The SIOP® Model

BUILDING BACKGROUND

Content Objectives

We will:

• Identify techniques for connecting students’ personal experiences, cultural background, and past learning to lesson concepts.

• Explain the key elements of academic language.

Language Objectives

We will:

• Produce a variety of sentence types to identify the tiers of vocabulary in a short passage with a small group.

• Use an “I can” statement to describe how we will apply Building Background in our classes using our notes.

Building Background Features

Concepts Linked to Students’

Background Develop Key Vocabulary

Bridge Past + New Learning

Content Words Academic Language Words and Word Parts

The Power of Building Background Activity

Need To Know…

Building Background Features

Concepts Linked to Students’

Background Develop Key Vocabulary

Bridge Past + New Learning

Content Words Academic Language Words and Word Parts

Deep Culture vs. Surface Culture

musicdress food

beliefs

concepts of time

health & medicine

family tiesdating

Urban/rural

Multiple Meanings / Polysemous Words

http://youtube/I6Y0HAjLKYI

Moises

Cultural Comparisons(Hofstede)

• Individualist

• Collectivist

Geert Hostede Cultural Dimensions http://www.geert-hofstede.comHofstede, G (1986) 'Cultural differences in teaching and learning' International Journal

of Intercultural Relations

Academic DifferencesMATH

In some Latin American countries

• A comma is used to separate a decimal from a whole number: 0,5 instead of 0.5

• Division may be done in a different way: 127|4 31,75

• A period is used to indicate thousands: 3.000 to indicate three thousand.

More Academic differences

• Dates are written differently:

5/7/90 would mean July 5, 1990.

• Days of the week and months of the year are not capitalized in Spanish.

• Discourse patterns differ among cultures.

Thinking about your classroom activities

Consider:• Will the assignment or classroom activity

bring up unpleasant associations?• Is the assignment culturally appropriate?• How can you link a students past experiences

to the classroom? Or give an example of a time when you successfully linked a student’s background experiences to a lesson?

Building Background Features

Concepts Linked to Students’

Background Develop Key Vocabulary

Bridge Past + New Learning

Content Words Academic Language Words and Word Parts

Determining Key Vocabulary

• The SIOP Model

• Common Core State Standardshttp://mediasite.k12.hi.us/HIDOE/Viewer/?peid=d0a7b57e02df43eebcd625e390c0826e1d

• WIDA

Social Language

Spanish Academic Language

farming agricultura agriculture

job ocupación occupation

grown-up adulto adult

stick adherirse adheres

country nación nation

quiet calma calm

same equivalente equivalent

Cognates!!!

Word Parts: Roots and Affixes

How can we help students learn vocabulary?

prefix + root + suffix

Prefix on the left; root word in the middle; suffix at the end, shsh…

97% of Affixes in K-12

Prefixesdis- (not, opposite of)

in-, im-, il-, ir-, (not)

re- (again)

un- (not)

Suffixes-ed (past tense of verbs)

-ing (present participle of verbs)

-ly (characteristic of)

-s, -es (plural of nouns and present tense of

verbs)

Tiers of Language

Tier 1

Tier 2

Tier 3

Three Tiers (M. Calderón)

Emphasize key vocabulary

Tier 1 Tier 2 Tier 3

•Basic words that are a part of everyday language.•Needed to communicate, read, and write

•Academic words •Polysemous Words (Words with multiple meanings)-Homophones(words that sound the same but have different meanings)•Information Processing Words•Transition Words•Connectors•Idioms•Phrasal expressions/ Compound words•Cross curricular words

•Subject specific words•Infrequently Used Academic Words

(Usually words bolded in textbooks)

Tier 2 Words in State Exams (M. Calderón) :

absence, accuracy, additive, effect, affect, allow,

apparent, approach, arrange, assortment, assumption,

basis, bases, behavior, belief, body, boundary, core,

criteria, crucial, depict, deplete, device, display, distinct,

generate, impact, illustrate…

Idioms and Sayings

30

“It’s raining cats and dogs out there!”

“Don’t count your chickens before they hatch”

“You need to get your ducks in a row”

“He talks out of both sides of his mouth!”

______________________________________________________

The “Student’s” Voice Margarita Calderón

A Queen’s Wish

One gray winter day the elderly queen summoned all her grandchildren to the castle. “I have been fortunate to have lived a long life,” she said. “But in time your generation will rule the country. You must work persistently to help the people and take care of the land.

“We will always work hard,” the children replied.

“You must also be faithful to your brothers and sisters, no matter what,” the queen said.

Calderón & Associates

http://youtube/u9Wjxs6hhXA

• Underline the words you think are simple (Tier 1)

• Circle the words you think are more difficult (Tier 2)

• Put a rectangle around the words that you think are the key vocabulary (Tier 3)

Activity

Tier 1 Tier 2 Tier 3

Simple words Process, Idioms, Sophisticated

Content Words, Key Vocabulary

wish rule summoned

gray take care fortunate

queen replied generation

castle no matter what

elderly

persistently

faithful

Calderón & Associates

How can teach vocabulary in our classrooms?Page 80- 82 (SIOP manual)

• Word Wall• Four Corners• Concept definition map• Cloze sentences• Vocabulary Games• Foldables• Word Sorts• Carousel

Building Background Features

Concepts Linked to Students’

Background Develop Key Vocabulary

Bridge Past + New Learning

Content Words Academic Language Words and Word Parts

How Can We Bridge Past Learning to New Concepts?

SIOP says be…

• Explicit

• Intentionally planned

• Do a brief review of prior lesson

BRIDGE

What Can I Use Right Away

to Help My ELLs?

Sample SIOP Lesson Plan

Continue to write a lesson plan you can use including the features of Building Background

• Concepts linked to students’ backgrounds

• Links between past learning and new

learning

• Develop key vocabulary

Owning Building Background

Content Objectives

How did we:

• Identify techniques for connecting students’ personal experiences, cultural background, and past learning to lesson concepts

• Explain the key elements of academic language

Language Objectives

How did we:

•Produce a variety of sentence types to identify the tiers of vocabulary in a short passage with a small group.

• Use an “I can” statement to describe how we will apply Building Background in our classes using our notes