3. Content Objective
Participants will be able to identify ways to
build background knowledge.
Language Objectives
Participants will be able to........
•participate in a group oral language activity using background knowledge.
•demonstrate vocabulary activities used to build background.
4. Review Preparation
Lesson •Clearly defined content objectives for students
Preparation •Clearly defined language objectives for students
•Content concepts appropriate for age and
educational background
•Supplementary materials used to a high degree,
making the lesson clear and meaningful
(e.g., graphs, models, visuals)
•Adaptation of content to all levels of student
proficiency (e.g., text, assignment)
•Meaningful activities that integrate lesson
concepts with language practice opportunities
for reading, writing, listening, and/or speaking
Echevarria, Vogt, & short 2000
7. Building Background
•Concepts explicitly linked
to
students’ background experiences
•Links are explicitly made between
past learning and new concepts
•Key vocabulary emphasized (e.g.,
introduced, written, repeated, and
highlighted for students to see)
9. Building Background Activities
Word Cards: Organize into groups using the
words on your cards
How did background knowledge affect the way
you organized into groups?
10. Reproducible 4.5
Building Background
Martin had a funny feeling in the pit of his
stomach. As he walked down the alley, he
thought of his younger brother who had
recently died. What did the future hold for
him? He contemplated his living situation
and the people around him. If only he could
predict the future, he would know more
clearly what he should do today.
Describe the main character.
2005 Lesson Lab, a division of Pearson Education. All rights reserved.
11. Ways to Tie Prior Learning into the Classroom
Building Background BLM #3
Robin Liten-Tejada, 2001
12. Ways to Tie Prior Learning into the Classroom
•Questioning - Ask a simple question, “Who remembers what we did yesterday?”
and solicit responses.
Building Background BLM #3
Robin Liten-Tejada, 2001
13. Ways to Tie Prior Learning into the Classroom
•Questioning - Ask a simple question, “Who remembers what we did yesterday?”
and solicit responses.
•Charts - Make a chart of key information being studied and keep the chart as a
reference. Call students’ attention to it as needed.
Building Background BLM #3
Robin Liten-Tejada, 2001
14. Ways to Tie Prior Learning into the Classroom
•Questioning - Ask a simple question, “Who remembers what we did yesterday?”
and solicit responses.
•Charts - Make a chart of key information being studied and keep the chart as a
reference. Call students’ attention to it as needed.
•KWL - Have students individually, or as a class, create a KWL chart. Refer back
to it during the unit and check off things in the ‘want’ column when explored and
add things to the ‘learn’ column.
Building Background BLM #3
Robin Liten-Tejada, 2001
15. Ways to Tie Prior Learning into the Classroom
•Questioning - Ask a simple question, “Who remembers what we did yesterday?”
and solicit responses.
•Charts - Make a chart of key information being studied and keep the chart as a
reference. Call students’ attention to it as needed.
•KWL - Have students individually, or as a class, create a KWL chart. Refer back
to it during the unit and check off things in the ‘want’ column when explored and
add things to the ‘learn’ column.
•Student Journals - Have students write down what they have learned in a
journal or notebook.
Building Background BLM #3
Robin Liten-Tejada, 2001
16. Ways to Tie Prior Learning into the Classroom
•Questioning - Ask a simple question, “Who remembers what we did yesterday?”
and solicit responses.
•Charts - Make a chart of key information being studied and keep the chart as a
reference. Call students’ attention to it as needed.
•KWL - Have students individually, or as a class, create a KWL chart. Refer back
to it during the unit and check off things in the ‘want’ column when explored and
add things to the ‘learn’ column.
•Student Journals - Have students write down what they have learned in a
journal or notebook.
•Lesson Connections - Make explicit statements to connect what the students
are going to study with what they have studied. Help students see a continuum
of the content concepts and build a bigger picture in their minds.
Building Background BLM #3
Robin Liten-Tejada, 2001
18. Why Use Webbing Before a Lesson?
1. Students can identify what they already know (prior knowledge) and use it
as a BASE to build on.
2. Students can TRANSFER knowledge from their first language and culture.
3 If the web is in English, the students can begin to think in English about the
topic and begin to identify words they know and VOCABULARY they need to know.
4. Students can SEE THE CONNECTIONS between different parts of the topic
and this helps them remember.
5. ESL students can PARTICIPATE in the lesson because they are prepared
with ideas and English words.
20. Assignment 1: Webbing Before the Teacher’s Lesson
(Student Work)
Big
Herbs
Size B
Bear’s family B
Family Food
Grass
Panda
Bears
Black and white Japan
Characteristics Habitat
Not wild
Attack to defend
themselves
The Aspire Curriculum
21. Assignment 1: Webbing After the Teacher’s Lesson
(Student Work) Weigh about
300 pounds
Grow about
6 feet tall
Bamboo shoots
Raccoon family Size B
B
Family Food
Panda
Sharp claws Bears
Not clumsy Hollow trees
Bad temper
Characteristics Habitat
Sharp teeth Caves
Highlands of China
Endangered species
Can be aggressive
The Aspire Curriculum
27. K.I.M.
(Key Idea/Vocabulary, Information/Definition, Memory/Visual Cue)
K: Key Idea/Vocabulary I: Information/Definition M: Memory/Visual Cue
-the distance around a
circle
circumference
(Like he perimeter of a
rectangle) circumference
Sentence: The distance around a circle is called the circumference.
If you measure across a
circle where it is the diameter
diameter
widest, you will have the
diameter.
Sentence: The length of the line segment that passes through the center of a circle and has it’s endpoints on the circle.
The distance from the
radius
center of the circle to
radius
any point on the circle.
Sentence: The radius is the length of the line drawn from the center of a circle to any point on the circle.
28. READING LOG
What I Understood What I Didn’t Understand
The Aspire Curriculum
29. Vocabulary Activities
Get Down With Words--A Stellar Strategy
This strategy investigates spelling and kinesthetic memory!
1. Tall letters: stand with both arms straight up in the air.
2. Short letters: stand with both hands on your waist.
3. Below the line letters: crouch down with both hands on your waist.
4. Spell the words.
5. NOW FASTER!!
From Liz Warner’s Stellar Strategies
30. Aa Bb Cc Dd Ee Ff
WORD
WALLS
Gg Hh Ii Jj Kk Ll
•High Frequency
•Words
•Content Words
Mm Nn Oo Pp Qq Rr
•Story Vocabulary
•Difficult to Spell
Ss Tt Uu Vv Ww Xx, Yy, Zz
31. WORD
WALLS Aa Bb Cc Dd Ee Ff
Read My Mind adventure
Aleut cheechako Denali eagle fireweed
*Students number
1-5 on paper.
Gg Hh Ii Jj Kk Ll
*Teacher gives 5
clues. hiking
glacier
Homer Juneau kayak
*First clue is:
“Word is on the
Mm Nn Oo Pp Qq Rr
word wall.”
moose
northern
*Last clue is the mountain orca parka
lights
definition of the mukluks
word.
Ss Tt Uu Vv Ww Xx, Yy, Zz
salmon
sled dog
*Students must snow tundra ulu winter
write a guess sourdough
after each clue.
From Liz Warner’s Stellar Strategies
32. WORD
WALLS Aa Bb Cc Dd Ee Ff
Read My Mind adventure
Aleut cheechako Denali eagle fireweed
Let’s Play!
Gg Hh Ii Jj Kk Ll
1. The word is on
the word wall.
hiking
Make a guess. glacier
Homer Juneau kayak
Mm Nn Oo Pp Qq Rr
moose
northern
mountain orca parka
lights
mukluks
Ss Tt Uu Vv Ww Xx, Yy, Zz
salmon
sled dog
snow tundra ulu winter
sourdough
From Liz Warner’s Stellar Strategies
33. WORD
WALLS Aa Bb Cc Dd Ee Ff
Read My Mind adventure
Aleut cheechako Denali eagle fireweed
Let’s Play!
Gg Hh Ii Jj Kk Ll
1. The word is on
the word wall. hiking
Make a guess. glacier
Homer Juneau kayak
2. The word is
a noun. Mm Nn Oo Pp Qq Rr
moose
northern
mountain orca parka
lights
mukluks
Ss Tt Uu Vv Ww Xx, Yy, Zz
salmon
sled dog
snow tundra ulu winter
sourdough
From Liz Warner’s Stellar Strategies
34. WORD
WALLS Aa Bb Cc Dd Ee Ff
Read My Mind adventure
Aleut cheechako Denali eagle fireweed
Let’s Play!
Gg Hh Ii Jj Kk Ll
1. The word is on
the word wall. hiking
glacier
Make a guess. Homer Juneau kayak
2. The word is
Mm Nn Oo Pp Qq Rr
a noun.
moose
northern
3. The word has mountain orca parka
lights
a long vowel mukluks
sound.
Ss Tt Uu Vv Ww Xx, Yy, Zz
salmon
sled dog
snow tundra ulu winter
sourdough
From Liz Warner’s Stellar Strategies
35. WORD
WALLS Aa Bb Cc Dd Ee Ff
Read My Mind adventure
Aleut cheechako Denali eagle fireweed
Let’s Play!
Gg Hh Ii Jj Kk Ll
1. The word is on
the word wall. hiking
glacier
Make a guess. Homer Juneau kayak
2. The word is
a noun.
Mm Nn Oo Pp Qq Rr
moose
3. The word has northern
mountain orca parka
lights
a long vowel mukluks
sound.
Ss Tt Uu Vv Ww Xx, Yy, Zz
4. It is a salmon
sled dog
compound word. snow tundra ulu winter
sourdough
From Liz Warner’s Stellar Strategies
36. WORD
WALLS Aa Bb Cc Dd Ee Ff
Read My Mind adventure
Aleut cheechako Denali eagle fireweed
Let’s Play!
Gg Hh Ii Jj Kk Ll
1. The word is on
the word wall.
hiking
Make a guess. glacier
Homer Juneau kayak
2. The word is
a noun. Mm Nn Oo Pp Qq Rr
moose
3. The word has northern
mountain orca parka
a long vowel lights
mukluks
sound.
Ss Tt Uu Vv Ww Xx, Yy, Zz
4. It is a salmon
compound word. sled dog
snow tundra ulu winter
sourdough
5. A flowering
plant.
From Liz Warner’s Stellar Strategies
37. Vocabulary Bingo
Fold paper into desired
number of squares
Have students copy words
from the word wall into each
square--one word per square
Teacher reads the definition
of the word
Students cover the word that
matches the definition
From Liz Warner’s Stellar Strategies
39. Is It Worth It?
An average student learns about 3,000 words per year.
40. Is It Worth It?
An average student learns about 3000 words per year.
For students who learn only 1,000 words per year,
a gain of 300 words equals a 30% increase
This is significant, especially if repeated year after year. (Stahl, 1999)
41. Is It Worth It?
An average student learns about 3000 words per year.
For students who learn only 1,000 words per year,
a gain of 300 words equals a 30% increase.
This is significant, especially if repeated year after year. (Stahl, 1999)
“One of the most persistent findings in reading
research is that the extent of students’ vocabulary
knowledge relates strongly to their reading
comprehension and to their overall academic success.”
(Lehr, Osborn & Hiebert, 2005)
42. We Learn..........
10% of what we READ
20% of what we HEAR
30% of what we SEE
50% of what we SEE and HEAR
70% of what we DISCUSS with others
80% of what we EXPERIENCE personally
95% of what we TEACH to someone else
William Glasser
43. The Degrees of the Components in the
Involvement Load Hypothesis
Degrees of the
Components Explanations
Involvement Load
The learner does not feel the need to
Index 0 (None)
learn the word.
Need Index 1 (Moderate) The learner is required to learn the word.
Index 2 (Strong) The learner decides to learn the word.
They do not need to learn the meanings
Index 0 (None)
or forms of the word.
Search Index 1 (Moderate) The meaning of the word is found.
Index 2 (Strong) The form of the word is found.
The word is not compared with other
Index 0 (None)
words.
The word is compared with other words
Evaluation Index 1 (Moderate)
in the provided context.
The word is compared with other words
Index 2 (Strong)
in self-provided context.
From The Involvement Load Hypothesis: An Inquiry into Vocabulary Learning, by Mayumi Tsubaki, 2006.
44. Task-induced Involvement Load of
Common Language Learning Activities in Japanese Universities
Need Search Evaluation
Task Status or target words
Index Index Index
From The Involvement Load Hypothesis: An Inquiry into Vocabulary Learning, by Mayumi Tsubaki,
Filling in the blanks with target
Listening to a song and trying
words. Looking up the meaning of 1 1 1
to understand the song.
target words.
Finding words which mean
Looking up the word forms of
designated ideas by the 1 2 0
target words.
teacher.
Matching target words with
the explanation of words.
Guessing the meanings by reading
2006
Target words and their 1 1 1
example sentences.
example sentences are
presented.
Looking up necessary words in a
Retelling a story that they
dictionary. Target words are 1 1 or 2 2
have read before.
decided by the teacher.
Useful words are presented, and
Talking about movies that
they choose words that they 1 0 2
they watched before.
need.
Choosing a relatively difficult
Choosing words that they use. 2 2 2
topic and writing an essay.
45. Content Objective
Participants will be able to identify ways to
build background knowledge.
Language Objectives
Participants will be able to........
•participate in a group oral language activity using background knowledge.
•demonstrate vocabulary activities used to build background.