SIOP – Spicing up instruction

1. Preparation2. Building Background3. Comprehensible Input4. Strategies5. Interaction6. Practice and

Application7. Lesson Delivery8. Review and

Assessment

Discuss at Your Table

• Please share one experience you have had related to posting your content and/or language objectives in your classroom

Component 1: Lesson Preparation– Content objectives defined, displayed, and

reviewed with students– Language objectives defined, displayed, and

reviewed with students

Discuss with a Partner

• Why did I find some cartoons humorous and others not funny?

• Relate a time when you felt like an “outsider” in a group because you did not understand what was being talked about.

Content Objectives• Know three teaching features of Building

Background (Component 2 of SIOP)• Understand at least one strategy for

effectively teaching vocabulary

• Share one experience regarding how you utilized content and/or language objectives in your classroom

• Complete a graphic organizer as a group to define a term

Language Objectives

2. Building Background

• F7: Link objectives to students’ background experiences

• F8: Link new learning to past learning

• F9: Emphasize key vocabulary

Building Background

• Different for each student

Activating Prior Knowledge

• Same for each student in class

Think about a time when . . .

Remember when we talked about . . .

Building Background

• Different for each student

Three interventions for students without background knowledge:

Teach vocabulary as a pre-reading step

Provide experiences

Introduce a conceptual framework

Building Background

• Different for each student

Read a story, article, play, or picture book about the topic or show a video clip

Duplicate a nonfiction article on a topic you are teaching. In partners, students read the article and code passages: = Already known ? = Confusing or not understood

! = Unusual or surprising + = idea/concept new to reader

Pre-test with a partner

Activating Prior Knowledge

• Same for each student in class

Students often do not make connections on their own.

Who remembers what we talked about?

How does that relate to our objective?

Revising graphic organizers, notes, charts, maps…

Emphasize Key Vocabulary

• Vocabulary instruction that targets academic terms can increase comprehension by 33 percentile points (Marzano, 2004, p. 69)

Building Background

• Most reading material assumes common prior knowledge

• Vocabulary knowledge correlates strongly with academic achievement and reading comprehension

Why Not Just Use Glossaries and Dictionaries?

• iambic pentameter:  a common meter in poetry consisting of an unrhymed line with five feet or accents, each foot containing an unaccented syllable and an accented syllable

• mi·to·sis: the usual method of cell division, characterized by the resolving of the Chromatin of the nucleus into a threadlike form, which condenses into chromosomes, each of which separates longitudinally into two parts, one part of each chromosome being retained in each of two new cells resulting from the original cell.

• lon·gi·tude: angular distance east or west on the earth's surface, measured by the angle contained between the meridian of a particular place and some prime meridian, and expressed either in degrees or by some corresponding difference in time.

• the·o·rem: a theoretical proposition, statement, or formula embodying something to be proved from other propositions or formulas.

Vocabulary

• Planet• Numbers• Noun

• Compare• Predict• Collect• Share• Discuss

Content – key words related to the subject/topic

Process – words related to what the students are to do

To be successful while learning content and language simultaneously, teachers must systematically teach content vocabulary, process/function vocabulary, and how word structure impacts word meanings.

• Highlight• Underline• Summarize• Respond• Match

Be careful when words have multiple meanings.

Turn right at the next hallway.

Are you alright?

You are right!

Write a sentence about school.

Vocabulary

Key Vocabulary: Making it Meaningful

• Word Quest – Skim and Scan

- look for an interesting word

- write it on a word card

- with group, read the word using technique cards

• Word Walls

- content and process words

- different colors for different parts of speech

• Personal Dictionaries

• 4-corners (word, picture, word in context, definition)

Classroom Walls

Leave your walls for vocabulary and activating prior knowledge.

Vocabulary Approaches

• With the people at your table, complete the vocabulary graphic organizers for the vocabulary strategy you are given.

• Be prepared to share with the large group

Schools are like airport hubs; student passengers arrive from many different

backgrounds for widely divergent destinations. Their particular takeoffs into adulthood will demand different

flight plans.Mel Levine, 2002

Content Objectives• Know three teaching features of Building

Background (Component 2 of SIOP)• Understand at least one strategy for

effectively teaching vocabulary

• Share one experience regarding how you utilized content and/or language objectives in your classroom

• Complete a graphic organizer as a group to define a term

Language Objectives

Emeril’s Challenge ……..