1.We will begin by asking you to reflect on a question. 1.We will turn on some music and you will walk around the room, pondering your answer to the question. 1.When the music stops, you will discuss your answer with a person who is standing near to you. ? ?... I think…

Our Objectives for today: Content Objectives: I can identify the eighth component of SIOP and the four features of this component. I can identify specific techniques that a teacher can use to review key vocabulary and key concepts. I can incorporate a variety of assessment techniques into lessons. I can identify the challenges in assessing the content learning of students with limited English proficiency.

Our Objectives for today: Language Objectives: I can name and describe the four features of this component. I can list 3 activities that a teacher can use to review key vocabulary and key concepts in a classroom. I can write 2 – 3 sentences reflecting on my current use of assessment in my classroom and elaborate on how today’s presentation has affirmed or changed my thinking. I can discuss the challenges in assessing the content learning of students with limited English proficiency.

Sheltered Instructional Observation Protocol S.I.O.P. – 8 Components, 30 Features Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment

Assessment is the gathering and synthesizing of information concerning students’ learning. As teachers gather information about what students understand or do not understand, they can adjust their instructional plan accordingly. (p176 Elem SIOP)

The Features of Review & Assessment Feature #27: Comprehensive Review of Key Vocabulary Feature #28: Comprehensive Review of Key Content Concepts Feature #29: Regular Feedback Provided to Students on Their Output Feature #30: Assessment of Student Comprehension and Learning of All Lesson Objectives Throughout the Lesson Chapter 9, #1

Develop Lesson Using Assessment, Standards and SIOP Model Teach Lesson Assess Student Comprehension and Student Work Review Key Concepts and Vocabulary Make Adjustments to Improve Student Comprehension Reteach Effective Teaching Cycle for English Learners (p177 Elem SIOP)

#27 & #28: Comprehensive Review of Key Vocabulary and Key Concepts ELs receive minutes, and in upper grades, perhaps 45 minutes of input in a new language. Unless the teacher takes the time to highlight and review key information and explicitly indicate what students should focus on and learn, English learners may not know what is important. Students, especially those at the early stages of English proficiency, devote considerable energy to figuring out what the teacher is saying or the text is telling them at a basic level. They are much less able to evaluate which pieces of information among all the input they receive are important to remember. This is why the teacher MUST take the time to review and summarize key vocabulary and concepts throughout the lesson and as a wrap-up at the end. (p.176 Elem. SIOP)

The more exposures students have to new words, especially if the vocabulary is reinforced through multiple modalities (reading, writing, listening and speaking), the more likely they are to remember and use them. p. 177 Elem. SIOP #27 : Comprehensive Review of Key Vocabulary REMEMBER Research findings clearly state that… Isolated word lists and dictionary definitions alone DO NOT promote vocabulary and language development Students DO NOT learn vocabulary words when teachers just only orally introduce and define them.

Individual Word Study Books Ways to Review Key Vocabulary

Helping students review words in nonprint ways is beneficial as well. (TPR!!!!) –Charades –Pictionary –Flyswatter game –Jeopardy –I Have….Who Has –Password Ways to Review Key Vocabulary

Understandings are scaffolded when you stop and briefly summarize, along with students’ help, the key content covered up to that point. –This type of review is usually informal but it must be carefully planned. Here is an example….. p. 178 Elem. SIOP #28: Comprehensive Review of Key Concepts In a lesson on Egyptian mummification, you might say something like the following: “Up to this point, we learned that little was known about Mummy No until it was donated to the museum. After the scientists completed the autopsy, they discovered three important things. Who remembers what they were?”

A favorite wrap-up technique for many SIOP teachers is the use of outcome sentences. A teacher can post sentence starters on the board or on a transparency: I wonder… I learned… I still want to know… I discovered… I will ask a friend about… I still don’t know... I still have a question about… p. 178 – 179 Elem. SIOP Outcome Sentences

It is important to link the review to content objectives so that you and the children stay focused on the essential content concepts. Students’ responses to review should guide your decisions about what to do next, such as summative evaluation or, if needed, additional reteaching and assessing. p.179 Elem. SIOP Comprehensive Review of Key Concepts Turn and Talk

# 29 – Providing Regular Feedback Periodic review of language, vocabulary, and content enables teachers to provide specific academic feedback to children that clarifies and corrects misconceptions and misunderstandings. Feedback also helps students’ proficiency in English when it is supportive and validating. p. 179 Elem SIOP

#30 – Assessment of Student Comprehension and Learning of All Lesson Objectives Throughout the Lesson Assessment occurs throughout the lesson, as evidenced in lesson plans and in periodic review to determine if students are understanding and applying content concepts. Assessment must be linked to the instruction, and it needs to target the lesson objectives. Assessment occurs throughout a lesson and is informal, authentic multidimensional, and includes multiple indicators that reflect student learning. Assessment is defined as “the gathering and synthesizing of information concerning student learning, while evaluation is defined as making judgments about student learning. p. 180 Elem SIOP

Group Response Activities Thumbs up/Thumbs down –For older kids “pencils up/pencils down.” Number Wheels Response Boards Number 1 to 3 for self-assessment (quick check-in) Stock Market

Possible Assessment Adaptations for English Learners Range: Adapt the number of items that must be completed Time: Allowing them to have more time to process and complete the task. Level of Support: Adapt the amount of scaffolding provided for an EL. Provide further explanation of the task required of them and/or read test items aloud. Difficulty: Adapt the skill level, type of problem or task, and the process for how an EL can approach the task. Product: Adapt the type of response the EL is allowed to provide. Participation: Adapt the degree of active involvement of an EL in assessment.

Chunk and Chew Write 2 – 3 sentences reflecting on your current use of assessment in your classroom and elaborate on how today’s presentation has affirmed or changed you thinking.

The Features of Review & Assessment Feature #27: Comprehensive Review of Key Vocabulary Feature #28: Comprehensive Review of Key Content Concepts Feature #29: Regular Feedback Provided to Students on Their Output Feature #30: Assessment of Student Comprehension and Learning of All Lesson Objectives Throughout the Lesson

Did we meet our objectives for today ? (Rate Yourself with a fist of five) Content Objectives: I can identify the eighth component of SIOP and the four features of this component. I can identify specific techniques that a teacher can use to review key vocabulary and key concepts. I can incorporate a variety of assessment techniques into lessons. I can identify the challenges in assessing the content learning of students with limited English proficiency.

Did we meet our objectives for today ? (Rate Yourself with a fist of five) Language Objectives: I can name and describe the four features of this component. I can list 3 activities/techniques that a teacher can use to review key vocabulary and key concepts in a classroom. I can write 2 – 3 sentences reflecting on my current use of assessment in my classroom and elaborate on how today’s presentation has affirmed or changed my thinking. I can discuss the challenges in assessing the content learning of students with limited English proficiency.