Lesson Plan
SIOP: Building Background
April 2
Upcoming
Wednesday, April 4th – SIOP: Interaction
Read Gass & Mackey (2015)
Quiz #8
Friday, April 6th – Lexical approach
Next Monday, April 9th – Communicative approach
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Recap
Lesson preparation
subcomponents
Content and language objectives
Content concepts appropriateness
Supplementary materials
Adaptation of content
Meaningful activities
Use Ms. Chen’s lesson plan to review the above concepts
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Teaching scenario
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Imagine:
You are an instructor in an international
high school in China.
You teach first year students American
history.
In this unit, you are going to teach
American Revolutionary War. There is a
lengthy passage about American Revolutionary War in the textbook.
Teaching scenario
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Discuss with your neighbor, how are you going to plan your lesson?
Building background
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Building Background
Effective teachers link new information to students’ backgrounds and experiences.
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A learner’s schema (e.g., general knowledge of the world) provides a framework for understanding, learning, and remembering input that may be presented auditorily, visually, and/or orthographically (reading).
Individuals with existing knowledge of a topic process new information about it more efficiently and are better able to recall it.
War, students activate their knowledge about war, articles they read, movies they watched, multiple parties involved, soldiers, military officials, casualties, fight for different courses, territory, independence, freedom, etc. weapons used in different times,
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Basically we make sense of what is new by fitting it into an existing schema.
In reading, schemata are used to make sense of the text.
Input evokes readers’ related experiences.
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SIOP Features – Building Background
Concepts linked to students’ background
Links between Past learning and New learning
Developing Key vocabulary
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Pre-teach key vocabulary.
Provide new experiences to create new schemata for input.
e.g. watch a video related to a new reading.
Concepts Linked to Students’ Backgrounds
gun culture, second amendment
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Concepts Linked to Students’ Backgrounds
In reference to a lesson segment, teachers can probe students’ backgrounds to establish explicit links by asking questions that preview the topic.
For example, if discussing the movie Ratatouille,
Have you ever seen a rat?
How do people usually feel about rats? Why?
Today, we’re going to read about some rats. Let’s see how similar or different the rats in the story are compared to the ones from your experiences.
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Links between Past Learning and New Concepts
Teachers should make explicit connections between new learning and the material, vocab, and concepts previously covered in class.
Learning requires the integration of new with old information in memory.
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Examples of Creating Links
Start with a review: “Who remembers what we learned about ____ yesterday?
Let’s see how that relates to our new story.
Review graphic organizers or other visual reminders (e.g., outlines, charts, maps) of previously presented information.
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Teachers need to facilitate the building of bridges between old and new information. They may need to make explicit connections. Many learners, even NSs, cannot automatically make these connections by themselves.
Building Background
Let’s think about teaching “American Revolutionary War” again
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Key vocabulary
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Developing Key Vocabulary
Building a lexicon is critical for the development of all language skills.
Vocabulary development should be contextualized (e.g., closely related to the subject matter).
4/2/18 06:50
Developing
Key
Vocabulary
Content
words
Process words
Words to teach
English structure
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Developing Key Vocabulary
Content words:
E.g., Democracy, patriots, freedom of religion, redcoats, etc.
Process/function words:
e.g., how to request information, justify opinions, etc.
language used for processes and tasks (discuss, graph, line up, summarize, etc.)
transition words (therefore, in conclusion, etc.)
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Developing Key Vocabulary
Words and word parts that teach English structure:
E.g., roots, suffix, prefix
words that enable students to learn new vocab, primarily based on English morphology
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Techniques to learn vocabulary
Students categorize words or phrases they have learned according to a particular focus the teacher chooses,
e.g., similarity in meaning, similarity in structure (the same affix), similarity in sound. Reinforces meaning and structure.
-tion (dictation, station, negotiation)
-aud: to hear: (audible, auditory, audience)
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Helps students learn and/or review new content vocabulary through analogy.
Example: Students brainstorm the words they know that contain -port (e.g., import, export, deport, transport, airport). Ask them if they can figure out what the meaning of –port is (carry).
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Vocabulary Games:
Pictionary,
Scrabble,
Crossword puzzles are useful tools for recalling vocabulary.
Free Internet sites are available for creating crossword puzzles.
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1. Students should be active in developing their understanding of words and ways to learn them.
Semantic mapping
Word sorts
Awareness of their strategies for word learning.
Vocabulary instruction
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2. Students should personalize word learning:
Vocabulary Self-Collection Strategy (VSS) for high-intermediate and advanced learners.
self-select key vocabulary from a text,
discuss as a group or class.
keep track of these words in personal dictionaries/word logs/word study books.
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3. Students should be immersed in words through context and focused attention:
Word wall: relevant content vocabulary words are listed alphabetically. Words are revisited throughout a lesson and students are encouraged to use them in meaningful activities.
Comparing words containing the same morpheme.
Opportunities to use new words.
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4. Students should build on multiple sources of information (auditory, visual) to learn words through repeated exposure.