POPCORN Objective: I can review /key concepts/ from yesterday’s lesson. Language Objective: I can /orally express answers/ using a cloze activity. DIRECTIONS:

POPCORN Objective: I can review /key concepts/ from yesterday’s lesson. Language Objective: I can /orally express answers/ using a cloze activity. DIRECTIONS: Listen to/ the cloze activity /on the next slide. Shout out the answers /that fit in the blanks. Strategy Application Echo Read Objectives/Directions

Popcorn SIOP stands for __________ ________ ________ ________. SIOP includes _______ total components. Each component supports the success of ________ learners. SIOP places emphasis on ________ objectives. _________ supports SIOP as an effective model of instruction for ALL students, especially _______ students. It integrates __________ language instruction with content area instruction. When preparing lessons, teachers should include __________ materials and plan __________ activities. ________ _______ is essential before teaching new concepts. __________ can be problematic for ELLs. It is important to use appropriate speech, clearly explain tasks and use a variety of techniques to increase __________ __________. Overall ________ supports academic success for all students. Give to teachers as a group and have them work alone. Then go over as a group. HANDOUT CLOZE ACTIVITY

Comprehensible Input A Variety of Appropriate Techniques Used Speech
Clear Explanation of Academic Tasks Help participants to understand that there are 3 features to Building Background that enhance the effectiveness of our lessons---SIOP helps teachers to EXPLICITLY LINK TO STUDENT’S BACKGROUND, EXPLICITLY AND INTENTIONALLY LINK TO PAST LEARNING OVER AND OVER AGAIN, AND EXPLICITLY DEVELOP KEY VOCABULARY SO THAT IT IS ACQUIRED BY ALL STUDENTS!

Comprehensible Input Content Objectives: Language Objectives:
I can identify the Comprehensible Input component of SIOP and the three features of this component. I can discover ways to make content comprehensible. Language Objectives: I can evaluate and revise an academic task to make it comprehensible for ELL students. I can share techniques used to increase comprehensible input. German Coastguard Read aloud View Video Keep this video in mind as we go through the comprehensible input component

CoMPRehensible Input A Variety of Appropriate Techniques Used Speech
Clear Explanation of Academic Tasks Rachel Help participants to understand that there are 3 features to Building Background that enhance the effectiveness of our lessons---SIOP helps teachers to EXPLICITLY LINK TO STUDENT’S BACKGROUND, EXPLICITLY AND INTENTIONALLY LINK TO PAST LEARNING OVER AND OVER AGAIN, AND EXPLICITLY DEVELOP KEY VOCABULARY SO THAT IT IS ACQUIRED BY ALL STUDENTS!

Appropriate Speech Directions: Always, Sometimes or Never
1. Number 1 – 12 on a sticky note. 2. Read each characteristic for appropriate speech from the next slide. 3. Write A for always, S for sometimes, and N for never according to how often you use each characteristic.

Appropriate Speech 1. Face students 7. Use shorter subject-verb
2. Pause Often 3. Adjust speed 4. Increase wait time 5. Consider language proficiency 6. Monitor level of vocabulary 7. Use shorter subject-verb sentences 8. Avoid idioms 9. Clarify pronouns 10. Paraphrase often 11. Repeat and have students repeat 12. Use cognates when possible Focus on numbers: 1, 3, 4, 8, and 10 Optional….how many of you practice these daily in your lesson delivery?

Comprehensible Input A Variety of Appropriate Techniques Used Speech
Clear Explanation of Academic Tasks

Clear Explanation of Academic Tasks
To The Point Clear Explanation of Academic Tasks In groups of 2 assign each person a role. One being the teacher and one being the student. The Teacher will read an academic task only one time. The Student will have to listen and complete the activity. Students: What did you understand? Now with your partner revise the academic task so that is more comprehensible. Use the chart paper and other materials provided. Share your revision with the group.

Clear Explanation of Academic Tasks Explaining Writing
Step by step directions Give oral and written directions Include visuals with demonstrations Repeat language and routines Ask students to summarize the steps and demonstrate for other students Set a time limit Circulate Model the activity Be exact, short, and complete Use action verbs in the command form

Comrpehensible Input A Variety of Appropriate Techniques Used Speech
Clear Explanation of Academic Tasks Rachel Help participants to understand that there are 3 features to Building Background that enhance the effectiveness of our lessons---SIOP helps teachers to EXPLICITLY LINK TO STUDENT’S BACKGROUND, EXPLICITLY AND INTENTIONALLY LINK TO PAST LEARNING OVER AND OVER AGAIN, AND EXPLICITLY DEVELOP KEY VOCABULARY SO THAT IT IS ACQUIRED BY ALL STUDENTS!

Ideas for Teaching ELLs with the SIOP Model
Use a Variety of Techniques Mrs. Amin What is the lesson about? What techniques are used to make the lesson understandable? What could make the lesson more comprehensible? Did hearing it multiple times in the same context increase understanding? Video clip in Farsi Were you at the frustration level? What was the lesson about? Group identifies techniques used to make lesson understandable. . Mrs. Amin Video Grognet,Allene, Judith Jameson, et al. Enhancing English Language Learning in Elementary Classrooms. Video. Washington D.C: Center for Applied Linguistics and Delta Publishing Company, 2000.

Use a Variety Of techniques to make content comprehensible
Use gestures, body movements, and facial expressions Use pantomime and dramatization Use realia (real things), photos, pictures, and drawings Model the finished product Breakdown complex tasks into manageable steps (Chunk and Chew) Use videos prior to beginning a lesson/unit Use multimedia and technology Use recorded text Use graphic organizers TPR for #12: Raise hands above the head and bring them down to your side, wiggling the fingers while making a big circle with your arms indicating a variety of techniques that encompass many ideas to communicate meaning! Realia/supplementary materials – real life examples or even images of things (google images). Video clips – go to learn 360 or Turn and talk to a partner about a previous lesson you taught. How could you incorporate more techniques to improve comprehensible input?

Do you know? Comprehensible Input Content Objectives:
I can identify the Comprehensible Input component of SIOP and the three features of this component I can discover ways to make content comprehensible. Language Objectives: I can evaluate and revise an academic task to make it comprehensible for ELL students. I can share techniques used to increase comprehensible input.

Carousel Activity Directions: Using the charts around the room labeled with the SIOP components we discussed today, write one thing you learned about each component.

(Thinking about Thinking) (Interactive Learning)
Strategies Metacognitive (Thinking about Thinking) Cognitive (Active Learning) Social/Affective (Interactive Learning) 4th component of SIOP. Includes 3 features Questioning Higher Order Thinking Scaffolding Building Independence

Strategies Content Objectives: Language Objectives: Turn and Talk
I can identify the Strategies component of SIOP and the three features of this component. I can discover ways to implement and teach strategies that will assist student learning. Language Objectives: I can discuss how strategies are used to read and comprehend text. I can apply SQP2RS strategies and orally share strategies with the group. Close Readings – time for modeling and explicit instruction of learning strategies VIDEO Turn and Talk

Teach Strategies ELLs focus mental energy on their developing language skills, not on developing independence in learning. Therefore, provide opportunities for students to use a variety of strategies Teach strategies explicitly Model strategy using think alouds Explain how, when, and why strategy used Examples of these strategies that should be explicitly taught include: -previewing texts -highlighting, underlining, or using sticky notes to identify important info -taking notes -predicting/inferring Summarizing -visualizing -paraphrasing -breaking words into component parts Assessing PK Activity

Strategies Metacognitive (Thinking about Thinking) Cognitive (Active Learning) Social/Affective (Interactive Learning) Questioning Higher Order Thinking Scaffolding Building Independence

Thinking about your thinking!
Metacognitive Thinking about your thinking! predicting/inferring self-questioning monitoring/clarifying evaluating summarizing visualizing You make these strategies more concrete by using graphic organizers, kinesthetic activities, anchor charts …. How often do you explicitly teach these strategies? How do you make these strategies more concrete?

ANCHOR STRATEGIES

ANCHOR STRATEGIES Do you currently have anchor charts in your classroom? What information do you include on your charts? Are they teacher made or student made?

Strategies Metacognitive (Thinking about Thinking) Cognitive (Active Learning) Social/Affective (Interactive Learning) 2 features of cognitive include questioning and scaffolding Questioning Higher Order Thinking Scaffolding Building Independence

Cognitive Strategies Active Learning previewing/rereading
establishing a purpose for reading making connections reading aloud highlighting taking notes mapping information finding key vocabulary mnemonics An example of a mnemonic device is Please Excuse My Dear Aunt Sally (PEMDAS – Order of Operations) Do you incorporate a variety of these strategies daily? Tell your neighbor how you have used or could have used one of these strategies in a lesson you have recently taught.

Questioning Asking questions that promote
critical thinking is yet another way that SIOP teachers can promote strategy use. Remember that it is important to think of higher-order questions prior to the lesson delivery, as it is at times difficult to think of higher-order questions “on your feet.” Planning questions prior to the lesson is important Pass out examples of questions What do you notice about the lower level questions as opposed to the higher level questions? What do you find yourself using more often? Think about your questioning practices. What types of questions do you normally ask? How do these relate to Bloom’s Taxonomy? (Refer to Handouts)

Blooming Questions Directions: 1. Get with your partner.
2. Write a question that is appropriate for your target student. Connect to grade level content. What instructional strategy might be appropriate for that level of questioning? Handout and target students Read through directions Post questions around room on post-it notes Think about the stage of language for your student and the cognitive level of questioning

SCAFFOLDING Form of support to bridge the gap between students’ current abilities and the intended goal Support is more complete during the initial stages of learning but is decreased as there is less need for guidance Types: verbal Instructional Procedural The idea is we are that safe support for students and we want to scaffold their instruction in a way that will gradually allow the to become more independent and not automatically make them move to doing it on their own. Refer to Handout

SCAFFOLDING Instructional SCAFFOLDING VERBAL SCAFFOLDING Paraphrasing
Using “Think Alouds” Effective Use of Wait Time Use of songs, jazz chants, rhythm, and rhyme Purposeful use of synonyms and antonyms. Graphic Organizers Manipulatives Word Walls Labeled Visuals Realia Pictures/Graphs Read through quickly

Nc Guide to the SIOP Model Institute Strategies
Procedural Scaffolding Student Independence Whole Class Small Group Paired/ Partner Independent Work Procedural scaffolding also refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency and skills. More experienced learners assisting less experienced - Focused more on student groupings Gradual release of responsibility (AOL) Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87. How does this relate to the Anatomy of A Lesson (AOL)

Nc Guide to the SIOP Model Institute Strategies
Procedural Scaffolding Increasing Student Independence Teach Model Practice Apply According to Echevarria, Vogt, and Short (2000), teachers use an instructional framework that includes explicit teaching, modeling and practice that provide procedural scaffolding. . Focused more on how the teacher is delivering the information Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

Scaffolding Activity Directions:
Identify your targeted scaffolding activities. Share a description of your activities. Share examples of how you would use these in your own classroom.

How Do YOU Use Graphic Organizers?
Graphic organizers help students classify ideas and communicate more effectively. They can be used in a variety of contexts and help students build connections, define relationships and strengthen concepts. They help the brain to think. Using the Chart paper at your table, draw one graphic organizer that you use during instruction. Share how you use it.

Strategies Metacognitive (Thinking about Thinking) Cognitive (Active Learning) Social/Affective (Interactive Learning) Questioning Higher Order Thinking Scaffolding Building Independence

Social/Affective Strategies
Interactive Learning interaction/questioning cooperative learning group discussion/self talk i.e.. think/pair/share How students are interacting while they are learning. Could be student/teacher OR student/student

SQP2RS: A Multi-step Reading Strategy (Echevarria, Vogt, & Short, pp
Activity: Work together in a group. Use the SQP2RS strategy to read and learn about the SIOP strategies discussed in your book on pages Summarize the text. Share your summaries. Pages Think – Pair – Share How was this different from your typical reading experience? How can this strategy help English language learners be successful?

Strategies Content Objectives: Language Objectives:
What did you learn? Content Objectives: I can identify the Strategies component of SIOP and the three features of this component. I can discover ways to implement and teach strategies that will assist student learning. Language Objectives: I can discuss how strategies are used to read and comprehend text. I can apply SQP2RS strategies and orally share strategies with the group.

Interaction Opportunities for Interactions Group Wait Time
Clarifying Key Concepts In L1 5th component with 4 features Group Configurations Wait Time

Interactions Content Objectives:
I can identify the Interaction component of SIOP and the four features of this component. I can explore how grouping can facilitate interaction. Language Objectives: I can discuss ways to foster interaction. I can reflect and elaborate on instructional conversations in my own classroom. Present examples of cooperative learning activities that promote interaction and use of language among students. Turn and talk: Share an Activity that you have done in your classroom that required interaction Teachers need to provide frequent opportunities for interaction and discussion in the classroom Teacher talk vs. student talk Key words carefully planned Lessons Variety of activities using structutured discussions VIDEO

Learning is more effective when students have an opportunity to participate, fully-discussing ideas and information.

Clarifying Key Concepts In L1 Group Configurations Wait Time

Instructional Conversations
An interactive approach–where there is more balance in student talk and teacher talk –is effective in promoting meaningful language learning opportunities for ELs. Instructional conversations provide a context for learning in which language is expressed naturally through meaningful discussion. In a teacher dominated instructional approach the teacher typically talks about 80% of the time and the students talk 20% of the time. So in a 60 minute class period that means the teacher is talking for 48 minutes and the students are talking 12 minutes!! In an interactive approach to instruction, the amount of time that the teacher talks and the students talk is more balanced. Sort Instructional vs. Typical Conversations

Instructional Conversation
Contrast Typical Instruction with Instructional Conversations (I.C.) p. 124 Elem. SIOP Typical Instruction Teacher-centered Exact, specific answers evaluated by the teacher No extensive discussion Skill-directed Easier to evaluate Check for understanding Mostly literal level thinking and language use. Instructional Conversation Teacher facilitates Many different ideas encouraged Oral language practice opportunities using natural language Extensive discussion and student involvement Draw from prior or background knowledge Student level of understanding transparent Fewer black and white responses Mostly higher level thinking and language use. “An instructional conversation (IC) approach differs from typical teaching because most instructional patterns in classrooms involve the teacher asking a question, the student responding, the teacher evaluating the response and asking another question.” (Cazden, 2001) In contrast, the typical format of an IC approach begins with the teacher introducing the group to a theme or idea related to the text, then relating the theme to students’ background experiences. Next, the teachers shows the text to be read and asks prediction questions. A the text is read, it is “chunked” into sections to provide maximum opportunity for discussion, constantly relating the theme and background experiences to a text-based discussion.” p. 124 Elem. SIOP Natural language – opportunities for them to practice the language of social interaction Discuss similarities and differences between typical and instructional conversations.

Benefits on Interactions
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 Interaction gives ELLs the structured opportunity to use academic language in meaningful ways – not simply the quantity but the quality of language exposure Frequent opportunities for interaction and/or discussion between teacher/student and among students that encourage elaborated responses about lesson Written interaction (dialogue journals) can be teacher/student or student/student Provides oral rehearsal – gives ELLs time to collect thoughts and pull up language needed to express idea, then practice saying idea aloud with someone before required to speak in front of others. Promotes a positive social climate – more fun than working alone Promotes positive social climate – affective filter reduced and more students feel comfortable to participate since smaller grouping when sharing ideas is less threatening.

Fostering Interaction
Student-Student Putting students in pairs, triads and small groups Types of activities that encourage “table talk” Literature circles, think-pair-share, jigsaw readings, debates, science or math experiments. Student-Teacher Dialogue journals, pen-pals, blogging,

Fostering Interaction
Other Opportunities Turn to your partner Volunteer your partner Explain a process to your partner Song lyric rewrites – content-based Choral reading, reader’s theatre, drama, charades Dialogue journals or e-pals Extended Responses For more learning activities that promote interaction, see handout on ESL resource page under SIOP Turn and talk at your table and discuss ways you currently foster interaction. How can you encourage students to TALK more?

Extending Students’ Responses
Tell me more about that… What do you mean by…..? What else…. How do you know……? Why is that important? What does that remind you of? “It is easy to imagine how students could become disinterested, passive learners in a class in which the teacher accepts minimal participation and does the majority of the talking.” SIOP teachers encourage elaborated responses from students by using a variety techniques that will take students beyond simple yes or no answers and short answers. HANDOUT

COOPERATIVE LEARNING Type of group to set up Changing groups
Random Voluntary Teacher assigned Possible Group roles Group recorder Materials collector Reporter Final copy scribe Illustrator Timekeeper Cheerleader/facilitator Monitor Messenger Changing groups Frequency Management Regarding cooperative learning activities like the one you just did at your table, comments made often that cooperative learning is noisy, gets out of control and wastes time. For cooperative learning to be an efficient and effective learning tool, there are several considerations that need to be made ahead of time: -Consider what types of groups you wish to have – which of course will be determined by the activity involved. -Your groups should be changed frequently – some students may be reluctant to work with a particular person at first but since they know the groups will soon be changed, unnecessary/time-consuming complaints can be avoided. and rules/expectations made clear ahead of time to students for group management to be effective. -Students should have a clear understanding of how much time is allotted to the activity and what they are expected to have accomplished at each step/end of class period/week/date etc. -Each member of a group should be assigned a role. Duties of each role should be made clear orally and in writing as necessary and modeled before the activity begins. Cooperative learning supported by Marzano in his book: What Works in Classroom Instruction by Robert J. Marzano, et. al. He states that research shows that organizing students into cooperative groups yields a positive effect on overall learning. When applying cooperative learning strategies, keep groups small and don't overuse this strategy-be systematic and consistent in your approach. Applications: * When grouping students, consider a variety of criteria, such as common experiences or interests. * Vary group sizes and objectives. * Design group work around the core components of cooperative learning-positive interdependence, group processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability. Time & deadlines clear Clear expectations

Cooperative Group Activities
Information gap activities Jigsaw Four corners Numbered heads together Round robin/roundtable Questionnaires & interviews Three-step interview Literature study groups Writing headlines Science & math investigations Think-pair-share 3 step interview - partners interview each other and paraphrase important info. Each pair joins another pair and shares (paraphrases) what partner said Do you currently use cooperative group Activities in your classroom? Which ones do you use?

JIGSAW Directions: In small groups you will read,
discuss and present your activity. Assign each group member a role. You will need the following: TIMEKEEPER READER PRESENTER RECORDER Cooperative learning activities are cut into strips from the handout and placed in envelopes – one envelope per table. 1.Have groups review the activities on handout and select 1 or 2 activity strips from the envelope and let each member of a table choose an activity to present to their table partners. The activity (ies) an be adapted to the participant’s content area/grade level as needed. 2.Provide time for each person/group to prepare his/her cooperative activity and have each person/group identify language and content objectives for the activity that was chosen to present. 3. Tables discuss whether the activity meets the objectives described. 4. A couple of volunteers share their activity with the whole group. 1. Explain the activity. 2. How can we use it? 3. Give an example of how it can be used in our classrooms?

Clarifying Key Conepts In L1 Group Configurations Wait Time

Benefits on Varied Grouping
When students are working in small-guided instruction groups, the teacher can easily differentiate to meet the students’ needs regarding: skill focus, language development, and/or assessment of the student’s progress. Moving from whole group to cooperative groups or partners adds variety to the learning situation and increases student involvement in the learning process. Diversifying classroom configurations - whole group, to small group, to pairs to individual work - allows students to learn new information, discuss it and process it. Note for 2nd bullet – Changing groups allows them to have some much needed movement. When students are active, their brains are provided with oxygen-rich blood needed for highest performance. Note for 3rd bullet – This is usually achieved with the use of the gradual release of responsibility model, which slowly and purposefully shifts the workload from the teacher to the students.

Grouping Configurations
Research Says…. To maximize achievement, a balance is necessary between whole-group and small group learning in the classroom. Organizing students into smaller groups for instructional purposes provides a learning context that whole-group teacher-dominated instruction doesn’t offer. SIOP recommends that you use at least 2 different grouping configurations during a lesson – this can be whole group and then partners or small groups and then individual work. Falls in line with AOL

Grouping Configurations
HOW? individual work partners triads small groups of 4 or 5 whole group homogeneous or heterogeneous - gender -language proficiency -language background -ability Different grouping configurations have different advantages and disadvantages. Best to vary how you group learners to make the most of these differences. Sometimes weak learners can benefit from working with stronger students. ELLs may be able to accomplish a task that would be too difficult for them to carry out on their own under the guidance of another more proficient student. This follows Vygotsky’s zone of proximal development (ZPD). According to Vygotsky this is the most active and productive site of language acquisition. It does little good to ask learners to perform tasks that they cannot do at all. Instead, they should be encouraged to observe, listen, and gradually begin to collaborate in the activity, finally doing the task themselves. Help from peers is a necessary step on the way to language acquisition. The teacher can’t provide this guidance for every student all the time so pair ELLs with stronger peers. But, remember, if this is always the grouping, the weaker student may not have the needed opportunity to interact. Sometimes matching students of similar ability is best. Homogeneous grouping according to language proficiency might be effective (when working on a particular language structure that novices esp. need to learn). Also, when possible, make the ELL the expert – in math, art, construction English language proficiency is not the only criterion for grouping. Sometimes pair students with the same L1 to clarify concepts. Grouping Configurations For training the teachers: birthdays by season birthplace by geography taught in NC only vs. elsewhere For teaching the students: Group students to support language and content objectives Teacher can choose groupings or can allow students to choose (methods for teacher choice on next page…) If you choose to have students choose teams, to avoid having some students always be picked last, let last few students pick the group instead of having the team captain pick the students

No. of Effect Sizes (ESs)
Homogenous Grouping vs. No Grouping Synthesis Study Focus No. of Effect Sizes (ESs) Ave. ES Percentile Gain Slavin, 1987 Ability grouping (general) 7 .32 12 Kulik & Kulik, 1987 A.G. (general) 15 .17 6 Kulik & Kulik, 1991 11 .25 10 Louet al., 1996 103 Low-ability students 24 31 14 Medium-ability .19 High-ability 18 .28

Homogenous Grouping Vs. Heterogeneous Grouping
Ability Level of Students No. of Effect Sizes (ESs) Ave. ES Percentile Gain Low Ability 4 -.60 -23 Medium Ability .51 19 High Ability 5 .09 3

Size of Groups Group Size No. Of Effect Sizes (ESs) Ave. ES
Percentile Gain Pairs 13 .15 6 3-4 38 .22 9 5-7 17 -.02 -1

Benefits for Hispanic Students
Collectivist culture: often want to accomplish goals together (Rothstein-Fisch, Greenfield, & Trumbull, 1999) Respond well to group efforts, group activities, and assisting others in developing new ideas or learning Helps with language development (McGroarty, 1993) Increases comfort level

Increase Interaction “Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Stephen Krashen

Cooperative Grouping Task
Resource person, Brainstormer, Writer, Timekeeper, Presenter 1) What questions should teachers consider before creating cooperative groupings? 2) What are the teacher responsibilities during cooperative groupings?

Questions to Consider in Creating Groupings
Do the students work well together? How big will the groups be? Will the groupings allow all students to participate? Do they work well in diverse groups? How will the seating be organized? How will the ELL Language buddies be used?

Teacher Responsibilities
Teacher is a facilitator, resource person, and observer. Teacher circulates, answers group questions, keeps groups on task, and makes sure each student is an active participant. Teacher determines if there is sufficient time to complete task. Teacher joins groups that need extra help.

Cooperative vs. Group Work
Cooperative Work Students need each other to complete task. interdependence All students in group need to do well for the group to do well. individual accountability Group Work One student could do all the work while others watch. Some students could do well while one or a few do not.

Cooperative vs. Group Work
Cooperative Work Individual performance is required. individual accountability Participation is equal. All members are active at once. Group Work Not everyone is required to perform. Some just do “busy work.” One or a few could do all the work. A lot of wait time when students are not active.

Tips for Managing the Cooperative Classroom
Use strategies routinely. Use quiet signal. Use voice only group members hear. Use signal to check noise level. Arrange room for easy communication. Ask for teacher assistance after asking other members. Provide overview of entire activity. Repeat and model directions.

Clarifying Key Concepts In L1 Group Configurations Wait Time

Do you give students sufficient wait time to respond?
Elbow Partners 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? Rhetorical questions…

Why Wait? ELLs need time to translate, often in their head
Wait 7-10 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.” Remember “Hierarchy of question types” that was discussed in the previous component: Point to Yes/no Either/or WH Open-ended So, for example, instead of asking an open-ended question like “ What do you think will happen to the plant if it doesn’t get any water?” you can ask “Will the plant survive or die if it has no water?” Building in Wait Time: How do you do it?

Clarifying Key Concepts In L1 Explain the features of the component briefly, and lead into the next slide that explains in more detail…JUST REMIND PARTICIPANTS THAT THESE FEATURES ARE IMPORTANT TO MAKING REVIEW AND ASSESSMENT EFFECTIVE IN OUR CLASSROOMS. IT IS THE EXPLICIT REVIEWING OF VOCABULARY AND CONCEPTS THAT HELP STUDENTS ACQUIRE INFORMATION BEYOND THE TEST. IT IS ONGOING ASSESSMENTS AND CONSISTENT POSITIVE FEEDBACK THAT DRIVES OUR INSTRUCTION, AND PROVIDES THE RIGHT DIAGNOSIS FOR STUDENTS AT RISK, AND THE RIGHT INTERVENTIONS FOR HELPING ALL STUDENTS SUCCEED. Group Configurations Wait Time

Clarifying Concepts in Students First Language
Although SIOP instruction involves teaching subject-matter material in English, children should be given the opportunity (when available and needed) to have concepts or assignments explained in their L1. Although we may not always have a bi-lingual speaker on hand to do the translating, you could let peers with the same first language confer and discuss the concepts taught in their L1. Also, with websites offering word translation capabilities and with bilingual dictionaries, all SIOP classrooms should have resources in the students’ native languages. While many translation sites aren’t perfect for transcribing long documents, they can be useful for looking up a a specific vocabulary term. From my experience, Google Translation offers the most language possibilities for translation but Yahoo Babel Fish is also really good but doesn’t offer as many languages.

Teaching Scenario Read assigned scenario in SIOP book focusing on numbers 18 (Wait Time) and 19 (Clarifying Key Concepts in L1): Mrs. Aguirre pg Mr. McQuaid pg Miss Dimitrievska pg Rate elements 18 and 19 on a scale of 0 to 4 using the observation protocol found in your book Check ratings in book on pg 168

Interactions Content Objectives:
I can identify the Interaction component of SIOP and the four features of this component. I can explore how grouping can facilitate interaction. Language Objectives: I can discuss ways to foster interaction. I can reflect and elaborate on instructional conversations in my own classroom. Present examples of cooperative learning activities that promote interaction and use of language among students.

Practice And Application
Hands on Practice with New Knowledge Integration of All Language Skills Application of Language and Content Knowledge In New Ways 6th component – 3 features

Practice and Application
Content Objectives: I can identify the Practice and Application component of SIOP and the three features of this component. I can Identify a variety of ways for students to enhance their learning through hands-on practice. Language Objectives: I can brainstorm activities that integrate different language skills as students practice new content knowledge. I can discuss the importance of linking practice and application activities to specific learning objectives.

Hands on Practice with New Knowledge Integration of All Language Skills Application of Language and Content Knowledge In New Ways

Hand On Practice With New Knowledge Students have a greater chance of mastering content concepts and skills when they are given multiple opportunities to practice in relevant, meaningful ways.

Activities to Provide to apply content and Language objectives
• “For students acquiring a new language, the need to apply new information is critically important because discussing and “doing” make abstract concepts concrete. Application can occur in a number of ways, such as clustering, using graphic organizers, solving problems in cooperative learning groups, writing a journal, engaging in discussion circles, or a variety of other meaningful activities (Peregoy & Boyle, 2005). Mainly we must remember that we learn best by involving ourselves in relevant, meaningful application of what we are learning.

PRACTICE & APPLICATION
Taking information learned from mind and actually applying it Connect abstract concepts with concrete experiences.

Tools Purpose Hands-on materials and/or manipulatives Language and content knowledge-rich activities Language skills-integrated activities For students to practice with new content knowledge For students to apply learning in the classroom For students to develop reading, writing, listening and speaking skills

Directions: Watch the video. Use the observational rubric to evaluate the lesson. Think about the features of Practice and Application. Let’s talk about it! VIDEO

Integrate ALL 4 Language Skills
Reading, writing listening, and speaking are complex, cognitive language processes that are interrelated and integrated. The language processes – reading, writing, listening, and speaking – are mutually supportive. Although the relationships among the processes are complex, practice in any one domain promotes development in the others. Language processes should never be taught in isolation. With AOL template, you may not address all 4 in a daily plan, but in a weekly or unit plan, you should be addressed all 4. Reflect back on a lesson previously taught. What language domains were you focused on most.

Activity 1. Choose a tool that you currently use in your classroom for instructional purposes. 2. Discuss at your table how you use this tool to provide opportunities for students to practice and apply new content knowledge. 3. How does this tool integrate all 4 language domains?

Content Objectives: I can identify the Practice and Application component of SIOP and the three features of this component. I can Identify a variety of ways for students to enhance their learning through hands-on practice. Language Objectives: I can brainstorm activities that integrate different language skills as students practice new content knowledge. I can discuss the importance of linking practice and application activities to specific learning objectives.

Review – NC SIOP Video Directions:
Refer to Observation Protocol in SIOP book Rate the assigned SIOP Components and Features using the Observation Protocol while observing the classroom video Write short notes next to ratings of Features Share your ratings and observations Option 1 – Show minimum of 15 minute SIOP classroom video Focus on 1,2,9,10,12,13,15,16,18,20,22 Let’s talk about it! DVD

Carousel Activity Directions: Using the charts around the room labeled with the SIOP components we have discussed to date, write one thing you learned about each component.

POPCORN Objective: I can review /key concepts/ from yesterday’s lesson. Language Objective: I can /orally express answers/ using a cloze activity. DIRECTIONS:

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