Chapter 6 – SIOP Made Easy THE SIOP MODEL

Chapter 6- Interaction SIOP Made Easy Frequent Opportunities for Interaction Grouping Configurations Sufficient Wait Time Clarify concepts in L1

Today’s Objectives Content Language TWBAT identify ways to increase interaction in their classrooms to effectively promote content and language acquisition. TWBAT describe in writing how the features of Interaction were implemented in a classroom lesson.

Research says: “For ELs to become fluent in academic English, we need to provide structured opportunities in all subject areas to practice using the language. Because of the large number of ELs in schools today, all teachers are teachers of English, even if their content specialization is science, math, or social studies. For students learning English, teachers must create ample opportunities to practice using academic language, not simply social uses of language. And the language must be meaningful to students; it is not just the quantity of exposures to English that affects learning, but it is the quality as well.” Wong-Fillmore & Valadez, 1986

Round-Robin Writing interactive activities in all lessons? Pair students Each pair has a sheet of paper and one pencil Pose a question with multiple answers The students pass the sheet back and forth and record as many responses as possible. They should not talk about the answers, but record them in writing. Ask students to share responses with larger groups or the whole class. What are the benefits of incorporating interactive activities in all lessons?

Benefits of interaction Brain stimulation Increased motivation Reduced risk More processing time Increased attention

Opportunities for Interaction - Oral Written Through technology

Research says: Reading comprehension skills and writing skills are positively correlated with oral language proficiency in English. Geva, 2006

Frequent Opportunities for Interaction and Discussion

How many IPOTS should be included in a 50-minute lesson? Why? Think-Pair-Square - T poses a question or issue T allows time for Ss to think Ss share ideas with a partner Ss then share with the other members of their small group How many IPOTS should be included in a 50-minute lesson? Why?

Structuring Lessons in Ways that Promote Student Discussions Plan at least 3 interactions in a 50 minute period Insert IPOTs and other activities at strategic points in the lesson Create, teach, and use different grouping techniques

Providing a Balanced Linguistic Exchange A balance/equality of time between teacher talk and student talk Students need to learn how to allow equal talk time in group (Talking sticks, talking chips, assigned reporter)

Encouraging Elaborated Responses Don’t accept “Yes,” “No,” or one-word answers Don’t accept mumbled answers Develop a technique for prodding for more elaborate answers

Ways to elicit elaborate responses Ask students to expand on their answer “Tell me more about that…” Asking direct questions “What do you mean by…” Ask students to provide further information “How do you know?” Offering restatements “In other words…is that accurate?” Frequently pausing Call on other students to extend a classmate’s response

Other Ways to Interact Writing Movement—charades, Simon Says, etc. Student-Teacher—dialogue journals Student-Student—Round Robin Writing, e-mail correspondence local or global, share content and language objectives Movement—charades, Simon Says, etc. Multiple—Dinner Party or Expert Stay Stray Dinner party – students create a guest list for a dinner party according to a specific theme (sicentists) Expert Stay Stray - One group member acts as a reporter and visits another group to observe what they are doing and then report back to the home group.

Grouping Configurations Support Language and Content Objectives of the Lesson

Variety of Grouping Structures Whole group Small group Triads Pairs Individual

Benefits of Grouping Whole Group—introducing new information/ concepts, modeling, and review Flexible small groups—development of multiple perspectives, and encourages collaboration Partners—encourages success, provides practice opportunities, scaffolding, and assistance from classmates

Grouping Recommendations Vary groups so that they are homogeneous or heterogeneous by gender, language proficiency, language background, and/or ability Varieties of grouping facilitates learning Variety helps maintain students’ interest Variety increases student involvement

Recommendations Variety increases the chance that a student’s preferred mode of instruction will be matched Grouping provides much-needed movement for learners=oxygen-rich blood to brain=highest performance At least two different grouping structures should be used during a lesson (depending on the activity and objectives of the lesson) Assigning all ELs to the same group regularly is not good practice

Sufficient Wait Time for Student Responses Consistently Provided

Fan and Pick – Wait time Strategies Participant 1 – Fans the question cards Participant 2 – Picks a card and reads a question Participant 3 – Answers the question Participant 4 – paraphrases the answer Repeat the process, changing roles.

Interaction – Wait Time Strategies 50-50 : Ts gives Ss 2 choices to choose from. Phone a Friend : Ss can ask another student in the classroom for help. Count 10 seconds : Ts count 10 seconds in their heads to give students more wait time. Pause and repeat the question : Wait a minute, repeat the question, and then pause again. Write it down : Tell Ss who are quick and eager to respond to write it down, so you can walk over to them and give them a “silent” affirmation. Build in wait time, “On the count of 3” Count to 3 : As part of your classroom management procedure, when eliciting a group response, teach Ss to wait until your count of 3 before all responding together. Hint : Give students a hint reminding them of previous units/lessons.

for Students to Clarify Ample Opportunity for Students to Clarify Key Concepts in L1

Using the First Language (L1) Use L1 for Clarification of KEY CONCEPTS Use a bilingual aide, peer, materials written for text in student’s L1 Websites offering translation Bilingual dictionaries

Using L1 ALL SIOP classrooms should have some resources in most of the students’ native languages Using the L1 is mostly for students who are level 1 or level 2, or have learned the key concept in the L1 and can transfer meaning from L1 to L2