1. The SIOP Model: practice/application
Tina Kelman & Wendy Burt

2. Let’s Review Lesson Preparation Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review/Assessment

3. Practice & Application
Superman

4. Practice & Application
Content Objectives:
Identify a variety of ways for students to enhance learning through hands-on practice.
Create application activities that extend the learning in new ways and relate to language or content objectives.

5. Practice & Application
Language Objectives:
Design activities that integrate different language skills as students practice new content knowledge.
Discuss the importance of linking practice and application activities to specific lesson objectives.

6. Practice & Application
Limited English Proficient (LEP) students
English Language Learners (ELLs)

7. Statistics 5 million ELL in the United States
60% of ELLs qualify for free and reduced lunch
Eighth-grade ELLs’ scores are less than half of those of English speaking peers on test in reading and mathematics
Students from households which speak a language other than English at home lag twenty points behind in high school completion rates
These kids are our double and triple “dippers”

8. Stephen Krashen’s 5-pronged theory of Language Acquisition

9. Language Acquisition
Language acquisition is a subconscious and intuitive process…much like how children pick up their first language.

10. Language Acquisition
The monitor: If students learn language through rules, rather than naturally, fluency will be delayed.

11. Language Acquisition
The natural order of acquisition: ELLs will first acquire that which has the most meaning, form comes later.

12. Providing comprehensible input – to acquire language.
Language Acquisition
Providing comprehensible input – to acquire language.

13. The affective filter: a cognitive shut-down if anxious.
Language Acquisition
The affective filter: a cognitive shut-down if anxious.

14. Knowing vs. Doing Madeline Hunter (1982) said:
“The difference between knowing how something should be done and being able to do it is the quantum leap in learning…new learning is like wet cement, it can be easily damaged. A mistake at the beginning of learning can have long-lasting consequences that are hard to eradicate (p.71).

15. Practice & Application
It is essential that students acquiring English have multiple, daily opportunities to practice and apply what they are learning for two reasons:
Students are more likely to retain new information if they immediately put it to use
Teachers can assess students’ learning while they are practicing and applying their new understanding

16. Practice & Application
These opportunities for practicing and applying new learning must occur regularly within each lesson, not just at its conclusion.

17. Practice & Application
Learning to fly

18. Fortune Teller
Fold the bottom (short end) of a sheet of paper so that it is aligned with one side of the paper. Crease side making a big triangle. Cut the extra piece of the paper so that only the triangle remains.
Fold the triangle in half to make a smaller triangle. Crease the edges well.
Unfold the FT completely (square with lines to the center). Fold each of the four corners into the very center of the square (do not let the sides overlap).
Turn the FT over and fold each of the new corners into the center again. Crease all the edges well!

19. Fortune Teller 5. Fold the FT in half to form a rectangle.
6. Fold the FT in half one more time so that it is one small square.
7. Unfold the last two folds
8. Gently pull out the square flaps and insert your index fingers and thumbs of the FT in order to use.

20. Fortune Teller Add these questions to your flaps:
How much material should be practiced at one time?
How long should the practice sessions be?
How often should the practice sessions be?
How will they know if they have done well?
You will answer these questions as we go through this session.

21. 3 Components of Practice & Application
Hands-On Practice with New Knowledge
Application of Content and Language Knowledge in New Ways
Integration of All Language Skills

22. Practice & Application
Three-Minute Pause provides a break in large sections of content Provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification.
Tell students to turn to a partner:
Summarize Key Ideas Thus Far
Add your own thoughts
Pose clarifying questions to your partner, another group or the teacher

23. Practice & Application
Just like riding a bike…
Training wheels
Talking about experience
Listening to others describe the experience
Observing others
Help from others
Independent practice

24. Practice & Application
Remember!
There is a difference between talking about riding a bike, and actually riding it.
Just as there is a difference between classroom notes on how to solve inequalities in Algebra, and actually solving them.

25. Practice & Application
Hands-on materials and/or manipulatives
provided for students to practice using new content knowledge
Activities provided for students to apply content and language knowledge in the classroom
Activities integrate all language skills
(i.e., reading, writing, listening and speaking)

26. Practice & Application
Meaningful practice allows teachers the opportunity to observe the extent to which all students, especially English learners, understand new information and concepts

27. Practice & Application
Practice and application should include not only end-of-unit activities, but also opportunities to practice and apply what students have learned during lessons
When are kids going to learn the vocabulary & language if we never give them the opportunity to use it?

28. Practice & Application
Practice helps master skills
Reading
Writing
Listening
Speaking
Proficiency depends on opportunities for comprehensible input and targeted output

29. Practice & Application
Carefully choose activities in lesson
Activities must support students’ progress
Must target objectives
Differentiation

30. Hands-On Practice with New Knowledge
Hands-on materials/manipulatives
Makes practice more relative & meaningful
Increases chances of mastery
Enhances overall practice session
Connects abstract to the concrete
Hands-on materials
AbStrAcT
Concrete

31. Studies Show that We Learn
10% of what we READ 20% of what we HEAR 30% of what we SEE 70% of what is DISCUSSED with others 80% of what we EXPERIENCE personally 90% of what we TEACH others

32. Application of Content and Language Knowledge in New Ways
Questions to consider
Answers to remember
How much material should be covered at once?
How long in time should practice periods be?
Small, meaningful amounts of material
Short practice times

33. Practice & Application
Questions to consider
Answers to remember
How often should students practice?
How will students know how well they have done?
New material
Practice frequently
Old material
Space sessions
Give specific feedback

34. Practice & Application - Graffiti
In the version of graffiti described here, each group uses a different colored marker so that everyone can identify which group made which contribution to the charts.
After a specified period (usually no more than three to five minutes), and at a specific signal, each group rotates to the next chart page until the group has traveled full circle and arrived back at its page.
The rotation and recording aspect of the strategy should take about 15 to 20 minutes. If groups have too much time at any chart page, there won’t be anything for subsequent groups to write.
Subsequent groups may put checkmarks beside ideas to agree with them, may write disagreements beside items already recorded, or may add new information and ideas to the chart page.

35. Applying Knowledge Activities to apply content & language knowledge
Discussing and “doing” make concepts concrete
Involvement in relevant & meaningful application

36. What is meaningful practice…?
Practice that is directly tied to a standard

37. Carousel Brainstorming
Post charts on the wall with key questions or ideas at the top.
Groups are formed and one person scribes for the group and adds to the chart as they brainstorm.
Groups move to a new chart, read other groups’ responses and then add to the chart.
Teams may use a different color of felt pen.

38. Practice & Application-Vygotsky
Correcting Errors – Zone of Proximal Development which  is the difference between what a learner can do without help and what he or she can do with help.
“Zone of
Proximal
Development”
(can be learned
with
“scaffolding”)
Level of
development
currently out of
reach
Current
level of
development

39. Errors What about errors? Questions to consider: Level of development
Culture
Questions to consider:
Does the error impair meaning?
Are others making the same/similar mistakes?
Is a mini-lesson necessary?

40. ZPD Examples
A student is able to perform simple addition when working with a teacher or parent, but is frustrated when performing the task alone. By guiding the student to use tools and strategies, and by asking questions about why he/she is using each tool or strategy, the student is able to fortify knowledge and eventually add independently.
A 16 year old is able to effectively drive forward and backward but cannot parallel park. Through targeted guidance from a teacher, the child is able to learn how to park. 
A child is struggling to learn how to read. By working with the student to teach how to sound out words and use other word recognition strategies, the child is able to learn to read. 
An aspiring swimmer is attempting to learn a difficult dive. Knowing the strengths that she possesses in other diving techniques, her coach is able to directly target her instruction so that she can confidently conquer the dive. 

41. Language Skills Activities integrate all language skills
Reading, writing, listening & speaking
Read what we write
Talk about what we read
Listen to others talk about they read

42. Language Skills L1 – speaking & listening acquired first
L2 – reading & writing acquired first
All skills are interconnected
Different learning styles

43. Language Skills
Reading
Writing
Language
Speaking
Listening

44. Language Skills
“…although all identified language objectives in a lesson need to be practiced & applied as the lesson advances, not all language skills that are practiced need to be tied to an objective…”
P.143

45. Turn and discuss…
Think about a college or graduate school course. What is one activity you remember well? What made it memorable? Did it involve different learning styles or senses?
Now, think about a recent lesson you taught or observed. Was there an activity that would be memorable for the students? If not how could the activity have been more engaging and unforgettable? Did you incorporate all four language domains?
Explain to a partner why it is important to link practice & application activities to the learning objectives.

46. TPR
Create your own TPR signals for the different components of Practice and Application
Practice your signals
Each group presents to the whole group

47. Create your own TPR movement
Hands-On Practice with New Knowledge
Application of Content and Language Knowledge in New Ways
Integration of All Language Skills

48. Practice & Application Activities
Bingo
BYO Jeopardy
Poetry & Patterns – Math Haikus
Graphic Organizers
Jigsaw projects
Vocabulary Go Fish
Chants
Songs
Texas Two Step
Family Feud
Student created word problems
Student created test questions
Teach concepts to another student
Discussion circles
Solving problems in cooperative groups

49. Discussion Questions
What adjustments & techniques can a teacher use to provide ELs with successful experiences while they read, write, listen, & speak about new information?
What materials could you use in your classroom to meet all language skills?
Think back to a lesson you have given or been a part of. What could have been done differently to ensure meaning for all learners?

50. Conclusion Integrate 4 language components
Practice & application are essential for mastery
Patience with errors
Enhance with hands-on activities
Not all skills are linked to an objective

51. Practice & Application

52. Teaching scenarios Read the scenario, evaluate, and discuss the lesson
Mr. Nguyen, page 144
Ms. Dowden, page 145
Miss Delgado, page 146

53. Teaching scenarios SIOP evaluation Mr. Nguyen 2 3 Ms. Dowden 4
Hands-on materials & manipulatives
Activities for language & content
Integration of all language skills
Mr. Nguyen 2 3
Ms. Dowden 4
Miss Delgado 1