1. #8: Review and Assessment
SIOP
#8: Review and Assessment

2. Assessment & Review Language Content
Write a lesson plan that includes review of key vocabulary
Teach a lesson with group response technique
Orally provide feedback to ELs that enhances language development
Use oral, written, and physical means to provide specific feedback to students on their performance
Content
Select techniques for reviewing key content concepts
Incorporate a variety of assessment techniques into lessons
Describe the challenges in assessing the content learning of students with limited English proficiency

3. Share the good, the bad, and the ugly!
How have you been doing?
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Lesson Delivery
Practice & Application
8. Review and Assessment
Share the good, the bad, and the ugly!

4. 4 Features 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

5. Effective Teaching Cycle for English Learners
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 sheltered instruction involves reviewing important concepts, providing constructive feedback through clarification, and make instructional decisions based on student response. This teach, assess, review, and reteach process is cyclical and recursive.

6. REVIEW!
How many new words does a LEP student need to learn each day in order to catch up to native language peers?

7. REVIEW!
How many new words does a LEP student need to learn each day in order to catch up to native language peers? 17

8. REVIEW!
How many times does a student need to interact with a word in order to own it?

9. REVIEW!
How many times does a student need to interact with a word in order to own it? 85

10. REVIEW!
How many times does a student need to interact with a word in order to own it? 85
Call our new ways you have increased students’ interactions with vocabulary in your classroom…

11. Reviewing Vocabulary & Concepts
We need to help students become comfortable with academic language by introducing and modeling academic tasks throughout lessons and units
All students need exposure, practice and review of terms used in:
lessons
test directions
question prompts
word problems

12. Reviewing Vocabulary & Concepts
At the beginning of class/beginning of the day
Continuously throughout your lesson
Then again at the end of the lesson
Some teachers use the review as an exit ticket in the upper grades

13. Reviewing Vocabulary & Concepts
Reviewing key vocabulary before a unit is important for the ELLs
We want them to use their vocabulary
Multi exposure to the words helps them to become familiar with the words and more confidence

14. Reviewing Vocabulary & Concepts
If you are having a discussion, review the vocabulary words before the discussion so the students know which vocabulary words to use in the discussion.
Leave the list of words up on the your word wall.

15. Reviewing Vocabulary & Concepts
It is essential that all students have key content concepts reviewed during and at the end of a lesson
Understandings are scaffolded when you stop and briefly summarize, along with students’ help, the key content covered to that point.

16. Reviewing Vocabulary & Concepts
A review might involve students summarizing with partners, writing in a journal, or listing key points on the board.
It is important to link the review to the content objectives to stay focused on essential content concepts.

17. Reviewing Vocabulary & Concepts
The more the students SEE the words, SAY the words, WRITE the words, and SPELL the words, the more they OWN the words.
Ask students to respond in COMPLETE SENTENCES. If they can not respond, then you model the complete sentence and have the student repeat it back. The more opportunities the students have in speaking with academic vocabulary, the more confidence they build.

18. Complete Sentences
I should review academic vocabulary during my lesson in order to….. In order to review academic vocabulary during my lesson, I will…..

19. Reviewing Vocabulary & Concepts
Introduce
Teach
Review
How many exposures to the new vocabulary words do your ELLs have throughout the lesson?
How many exposures will they have throughout the unit?
How will you assess the understandings of these words?
In what ways will they be expected to use them?

20. Regular Feedback
Periodic review of language, vocabulary and content enables teachers to provide specific academic feedback to students that clarifies and corrects misconceptions and misunderstandings.

21. Regular Feedback
Feedback also helps develop students’ proficiency in English when it’s supportive and validating.
Specific feedback is generally given orally or in writing, but teachers can also provide it through facial expressions and body language.
Students can also provide feedback for each other.

22. 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.

23. Simultaneous Round Table
Take a piece of paper and pencil and put your name on it.
Take one minute to write as many words or phrases connected to the SIOP training you’ve received.
When one minute is over, pass your list to the person on your left.
Read the items on the list and add any additional ideas.
When four different people have seen the list, return the paper to the original person for review

24. Limited English Proficient Students
Assessment

25. Is fair always equal? We must provide equal access to education, not cookie cutter education.

26. Does the teacher always have to do the assessing
Does the teacher always have to do the assessing? Is there value in self-assessments?

28. How do you assess content knowledge of the child who doesn’t speak English?

29. Assessment
When teachers use multiple indicators to assess learning, students are more likely to respond in diverse ways that honor their English proficiency levels.

30. Find a person in the room you don’t normally work with or don’t know…
Discuss at least 5 nontraditional assessments you use in your classroom

31. Assessments
When you scaffold your lessons with active assessments built in, you create a foundation of basic knowledge and skills from which your students can build their own understanding.

32. Forms of Assessment
Use the list of alternate or nontraditional forms of assessing students
Think outside the box!
Create a graphic that represents one alternative form of assessment
Share with the group

33. Assessment
Use the foundation you’ve created with the previous scaffolding and weave more cooperative assessments into the lesson itself. Use cooperative assessment strategies during the teaching of the lesson, such as: small group T-charts, cooperative concept maps, partner Cornell notes

34. Assessment
Instead of simply teaching along a straight line - use small and creative assessments along the way - weave an interactive web of knowledge, connecting the points for students in their minds in ways that are unique and useful to each of them.

35. Assessment
Sprinkle in a variety of small assessments to help students better build and retain information.

36. Assessment Adaptations
Adaptations for Assessments
Range – give the ELLs a range of items to do. The evens or the odds. They do not have to do all of the items that they other students have to complete
Time – adapt the amount of time an ELL student has for completing a task depending on their amount of English that they know
Level of Support – Ask for an aide, parent volunteers, or peer tutors to come for support to read the test to the student, explain the project, or help with the activity. AVID, Student Council, and NJHS are great organizations that can help support student learning.

37. Assessment Adaptations
Difficulty- do not lower the expectation, but make it easier for the student to demonstrate his understanding. Example: Allowing the student to use a dictionary, notes, calculator, simplify the sentences, on the word problem, simplify the directions.
Product – Adapt a type of response for the ELL student. Instead of student writing about the cell system, have the student draw a picture of the cell system.
Participation – have the students help in creating the rubrics for the assignment, have cooperative groups, give the students choice answers when they participate in class

38. A Shift in Teaching & Learning
Increase
Decrease
Experiential, inductive, hands-on learning
Active learning in the classroom
Diverse roles for teachers
Only whole-class, teacher-directed instruction
Teaching without reviewing and assessing

39. We thank you for a wonderful year of SIOP
We thank you for a wonderful year of SIOP! Tina Kelman