Interaction Creating Opportunities to Use Academic Language

Content Objectives Select from a variety of activities that promote interaction and incorporate into lesson plans Design grouping patterns that support lesson content and language objectives Identify strategies to increase wait time

Language Objectives Explain the purpose of student-student interaction for language development Describe strategies to reduce the amount of teacher talk in a lesson Adjust teacher questioning techniques to promote student elaboration of responses Identify resources to support student clarification in the native language

Interaction

Brainstorm Interaction in the SIOP Classroom

BENEFITS of INTERACTION Increases use of academic language Improves quality of student talk Encourages elaborated responses Provides “oral rehearsal” Helps individualize instruction Encourages reluctant learners to participate Allows for written interaction with dialogue journals Promotes a positive social climate

National Literacy Panel on Language Minority Children and Youth Reading comprehension and writing are positively correlated with oral language proficiency +

Activity: Table Discussion Teacher comment: “My content is so packed that I can’t cover everything if I allow student talk. Lecture is the best way to ensure I’m where I need to be to complete all objectives before the test”.

Find Your Match! Match vocabulary/acronyms with definitions.  Vocabulary is scaffolded.  How?

Cooperative Learning Type of group to set up –Random –Voluntary –Teacher assigned Changing groups –Frequency –Management Possible Group roles –Group recorder –Materials collector –Reporter –Final copy scribe –Illustrator –Timekeeper –Cheerleader/facilitator –Monitor –Messenger Using the SIOP Model, Interaction BLM #3

Grouping Configurations  individual work  partners  triads  small groups of 4 or 5  whole group  homogeneous or heterogeneous  gender  language proficiency  language background  ability

Examine Opportunities for Interaction Angie Aldrich Grade 1 - Addition Stories The SIOP Model: Sheltered Instruction for Academic Achievement

Video T-chart Grouping PatternRationale

Cooperative learning activities 1.Information gap activities 2.Jigsaw 3.Four corners 4.Numbered heads together 5.Round robin/roundtable 6.Questionnaires & interviews 7.Three-step interview 8.Story summaries 9.Literature study groups 10.Writing headlines 11.Science & math investigations 12.Think pair share Using the SIOP Model, Interaction BLM #3

Activity: Design a Cooperative Learning Activity Distribute strips in envelope among participants at each table Read about the activity on the strip and choose 1 or 2 and design/share an activity using that idea for your classroom Share with the group at your table

More Interaction Techniques Turn to your partner Foreheads in the middle Volunteer your partner Explain a process to your partner Choral reading, reader’s theatre, drama play Another example: 2 lines w/ position, question (e.g., “There should be laws vs. no laws” & have lines face each other to discuss). Using the SIOP Model, Interaction BLM #4

Activity: Inside – Outside Circles Divide into 2 groups: –One group forms a circle looking out (the inside circle) –The other group stands in front of someone in the inner circle (the outside circle) Students in the inner circle discuss SIOP, “The best part of SIOP is ____,” while outer circle listens Then outer circle responds; inner listens On teacher’s signal outer circle rotates one person clockwise

What can teachers do to structure academic interaction? Pose a concrete task and clarify the task Model an appropriate response using a starter. Identify vocabulary, content, grammar needed to complete the starter. Monitor student’s process and offer assistance Cue partners to rehearse answer/share Randomly call on students before allowing volunteers

What is structured in scaffolded “academic talk” EVERYTHING  Task – an appropriate range of questions/topics  Who – partner, group  Time – brief, focused  Preparation – model response, quiet think time, writing, pre-teaching of target vocabulary, partner rehearsal  Academic Language Use – written and oral application of vocabulary using appropriate grammar.

Activity 1)Generate suggestions for interaction in your classes How can you encourage ELLs to participate in classroom discussion in a non-threatening way? What are some specific techniques you use to encourage ELLs to elaborate on their responses and express their thoughts fully? 2) Return to original table & share what you discussed with your partner 3) Share out to whole group

Do You? Do you give students sufficient wait time to respond? Do you complete their sentences? Do you call on a different student before allowing the first student that you called on an opportunity to respond?

Why Wait? ELLs need time to translate, often in their head Wait 3-5 seconds before moving on Rephrase question so less language work –Hierarchy of question types Allow students to write answers while waiting for one student to respond Build in wait time: “On the count of 3 we will all respond.”

Hierarchy of Questions Group from easiest to hardest: Either/or WH Point to Yes/no Open-ended 1-Point to 2-Yes/no 3-Either/or 4-WH 5-Open-ended

First Language Support Shalom Auf Wiedersehen Saludos Tsiaj txhu Wahid Trabajador ` Valiente Dictionnaire Settanta giáo viên ﻩﺩﺭ

Activity: Think-Pair-Share When, how and why do you use the students’ native language in the class?

First Language Support Encourage students to use L 1 at appropriate times Train bilingual paraprofessionals Obtain native language materials Organize peer tutoring /buddy programs Promote parent/student discussion in L 1 Use dictionaries (use caution with online translators) –bilingual dictionaries –native language dictionaries

Teacher-Student Interaction What can a teacher do to increase achievement? TESA (Teacher Expectations and Student Achievement) identified 15 behaviors teachers use achievement of low-achieving students significantly increased with use of these behaviors

Highlight the interactions that you use and share at least one successful interaction with your partner. Explain how and why it is used. 1. Calls on everyone in the room equitably 2. Provides individual help 3. Gives “wait” time (allows student enough time to answer) 4. Asks questions to give the student clues about the answer 5. Asks questions that require more thought 6. Tells students whether their answers are right or wrong 7. Gives specific praise 8. Gives reasons for praise 9. Listens 10.Accepts feelings of the student 11.Is physically close to the student in the classroom 12.Is courteous to students 13. Shows personal interest and gives compliments 14. Touches students (appropriately) 15. Desists (he or she does not call attention to every negative behavior) Payne, R.K. (1998). A Framework for Understanding Poverty, Modules 1-7, p. 53 Activity: Turn to a Partner