Module 2 Assignment#2
1.If you were creating a SIOP lesson, how will you activate students’ prior knowledge and build background?
I think that when considering any lesson plan teachers should attempt to make as much connection to students’ prior knowledge and build background in any way possible. I like the idea of creating a small lesson prior to the actual lesson to get everyone’s minds going on the topic. According to Echevarria, Vogt, and Short (2008) the “minilessons provides a ‘jump smart’ by reviewing key background concepts, introducing vocabulary, leading a picture or text “walk” through the reading material, engaging in simulations or role-plays, or participating in hands-on experimental activities.” In a social studies classroom I think using role-plays and simulations are always a great way to introduce new topics. Vogt (n.d.) states that when connecting background it is both “the content these English learners learned before coming to the United States, and the content they learned since arriving.” I think teachers should just use whatever knowledge students have as long as it is beneficial.
2.What connection to past learning can you make?
When making connections to past learning I think it is a good idea to just start bringing up similar materials. According to Vogt (n.d.) when “teaching a new unit that connects to a previous unit already taught, you need to help forge that connection.” I think this is something that teachers should have no issues doing since it is something they have done in the past and it does not require creating something new for the students.
3.What are key vocabulary words and how will you teach them?
According to Echevarria, Vogt, and Short (2008) key vocabulary are “key words needed to discuss, read or write about the topic of the lesson (e.g., names of important people, places, and events; scientific and mathematical terms; social studies of health concepts) can be the focus of language objectives.” I think introducing these key words and have them visible to be seen constantly so that students can look on to them. They should be retaught based on students understand and are readily available for students to look on to.