1. Complete Credit Registration Form
Welcome
Complete Credit Registration Form
ED SIOP Credit Hours
Summer Rasmussen
Opening Prayer

2. THE SIOP MODEL Lesson Preparation Review and Assessment
Building Background
Lesson Delivery
Compre-hensible Input
Practice and Application
Strategies
Interaction

3. THE SIOP MODEL Lesson Preparation Review and Assessment
Building Background
Compre-hensible Input
Practice and Application
Strategies
Interaction

4. THE SIOP MODEL Strategies Lesson Preparation Review and Assessment
Building Background
Lesson Delivery
Compre-hensible Input
Practice and Application
Strategies

5. THE SIOP MODEL Review and Assessment Building Background
Lesson Delivery
Compre-hensible Input
Practice and Application
Strategies
Interaction

6. Compre-hensible Input
Lesson Preparation
THE SIOP MODEL
Review and Assessment
Building Background
Lesson Delivery
Compre-hensible Input
Strategies
Interaction

7. THE SIOP MODEL Interaction Lesson Preparation Review and Assessment
Building Background
Lesson Delivery
Compre-hensible Input
Practice and Application
Interaction

8. Indicators of Review/Assessment
SIOP Chapter 9
Indicators of Review/Assessment

9. Content Objectives Language Objectives
I will identify several techniques for reviewing key vocabulary and concepts.
I will identify several techniques for assessing students.
Language Objectives
I will write a lesson plan which includes ALL 8 SIOP components.
I will teach and reflect on the above lesson

10. Review Lesson Objectives Assess Lesson Objectives
Regular Feedback on Student Output
Assess Student Comprehension of Objectives
Key Vocabulary
Key Content Concepts
Scheduling time for review and assessment is often difficult. However, effective teachers realize that throughout a lesson and particularly at the end, it is important to determine how well students have learned.

11. Background
During class, students are receiving minutes of input through 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, they may not know what is important. Students need to know, of all they have tried to process during the lesson, which pieces are most important, which pieces they need to focus on and remember.

12. In the end, you must have enough information to evaluate the extent to which students have mastered your lesson’s objectives, both while you teach, and at the end before you move on. This teach, assess, review, and reteach process is cyclical and recursive.
Assess
Review
Reteach
Teach

13. Effective Teaching Cycle for English Learners
Develop Lesson
Teach Lesson
Assess Student Comprehension and Student Work
Review Key Concepts and Vocabulary
Make Adjustments to Improve Student Comprehension
Reteach

14. Review of Key Vocabulary
Teach and review terminology and concepts:
Through analogy—relating new words and terms to known words and terms with the same structure of pattern.
By drawing attention to tense, parts of speech, and sentence structure.
Repeat and reinforce key words and language patterns.
Learn to define words and terms in the same sentence you use them.

15. Review of Key Vocabulary (cont.)
Remember, word lists with definitions are the least effective way to learn new vocabulary.
Have students keep a personal Word Study Book, which can be organized many different ways: by topic, parts of speech, letter patterns, graphic organizers, etc.
Remember the difference between Tier 1, 2, and 3 words.
Be sure students know the language of schooling.
Use cooperative learning structures to summarize and review.

16. Quick Write:
With your partner, discuss and list as many ways as you can think of to review key vocabulary.
Class Share

17. Review of Key Concepts
Review and summarize by using “Outcome Sentences.” Put outcome sentences (or sentence starters) on the board and students take turns selecting one and completing an outcome sentence orally or in writing. 1. “I wonder…” 2. “I discovered…” 3. “I still want to know…” 4. “I learned…” 5. “I still don’t understand…”

18. Think, Pair, Share 2. “I discovered…” 3. “I still want to know…”
1. “I wonder…”
2. “I discovered…”
3. “I still want to know…”
4. “I learned…”
5. “I still don’t understand…”
Class Share

19. Providing Feedback on Student Output
Teachers can model correct English usage when restating a student’s response: “Yes, you are correct, the scientists were confused by what they thought was a baby’s skull lying next to the mummy.” or ‘You are right! Embalming is the process of preserving bodies.”
Repeat – Correct – Expand – Recontextualize

20. Assessment of Lesson Objectives
Informal Assessment involves on-the-spot, ongoing opportunities for determining the extent to which students are learning content. Teacher observation Anecdotal reports Quick-writes Brainstorming Guided practice Cooperative learning activities

21. Assessment of Lesson Objectives
Authentic Assessment is characterized by its application to real life, where students are engaged in meaningful tasks that take place in real-life contexts. Written pieces Audiotapes Interviews Videotapes Observations Creative work and art Discussion Performance

22. Assessment of Lesson Objectives
Group responses…
Thumbs up/thumbs down – for questions designed to elicit agree/disagree, true/false, yes/no responses
Number wheels – students can indicate their response to multiple-choice items
Response boards – small chalk boards or small dry erase boards on which students can write a response

23. Content Objectives Language Objectives
I will identify several techniques for reviewing key vocabulary and concepts.
I will identify several techniques for assessing students.
Language Objectives
I will write a lesson plan which includes ALL SIOP components.
I will teach and reflect on the above lesson

24. Final Assignment
Complete a lesson plan which contains ALL 8 SIOP components.
Teach the lesson
Write a short reflection as to how the lesson went.