1. Establishing and Sustaining Student Interactions for Collaboration and Communication SIOP Refresher
Lindsay Young
Please use an index card to make a name tent…

2. Interaction Features
Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts
Grouping configurations support language and content objectives of the lesson
Sufficient wait time for student responses consistently provided
Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

3. Balancing Teacher Talk and Student Talk
FEATURE 16
Balancing Teacher Talk and Student Talk
Feature 16: Frequent opportunities for interactions/discussions
Between teacher/student and amongst students that encourage elaborated responses about lesson concepts
To balance linguistic exchanges follow the formula of 5-2-1:
5 minutes teacher talk with comprehensible input
2 minutes students process and share “Verbalize and Internalize”
1 minute teacher assesses and/or calls on non-volunteers and uses active group response 3

4. Encouraging elaborated responses… try Fairy dust
FEATURE 16
Encouraging elaborated responses… try Fairy dust

5. 2nd USE Response Extenders or sentence frames
1st Ask a How or Why question
“How did you get your answer…?”
“How did you figure that out…?”
“Why is that true (or false)?”
“Why is that important?”
2nd USE Response Extenders or sentence frames
“How did you know that ...?”
“What else…?”
“First, ___Next,____Then,_____Finally,____”
“_______because_______”
“If______ then_______"
“I knew this was the answer because ____.”
“One more reason I can add is _________.”
Download the Accountable Talk Toolkit

6. Encouraging “Elaborated Responses”
FEATURE 16
Encouraging “Elaborated Responses”
Make fairy dust:
What is a how or why question you could ask in your next lesson?
What response extender or sentence frame you could give students?

7. Kate Kinsella’s Fancy Fairydust:
Contact to order Kinsella Academic Interaction Cards

8. Student Engagement during interaction: The Pattern of Accountability
FEATURE 16
Student Engagement during interaction: The Pattern of Accountability
TIME
TURNS
ASSESS
Time the student interaction based on the length of response
Encourage equal participation.
During- teacher monitors…After- call on non-volunteers and use active group response

9. Grouping Configurations that Support Objectives
FEATURE 17
Grouping Configurations that Support Objectives

10. Issues Related to Grouping
FEATURE 17
Issues Related to Grouping
1. How to ensure students are on task
How to ensure students are using academic language
3. How to assess that the configuration was successful for meeting the lesson objectives
4. Grouping logistics (moving in and out of groups)
5. Classroom size and space
6. Lack of group materials/resources
7. Time constraints
Gallery Walk

11. Heterogeneous and Homogeneous Grouping
FEATURE 17
Heterogeneous and Homogeneous Grouping
Homogeneous Grouping
Heterogeneous Grouping
Description
Students who share one or more designated characteristics are placed together in groups.
Students who differ in one or more designated characteristics are placed together in groups.
Example
Groups are made up of students of the same language proficiency level.
Groups are made up of students with different language proficiency levels.

12. Limitations of Ability-Based Homogeneous Grouping
FEATURE 17
Limitations of Ability-Based Homogeneous Grouping
“. . .Relying exclusively on [ability-based] homogeneous grouping for instruction (low group, average group, high group) has serious academic and social effects for students who are not in the top group.”
(Hiebert, 1983; Lucas, 1999; Callahan, 2005)
Making Content Comprehensible, p. 126

13. Ability-Based Homogeneous Grouping and ELs
FEATURE 17
“In many schools, it has become common practice to group English learners with low-achieving students regardless of academic ability and performance.”
“A study of high school English learners revealed that the group—or track—students were in was as strong a predictor of academic achievement as was language proficiency.”
Making Content Comprehensible, p. 126

14. Planning group activities
Feature 17: Student Grouping configurations
Types of groups
Changing Groups
Group roles
Planning group activities
Objectives first
FEATURE 17
Random, voluntary,
teacher-assigned HI
HI-M
LO-M LO
Frequency,
management
Instructions and
Modeling
STEP-
BY-
STEP
Must rotate during the activity!
reporter, reader, timekeeper, coach etc…

15. Planning group activities
Instructions and Modeling
STEP-BY- STEP
Small Groups moving around the room
Small Groups seated
Pairs moving around the room
Pairs in Chairs

16. Who do I want to work with?
Random:
Count-offs
Voluntary:
Student Choice
Teacher-assigned:
Based on abilities first…
Types of groups
Who do I want to work with?
One
Two
Three HI
HI-M
LO-M LO

17. Activities that Promote Interaction
Scan the ideas listed on the “meaningful activities” handout
each group member chooses an activity that they will explain on an index card:
List the name of the activity and summarize the procedures of the activity and think of a response extender to help students elaborate responses.
…also think of an example lesson for which this activity would work
Put your name on the back of the card

18. Sharing Interaction Ideas
Pair Share Trade:
Hand Up, Stand Up, Pair Up
Share the activity on your card with your partner. Listen to your partner’s description and ask any clarifying questions necessary.
Trade cards and find a new partner, repeat the process with 3 different partners then sit.
Highlight the ideas you heard about on the Interaction Idea Bank chart.
Record any ideas that will help you implement Feature 16

19. Ticket out the door Want more? One technique I will try…
Name
School
Ticket out the door
On the inside of your name tent please write a message:
One technique I will try…
Questions or support I need…
Want more?
Click on “Evergreen PD” in bookmarks
Sign up for SI PD:
Secondary dates
Elementary dates