Building BackgroundSets the foundation for learning

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)

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)

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

Anticipation Guide

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.

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

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.

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.

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.

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