide the background experiences and build the schema for our students. Even in the US we have different cultural environments and different personal experiences.Ask: How are we different ---even within the US? (We have differences with terms such as cokes, pop, soda) Have participants give relevant examples. How will this effect schema?What could we have done to teach the 20s? How could we relate it to our EL students culturally? The photo of people standing in line for free coffee and doughnuts?How about the teacher in the video what could she have done to relate it culturally?

27Building BackgroundLink New Concepts

To Previous Knowledge

If the students schema does not include relative information about a new concept, you must provide background experiences for the students. For example, when teaching fractions, we could use a whole pizza(or tortilla) sliced into parts. This will provide previous knowledge/experiences linked to the new concept, fractions----tied in culturally. Poultry example.What about poultry farming ----how could we link the new concepts to EL students previous knowledge?

28How do we build background knowledge?We can build background knowledge physically, visually, and with sentence frames.

How do we build background knowledge?29IN the ClassroomYou need to provide them with opportunities to build more background knowledge for every text and concept you introduce. You need to engage them in reading comprehension. You need to appeal to what they already know.Plan for student to student interaction

Explanation of 1st bullet. SAY: In the classroom.we provide students with opportunities to build more background knowledge for every text and concept you introduce. Again, the example of the 1920show did we build more background knowledge. You may need to keep adding to the knowledge base b/c your students may not know anything about that time period. For example, if you are introducing the branches of government in social studies, how would you begin the lesson? Activate prior knowledgeAssess prior knowledgeDetermine where you need to beginDevelop a mock system --elect a president, divide your class into the branches of government (legislative and judicial branches) then pass laws using the system in the classroomBullet #2: SAY: Engage them in reading comprehension by appealing to what they already know--- text to self, text to text, and text to the worldText to self----What I just read reminds me of the time when I... I agree with/understand what I just read because in my own life... I don't agree with what I just read because in my own life...Text to Text-----After reading, ask students to write and discuss about how the text reminds them of another piece of text. For example, "What I just read reminds me of another story/book/poem I read because..."Text to World----What I just read reminds me of this thing that happened in history because... What I just read reminds me of what's going on in the world now because...Bullet #3. SAY: Ensure student to student interaction is built into the lessonWhy? How important has peer interaction been today?

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Physical and Visual Support

Use concrete objects to introduce or reinforce a theme.Examples: If the concept is baseball, bring in a baseball, a mitt or a bat.Brainstorm around a concept.

SAY: To Provide Physical and visual supportclick and read bullets.

SAY: If students are reading a text on tea, bring tea bags and let the students feel them and smell them up close as you read aloud from a story or reference text. It's a great way to add direct experience to the virtual experience of reading.

Use a guest speaker. For example, if your next unit includes putting out fires, invite the local fire department to talk about their current job. For ELs needing linguistic support, you can also ask students to translate what the speaker says into their own language if this is possible. Brainstorming is a very useful way for ELL students to see what they already know about a subject, which helps raise their confidence. The great thing about brainstorming is that it appeals to learning styles as well. The stronger, more verbal students will provide answers while the quieter and passive students will be listening, yet everyone is participating! Peer to peer student interaction is an awesome way to provide support. Just like today.we have purposefully planned for your conversationsby pairing you with the facilitator in your group. Hopefully you have learned from each other. Maybe there was someone in your group who knew about the photos I showed earlier.

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Sentence Frame Supports Do you know anything about (topic)?"I'm not sure, but I do know _____." or "I think it could be _____ because I learned _____.""I think the next topic will be _____ because our last lesson was _____."

Explain how you can use sentence frame activities to provide language support for your Els and build background knowledge around the topic/concept When beginning a new topic, let pairs pretest one another. Write this sentence frame on a board, overhead, or PowerPoint, or make your own black line master with the sentence frame repeated four to six times on a page so you can cut them into strips to hand out to the pairs.A: "Do you know anything about (topic)?B: "I'm not sure, but I do know _____."or "I think it could be _____ because I learned _____."After students copy the sentence frame, or use the handy strips, erase the word 'topic' in the first sentence. Write in the topic for today. It might be a theme, or a characteristic, or an emotion.Read the sentence frame aloud to the students.Read it again, and this time the students should repeat after you.Give them sixty seconds (yes, really time it, using the entire sixty seconds) to look at the word and think about everything they know about it. No talking. No writing. Just thinking.Next, let students use another 60 seconds (yep, time it again) to write words and phrases to capture their thoughts about the topic.Finally it is time to talk.Plan more opportunities for student interaction. Here's another sentence starter than can be used with individuals, then shared in small groups.This new theme of _____ reminds me of a time in my life when _____.#3 Make sentence frames with the word 'because' to have students explain connections between previous learning and the new topic."I think the next topic will be _____ because our last lesson was _____."This kind of sentence frame encourages prediction according to prior learning. This is a good time to show the students how much they have learned and how it all links together. After reading a story, a sentence frame can be used to let students speak with a partner. You can expand this speaking activity to include a second partner, like elbow- partners and across-the-aisle partners. Try this sentence frame with a variety of objects:I am like this _____(Snickers bar), because I am _____ (nutty).I am like this _____(Matchbox Ferrari), because I am _____ (small and fast).I am like this _____(red pencil) because I am _____ (my face is red because I have to talk aloud).The objects you use can be almost anything!Now that your imagination is gearing up, make up some sentence frames to use tomorrow.Think about how you would want the smartest student in the school to speak.Then use your target vocabulary and academic language to make a sentence frame.Encourage your ELLs to speak in complete sentences in all conversations in the classroom. This will increase their academic vocabulary, which maximizes learning, and builds confidence.Kids like to feel smart!

Article Source: http://EzineArticles.com/881703____.

32I am like this _____( ) because I am _____ ( ).

Sentence Frame Ideas

Try this sentence frame with a variety of objects: (This is optional but you can share the ideas)Have participants take out the realia in the bags on the tables.they will fill in the sentence frame structure---just like the sample on the slide. After they pull an object out of the container on the table.they will go around the circle and quickly share how they are like the object because.(Just like on the slide)

Last, ask how can you use concrete objects like these (in your classroom) to teach a lesson in your class. Provide a sentence frame:For example, "I think _____ is a hero, because ____. Ask students to make comparisons to concrete objects in linguistic ways. Hand out objects to students and give them some time to think and write again, before speaking. How can you use this in your class? To make connections?

IF you choose to do this activity.. SAMPLES of what the participants should come up with:I am like this _____(Snickers bar), because I am _____ (nutty).I am like this _____(Matchbox Ferrari), because I am _____ (small and fast).I am like this _____(red pencil) because I am _____ (my face is red because I have to talk aloud).The objects you use can be almost anything! (clean up your house and collect items in a box)Now that your imagination is gearing up, make up some sentence frames to use tomorrow.Think about how you would want the smartest student in the school to speak.Then use your target vocabulary and academic language to make a sentence frame.Encourage your ELLs to speak in complete sentences in all conversations in the classroom. This will increase their academic vocabulary, which maximizes learning, and builds confidence.Kids like to feel smart!33Robert MarzanoThe Research

34Building Background for Academic Achievement Robert Marzano, Building Background for Academic AchievementBuilding BackgroundAccording to the research of Robert Marzano

Say, Background knowledge is initiated fromOnes personal experiences are directly related to their sensory memory. When students practice what they are learning, it becomes a part of the working memory. Also, when a student works with new information, it then has the ability to move into their permanent memory. When the knowledge is maintained in the permanent memory, background knowledge increases.Because of this, teachers must emphasize the building of background and experiences, not just for ELs, but for all students.

35Lesson Closure ActivityEach group member reads the Building Background Knowledge handout .Then-as a group- complete the Lesson Closure Activity

Handouts 2-3

Participants will Jigsaw read the Building Background article. The facilitator will assign paragraphs to each member of the groupthey will then read it on their own and be prepared to summarize their own paragraph. Then, the facilitator will lead the group in completing the closure activity. As you can see in the closure activity, you were given some key words. You could use a similar activity with your ELs. This is similar to the sentence frame activities we were just discussing. Be prepared to share out. ASK: How can we use the information from the Marzano article to improve the classroom experiences of all of our students? Discuss in groups/whole group36

Corridor of VoicesActivityRATIONALE behind the activity: PARTICIPANTS WILL NOW PARTICIPATE IN A CORRIDOR OF VOICES ACTIVITY (Just like the one in the video) We are doing this to promote the importance of building background for our Els. We are going to highly encourage them to take back and share information (from today)with colleagues that are not present at the SAMUEL meeting. So, this activity will get them thinking and applying what they have learnedso they can share when they return to their school.ACTIVITY Pass out index cards to each participant or they can use plain white paper. Have each person write either a question or a comment that would convince a fellow teacher that building background is imperative when teaching English Learners. REMEMBER they must write either questions or comments about building background from the session.Then decide how to do the activity. Possibly by groups.Allow time for participants to write questions/comments on the cards. Then ask groups to form two lines(or whatever works for your room size and # of participants)---making a corridor---Then ask for a volunteer from each group to walk down the center of the corridor of voices. Participants will then share comments on the cards or questions to ponder as the volunteer walks through the corridor.37For English LearnersBuilding Key Vocabulary

We cant discuss building background without bringing focus to building key vocabulary. Without academic/key vocabulary ---there is no content to build background for.There are four essentials in building key vocabulary for English Learners (click)38Building Key VocabularyIdentify key vocabulary essential to understanding the content

Pre-teach these essential words

Provide experiences

Introduce framework

Click and Read bullet 1. Ask, Why is it essential for you to identify key vocabulary that is necessary to understanding the content?

Say, Once you identify key vocabulary necessary to understand the content, Ask, What type of activities could you do to make certain your EL has a working knowledge for understanding content vocabulary?

Read bullet 2.

Read bullet 3. Ask, How can you provide experience to EL students before the lesson?

Read bullet 4.

39Process for teaching new vocabularyStep 1: Provide a description, explanation, or example of the term, as well as, a non linguistic representation of the word Step 2: Ask students to restate the description, explanation, or example in their own wordsStep 3: Ask students to construct a picture, symbol, or graphic representing the term

Here is a six step process to use when introducing and developing key vocabulary for English learners in your class. Read each step and discuss. Have participants give examples of each and how they can use this or adapt what they are already doing to meet the needs of their EL students.40Steps 4-6Step 4: Engage students in activities that help them add to their knowledge of the terms in their notebooksStep 5: Periodically ask students to discuss their terms with each other Step 6: Involve students in games that allow them to play with terms

Continue reading and discussing each point with the group. 41Ask yourselfWhat vocabulary must the students comprehend prior to my instruction?How will I teach the vocabulary words so that all EL students understand?

Here are two very important questions to ask yourself each time you introduce/plan a unit.Read questions on the screen give them wait time to respond in groups

*Anyone can share out discussions about how to introduce vocabulary42

Teach the Student the word if:

It represents a new conceptCrosses content areas or has multiple Important for students outside of the activityRead slide43

Tell them the word and move on if:

The word does not represent a new concept Students need to understand for this activity but are not likely to need it again

Read slide44ActivityUnderline or highlight the vocabulary students must know to understand the content of the passage.Based on what we have learned today about the process of pre teaching new vocabulary, explain how you would teach the vocabulary that you highlighted from the passageThen, turn and talk Share out-whole group

Handout #4Assign passages based on groups.

Handout reading passagesHurricanes, The Owl, and Sam. Facilitators make sure participants follow the instructions on the screen to complete the activityindividually. Then, turn and talk in the groupthen facilitators choose one conversation to share out with the group.

Hurricanes is the best passage to use. 45Strategies for VocabularyRead a teacher-made book with key concepts and academic vocabulary about the topic of study Pre-teach key vocabulary and concepts prior to reading a textbook or beginning a unit of study Teach common prefixes, suffixes, root words and cognates and make associations with other words in the topic of study that have similar morphological pattern.

Teacher made book is a book that was pre made by the teacher with the academic voc. and concepts to introduce the topic of study to his/her students. Read slideallow for discussion if needed for understanding.46What is the Topic?precipitationevaporationCondensationThe Water Cycle

Explain What is the topic? Strategy- You can use this **strategy when you are introducing a new topic. You write vocabulary words on the board (or overhead, etc) and based on the words, the students must decide what you will be focusing on. This allows you to see if your students have any frame of reference for the topic. When you click the slide the words come up first and last the topic appears47What Words Dont Fit?Plantsseedlinggerminateseed coatvegetableshatchnest

What words dont fit? This activity is similar **strategy to the previous, except the students are told the topic and they must decide which words written on the board/LCD (or overhead) should be included in the unit and which words should be discarded.

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BRAIN DUMP

Brain dump where students draw a picture, give an example, or write down everything that they know about a topic or vocabulary words or a process, etc. I might have students do this as a warm-up activity, an exit ticket, or at the beginning of a unit. If it is an exit ticket, I would assign it before we started a new unit or topic. That way I can collect some information that informs my instruction in the unit.

49What subject area might you find these words used with different meanings?

What can the teacher do to help clarify content-specific vocabulary?Multiple Meaning Words CMS Ivanna Mann Thrower 2007FaceTreeConePlane

50Pictures show automaticallyAsk P what word they think ELLs would know for each picture. Hint that 1st one is face by gesturing with your hand around your face.Click to reveal word 1.Click to reveal word 2.Hint that 3rd one is just the cone by saying that it is the part you hold.Click reveal word 3.Click to reveal word 4.Click for Question 1. Math specificallyClick for Question 2. What can you do? DiscussClick for next slideCMS Ivanna Mann Thrower 2007

How many ways can you sayaddsubtractmultiplydivideplusminustimesquotientand lessproductovertogetherfewa factorgozintacombine take awaybyCMS Ivanna Mann Thrower 2007+ -X

51Chart will showAsk P to call out words that describe the first symbol(OR divide room into 4 groups and have each group list for 1 symbol then share out)Click to fill in tableComment that these are some of our answersCalculator will fade away revealing gozinta (like 6 gozinta 12 2 times)Say this is one of my favorites and ask what it means and why we included it.Our students HEAR this so we need to make the connection for them.Click for next slide

Visuals with VocabularyKnowledge of roots of wordsPost so students have a visual imageHave students create individual word walls

Teaching Vocabulary:

52Header will showBrainstorm ways to do this before showing our suggestionsClick for 4 examples to appear(Optional) If possible have SIOP vocab posters around point them outAsk How do you keep Ss accountable?Click for next slide

Scott ForesmanEL Summer School

Using Language 1 to Learn Language 2EL Summer SchoolScott Foresman ReadingBecause of Winn DixieThese were the words used in Because of Winn Dixie. During EL Summer School the words were translated into five languages using google translate. Google translate can be used for word to word translations but it is not encouraged for phrases or sentences. Notice genre. When language two was used students understood what genre was when ask.

53Using Cognates

54EL Strategy: CognatesThere are words that when you see them, you know (or think you know) what they mean. They may be spelled exactly like, or similar to, an English word. Such words are called cognates.

55EL Strategy: Cognates(True Friends)

CentroColorDiferenteExtraInterrumpirListaObjetoPartemuchocentercolordifferentextraInterrupt (to)listobjectpartmuch

Cognates are true friends because they go together. They look the same and have the same meaning.56Scott Foresman-EL Summer School

words which look like English words are called false cognates.

58False Cognates (Not True Friends) Exito Largo Carpeta Embarazadasuccesslongfolderpregnant

False cognatesnot true friends. They look the same but may have totally different meanings. Click and go over examples59Practice Using Vocabulary by:Pronouncing the WordProviding a DefinitionPosting Definitions (in a familiar context)for referenceIntroduce the Word by Relating it to Students prior experiencesCreate an Experience that Demonstrates MeaningGenerate and Record Sentences

Read slide60Process To PracticeUse AddFirst Language Word webs Semantic-analysis chart, concept maps Act it out

(click) word often in instruction. Point it out in other content areas, have students find it in other contexts, classes, out of school. (click) to word bank or student-made dictionaries. (click) Use first language to clarify (click) read bullet (click) read bullet (click) Say: You can Act it out, use visuals and use real objects (realia)61Preparing a Lesson:ARIAMSTIScott Foresman Sheltered Instruction

BackgroundBefore Reading StrategiesLaunchConcept Webs, Before Reading Strategies,Voc. DevelopmentBuilding Background, Developing Key Vocabulary, Visuals, Realia, Real-life experiences, Linking Past learning to new conceptsCreated by CE Hanna School (EL PDA Cohort II Leadership Team)Oxford City Schools- Oxford, ALIdeas to take back.This is an example of what one school in the state did to look at how building background would look different for English Learners. They took the current initiatives they had in place in their district and compared them to each component of Sheltered Instruction. Then they created an alignment. Here is an example of what the building background component looked like in their district. They developed the alignment for all other parts to sheltering instruction for English Learners. Hopefully, you have found many useful strategies and ideas to take back with you today to help make your job easier and provide your EL students with what they need to be successful in your class/school/district. We have every intent for you to take everything you have learned and turn this around in your district. Be the voice for English Learners in your school. You are awesome! Thanks for your time. Now, one last thing. We must fill in the final piece to this puzzle. What have you learned about building background and teaching key vocabulary to Els? Click62

Fill in chart based on group responses.What we knowBuilding Background We will finish with the Lwhat we learned today about building background.Recorders will fill in what they learned about building background. Presenter will keep the charts from each group. 63RememberAll EL students have background knowledge BUTNot all EL students have academic background knowledge

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Questions???EXIT SLIPSSign-in SheetsEvaluation Forms

SAMUEL III Topic: Sheltered Instruction Strategies & Interaction February 6-7, 2011Collect exit slips and make sure all participants signed in for the session. If you are using a Regional in service center make sure participants filled out the evaluation forms.

Promote the next meeting

Door Prizes (Determine way to distribute)

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Dely V. Roberts Title III/EL Specialist droberts@alsde.eduDr. Tammy Hallman Starnes Title III/EL Coordinator tstarnes@alsde.eduPresentation and handouts available: Click- ALEXProfessional LearningEnglish LearnersProfessional DevelopmentSAMUEL

SAMUEL III Topic: Sheltered Instruction Strategies & InteractionFebruary 6-7, 2011

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