Transcript introduced, written, repeated, and highlighted for students to see

Building Background
Sets the foundation for learning
Building Background
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Concepts linked to student’s background
experiences.
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Links explicitly made between past & new
learning
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Key vocabulary emphasized (introduced,
written, repeated, and highlighted for
students to see)
Concepts linked to student’s
background experiences.
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Chapter preview
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Anticipation guides
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Visuals (pictures, photos)
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Brainstorming (may not be helpful because
ELL’s may not have background knowledge)
Chapter Preview
Chapter Preview Guide Template
Course: _____________________
Name: _______________________________
Directions
As you look through the assigned chapter, respond to the prompts below.
Textbook: _________________________________________________________
Reading Assignment Chapter: _____________ Pages: ______________
1a. What is the title of the chapter:
_________________________________________________________________
1b. Create a question from the title.
_________________________________________________________________
2. List two headings or subheadings. Write a question for each.
Heading ___________________________________________________________
Question __________________________________________________________
Heading ___________________________________________________________
Question __________________________________________________________
Anticipation Guide
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Links explicitly made between past
& new learning
Research clearly emphasizes that in order for learning
to occur, new information must be integrated with what
students have previously learned (Rumelhart, 1980).
Discussions: “Who remembers the three reasons why
_______?” “Remember yesterday when we…” “How do
you think they might relate to the chapter we’re reading
today?”
Review graphic organizers, notes or power point slides
related to the topic.
Preserving and referring to word banks, outlines,
charts, maps, & graphic organizers helps students
make critical connections.
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Key vocabulary emphasized (introduced, written,
repeated, and highlighted for students to see)
Content vocabulary - Subject Specific & Technical Terms:
key words and terms associated with a particular topic.
1.Algebra lesson on graphing: coordinate plane, x-axis.
General Academic Vocabulary - Cross-Curricular
Terms/Process & Function: academic words students
must learn because they are used in all academic
disciplines-usually these words are not explicitly taught,
& include words with multiple meaning words, these
include both social & academic language such as:
2.Multiple meaning - Table & chair vs. data table
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Key vocabulary emphasized (introduced, written,
repeated, and highlighted for students to see)
1.Cross-curricular terms: terms that can be used across the
curriculum.
• Describe: Relationships (friendship, conflict, encounter)
and actions (describe, argue, measure) they help illustrate
information (chart, model, structure, symbol)
2.Language Processes & functions: discuss, skim, scan,
question, argue, describe, compare, explain, list, debate,
classify, etc.
Word Parts: Roots & Affixes: include word parts that enable
students to learn new vocabulary - by grade 6, students have
acquired approximately 800-1200 words that include roots
and affixes.
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Academic word list
Middle & High School word list - 570 word families &
about 3,000 words altogether.
• www.uefap.com/vocab/select/awl.htm
One, Two, & Three Tier Words
1.Tier One - common words such as simple nouns,
verbs, high-frequency words, sight words. Most
students know these words conversationally.
2.Tier Two - similar to many of the words in the General
academic vocabulary - referred to as “Goldilocks”
3.Tier Three - uncommon words used in particular
contexts. Interesting to know but not recommended to
spend a great deal of time on.
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How do we teach academic
vocabulary?
Students should:
1. Be active in developing their understanding of words, way
to learn them.
• Four Corners Vocabulary Charts, Concept Definition
Maps
2. Personalize word learning.
• Personal Dictionaries
3. Immersed in words in rich language environments.
• Word Wall
4. Build on multiple sources of information. Let students see
& hear words more than once from multiple sources of
meaning. Students should also speak and write the word.
Provide more context and clues than word walls.
Insert Method while partner reading
✓ - A concept or fact I already know
? - A concept or fact that is confusing or not understood
! - Something that is unusual or surprising
+ - A concept or fact I already know