Embedded Files
A (visual) preview of key vocabulary and concepts needed to understand the upcoming lesson. The preview does not replace the learning experience in the lesson. It supports the vocabulary and understanding needed to engage with the lesson effectively. It both accesses and builds on students’ background knowledge.
How Does this Strategy Engage English Learners?
How Does this Strategy Engage English Learners?
When we have explanatory videos or text chunks, these can be overwhelming for English learners to fully understand. Additionally, whenever we are introducing a new concept there is (often abstract) new vocabulary. To motivate students to read and help them understand the new material, we pre-teach key vocabulary and concepts. Background overviews provide critical terms, possibly in the form of graphic organizers, to allow English learners to focus on learning conceptually by having an initial preview of the key vocabulary with explicit connections to previous learning.
Steps for Planning & Instruction
Steps for Planning & Instruction
Before Teaching
Before Teaching
Review teaching materials (e.g. slides, reading, or video) for key words critical to focussing on the content to be learned. Be selective! There’s no need to include words that aren't critical to the learning goals.
NOTE: Don’t “give it all away”: the goal is to give students just enough information, what they need to understand the slides/reading/video but not to create a substitute for engaging/reading/watching.
Images can reduce the reading load for students and provide a "real" connection especially for words that refer to abstract concepts. If using a video, use images from the video as much as possible when providing definitions of your terms.
Create your background overview using slides, graphic organizers, or a word wall (physical or digital) to preview the words/concepts with students before beginning the lesson (or reading/video).
While Teaching
While Teaching
Start by asking the students what they know about the topic in order to engage them, check their level of understanding and to make connections to what they already know. “What do you know about ____?” Or “Remember what we learned about ____?” Engage them in a pair share, circulating to listen in to answers.
Preview the selected vocabulary using the materials you created, making connections to what you heard them say in step 1, chunking the information to allow for partner shares.
Consider posting the resulting chart/organizer/word wall created in order to return to it to add information.
Teacher Resources
Teacher Resources
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