FINAL Building Background and Vocab development 2010

FINAL Building Background and Vocab development 2010 -...

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Building Background 1. Making connections to prior knowledge 2. Making connections to past learning
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Researchers (Ladson- Billings, 1994) remind us that: Teaching students goes beyond language issues, and teachers’ roles should extend to include their cultural and social needs. Teachers may need to expand their pedagogy to include more than language learning strategies when they work with ELLs ( Yoon, 2008).
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Building Background Content Objective Language Objective SWBAT to recall prior knowledge and past learning by describing a personal situation. SWBAT to differentiate between prior knowledge and past learning by listing strategies to justify in a Numbered Heads.
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SIOP® Building Background Features 7. Concepts explicitly linked to students’ background experiences 8. Links explicitly made between past learning and new concepts 9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
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Quick-Write: What Comes to Mind? View the picture displayed on the next slide. On a Post-it, write down any thoughts, memories, and/or feelings that the picture evokes from your background experiences.
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Teaching Implications: Group Work Share your ideas with your group members. Discuss: the reasons each group member has different thoughts about the picture the implications for building background experiences with your students, particularly ELs
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Using Schemata to Build Background Using connections and associations from the lives of students serves the dual purpose of bringing the learners consciously and actively to the task at hand and validating their own life experiences. (Garcia, 1993a, 1993b) Children from culturally and linguistically diverse backgrounds may struggle to comprehend text or concepts presented in class because their schemata do not match those of the culture for which the text is written. (Jiménez, Garcia, & Pearson, 1996; Anderson, 1984)
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Schema Mismatches Respond to these prompts: - Describe a situation in your life when you had no background experiences to rely upon when learning something new or when your schema didn’t match the learning situation. - How does this situation relate to the need for explicitly linking concepts to students’ background experiences? Be ready to share.
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Textbook Issues Related to Building Background In the United States, most school reading materials, such as content area texts, rely on assumptions about students’ prior knowledge, especially related to curriculum.
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This note was uploaded on 03/01/2011 for the course BLE 407 taught by Professor Grijalva during the Spring '11 term at ASU.

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FINAL Building Background and Vocab development 2010 -...

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