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SIOP Building Background


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Building Background Knowledge

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SIOP Building Background

  1. 1. 5. Concept Definition Map A simple graphic system used to discuss complex Making Content Comprehensible— concepts and clarify the meaning of a concept. 2. Building Background Ex: Concept Definition Map—Revolution What is it? What is it like?" There is a strong correlation between vocabulary knowledge and Overthrow of Government student achievement Can be violent" Select fewer key terms to focus on" Explicitly teach “school language”—ex. Identify, compare, Often emotional summarize, define… Usually political1. Contextualizing Key Vocabulary: Revolutio Review the content and select key terms that are critical to understanding the lesson’s most important concepts. The May result in teacher changed system ! Introduces and defines terms simply and concretely ! Demonstrates how terms are used in context ! Explains use of synonyms, or cognates to convey meaning American Revolution French Russian Revolution What are some examples?2. Vocabulary Self-Selection: 6. Cloze Sentences: After reading a content text, students self select Used to teach and review content vocabulary in context. vocabulary they think is essential to the understanding the content concepts. ! Teacher chooses a sentence that has a strong contextual support for the vocabulary focus word. ! Words are selected by individuals, partners, or teams ! Possible replacement words are brainstormed ! Shared, discussed, and agreed upon by whole class ! Teacher assists students in choosing correct word ! Empowers students in choosing the most appropriate key Ex: During a _______________ a group of people tries to overthrow an existing vocabulary government or social system. (revolution)3. Personal Dictionaries: 7. Word Sorts: Students categorize words or phrases (previously introduced) and Personal dictionaries are created as an individual sorts them according to meaning, structure, word endings, or vocabulary and spelling resource for students. sounds. This reinforces word relationships, spelling, and word ! Students read text in partners or teams and select unknown structure. words Ex: Word Sort by endings—American Revolution ! Teacher works with teams to review each student’s personal dictionary and providing clarifications where needed -tion -sion -tation ! Words can be arranged alphabetically, by concept, or structure revolution tension representation taxation passion plantation frustration mission4. Content Word Wall: participation vision This is a Content Word Wall specific to one content area, solution reserved for key vocabulary that relates to that content. 8. Word Generation: ! Key words are displayed alphabetically This is a review of new content vocabulary through analogy. ! Revisited frequently during lessons Students brainstorm words that contain a “chunk” of a word. Ex: Port “to carry”—portable, export, transport, deport… ! Students use words throughout unit of study ! Remove some words regularly in order to keep words 9. Visual Vocabulary: displayed to a reasonable number English Language Learners benefit from a “picture” of a term added to a definition of the word. Use stick figures, a pictureEx: Social Studies Word Wall: Revolutionary War dictionary format, or a photograph.A Battle Constitution decide concede Declaration 10. Vocabulary through Songs: Use the “Jim Walters Approach” –“Science Through Song CD” for teaching difficult concepts through a song format. Concepts andE flag G H Independence relationships are explained and remembered easier for some students through this multiple intelligence medium. Source taken from: “Making Content Comprehensible for English Language Learners”, Echevarria, Vogt, ShortJ K liberty M notify… Compiled by the Bilingual and Compensatory Education Resource Team, Dearborn Public Schools, 2002