Bell WorkBe prepared to share observation if

called upon.

WelcomeOpening Prayer

Sharing Observations

The SIOP Model of Sheltered Instruction

THE SIOP MODEL

Lesson Delivery

Compre-hensible

Input

Lesson Preparatio

nBuilding

Background

Strategies

Interaction

Practice and

Application

Review and

Assessment

Content ObjectivesI will identify techniques for connecting students’

personal experiences and past learning to lesson concepts.

Language Objectives

1. I will complete a quick write describing how activating prior knowledge and building background differ instructionally.

2. I will discuss these differences with my colleagues.

Building Background•Effective teaching takes students from where they are and leads them to a higher level of understanding.

•Students learning English must have ample opportunity to use English; to hear and see comprehensible English; and to read, write, and speak English within the context of subject matter learning.

•It is not only the amount of exposure to English that affects learning, but the quality as well.

F7 Concepts Explicitly Linked to Students Background Experiences

Schemata - Knowledge of the world

Facts Ideas

TeachersWhat may appear to be poor comprehension or memory

skills may be a lack of experience or schemata for the concept.

What is meant by activating prior knowledge?

What is meant by building background?

2 minute quick write:

How do they differ instructionally?

Turn and Talk to your partner and be prepared to share. Buddy Buzz

If your students lack the schemata to understand the concept, three major instructional interventions need to be considered.

1. Teach vocabulary

2. Provide experiences

3. Introduce a conceptual framework (Graphic organizers, outlines, chapter reviews)

Providing ExperiencesWith your partner:Read activities on pg. 57 and be prepared to

share strategies that can be used in the classroom to activate prior knowledge or build background.

F8 Links Explicitly Made between Past Learning and New Concepts

Teachers must build a bridge between students’ current schemata and new

information.

Current Schemata

New Information

HOW do we build the bridge?Discussions: “Who remembers

what we learned about ______?

Reviewing graphic organizers, class notes,

vocabulary, outlines, charts, maps, etc.

A review of prior lessons focuses on the key concepts the students should

remember.

Introduce a Conceptual FrameworkKWLWhat I KnowWhat I Want to knowWhat I Learned

What I Know What I Want to Know

What I Learned

Content ObjectivesI will identify techniques for connecting students’

personal experiences and past learning to lesson concepts.

Language Objectives

1. I will complete a quick write describing how activating prior knowledge and building background differ instructionally.

2. I will discuss these differences with my colleagues.

AssignmentPlease turn in completed graphic

organizer on F7-8 Building Background (10 points)

Closing Prayer