Creating Opportunities to Use Academic Language

 Discuss a variety of activities that promote interaction and incorporate into lesson plans  Explore grouping patterns that support lesson content and language objectives  Identify strategies to increase wait time

 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

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”.

 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

 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

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

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

Grouping PatternRationale Video T-chart

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

 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

 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

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.

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 your group discussed 3) Share out to whole group

 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?

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.”

 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

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

When, how and why do you use the students’ native language in the class?

 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 courteous to students 12 Shows personal interest and gives compliments 13. Touches students (appropriately) 14. 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

 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)  Participants in the inner circle discuss SIOP, “One thing that I learned today that I will apply in my classroom is ____________.”while outer circle listens  Then outer circle responds; inner listens  On presenter’s signal outer circle rotates one person clockwise

 Based on what you just shared, how will you apply this?  Bring examples from your lessons to our next workshop. Be ready to discuss how it worked and if you would change anything next time.

 Discuss a variety of activities that promote interaction and incorporate into lesson plans  Explore grouping patterns that support lesson content and language objectives  Identify strategies to increase wait time

 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