building background sets the foundation for learning
TRANSCRIPT
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Building BackgroundSets the foundation for learning
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Building Background• Concepts linked to student’s
background experiences.
• Links explicitly made between past & new learning
• Key vocabulary emphasized (introduced, written, repeated, and highlighted for students to see)
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Concepts linked to student’s background experiences.
• Chapter preview
• Anticipation guides
• Visuals (pictures, photos)
• Brainstorming (may not be helpful because ELL’s may not have background knowledge)
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Chapter Preview Guide Template
Course: _____________________ Name: _______________________________
DirectionsAs 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 __________________________________________________________
Chapter Preview
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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 Words1.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 Maps2. Personalize word learning.
• Personal Dictionaries3. Immersed in words in rich language environments.
• Word Wall4. 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.
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Provide more context and clues than word walls.
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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