1. The SIOP® Model INTERACTION
NC Guide to the SIOP Model Institute The SIOP Model Overview
The SIOP® Model INTERACTION
1 min
The Common Core State Standards has raised the rigor required for all students to use academic languag. We have a saying “Use it or (here prompt participants to finish this expression) …lose it”. This saying definitely applies to language. If we don’t have our students use English, they will never learn it.
Let’s review which interaction strategies we have used so far in this training: Think-Pair-Share, Four Corners, elbow and eyeball partners… 1 1

2. Content Objectives We will
Select from a variety of activities that promote interaction to incorporate into lesson plans
Design grouping patterns that support lesson content and language objectives
Identify strategies to increase wait time
1 min
By the end of this session you should be able to…
Note to presenters: There are several ways to present content and language objectives. We suggest that you vary the presentation of these as you go through each component. You might:
Ask participants to read them aloud.
Ask one participant to read them aloud.
Ask participants to read them silently.
The presenter reads them.
The next 3 ideas are from Making Content Comprehensible 4th edition, Teaching Ideas for Lesson Preparation p. 44
Ask participant to pick out important words from the objective and highlight them.
Ask participants to paraphrase the objective with a partner, each taking a turn, using the frame: “We are going to learn___”.
Present the objective and then do a Timed Pair-Share, asking participants to predict some of the thing they think they will be doing for this section.

3. Language Objectives We will:
Use a common response expression such as I agree…., I think…. I don’t understand…., I believe etc” during group activities to describe strategies to reduce the amount of teacher talk in a lesson.
Use appropriate phrases to add ideas to a common list (another idea…how about…, another option..) to explain how students might use their native language to clarify concepts.
2 min In terms of language use, at the end of this session you should be able to:…..
Our language objectives attempt to model the form that Language Objectives will take in your classes. In the classroom you, North Carolina’s teachers, would teach the language indicated in the language objective in conjunction with the content objective. You would aim to include the four domains of language (listening, speaking, reading and writing) throughout the unit. The words italicized in blue are language features a teacher might focus on.
Note to presenters: There are several ways to present content and language objectives. We suggest that you vary the presentation of these as you go through each component. You might:
Ask participants to read them aloud.
Ask one participant to read them aloud.
Ask participants to read them silently.
The presenter reads them.
The next 3 ideas are from Making Content Comprehensible 4th edition, Teaching Ideas for Lesson Preparation p. 44
Ask participant to pick out important words from the objective and highlight them.
Ask participants to paraphrase the objective with a partner, each taking a turn, using the frame: “We are going to learn___”.
Present the objective and then do a Timed Pair-Share, asking participants to predict some of the thing they think they will be doing for this section.

4. Interaction Features Clarify Frequent Key Concepts Opportunities in L1
for Interaction
1 min
The features of Interaction are designed to provide teachers with concrete ways of increasing student participation and developing English language proficiency. When implemented consistently, these practices will facilitate students’ ability to meet the Common Core State Standards in the areas of listening and speaking. The Interaction features assist teachers to move from whole-class instruction to providing small-group opportunities and sharing responsibility for learning with students working in small groups or with partners. We will discuss a balance of teacher presentation and productive group work as well as a balance between wait time for student responses and the need to move a lesson along. Finally, we will consider how to provide our English learners with opportunities to clarify what they are learning in their first language, L1.
Grouping
Configurations
Sufficient
Wait Time

5. Clock Buddies
4 min
One way to allow students to move around in a structured way and to provide partners other than those sitting next to them is to use “clock buddies.” We will use clock buddies today so find a buddy/a date for 12:00, 3:00, 6:00, and 9:00. Write the name of the person at that hour and he/she writes your name down at the same time too.
Model how to do this with a participant showing that his name goes on my page at 12:00 and my name goes on his name at 12:00. Just 1 partner.
-Allow music to play.
-Take note of anyone who cannot find someone for a specific time. You will want to help that person find someone
-Ask participants to set that off to the side - it will be used later on.
When using this techniques you can have your students pick a partner for each hour or choose whatever hours you decide.

6. Brainstorm Interaction in the SIOP Classroom
Find your 6:00 buddy and discuss 2 points:
what interaction strategies you have used in your classroom this year.
Pros and cons of interaction
Then, go back to your seat and share out as a group what you discussed with your partner.
Presenter walks around and at end of discussion either shares some groupings she/he overheard or asks 1 or 2 participants to share some interaction strategies shared at their table.
Also debrief pros and cons of Interaction

7. Benefits of Interaction
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
1 min
This is a summary of our debrief on the benefits of interaction.
Notes below provide ideas to elaborate on these points as necessary.
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.
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.

8. Activity: Table Discussion
Teacher comment:
“My content is so packed that I can’t cover everything if I allow student talk. Lecture is the best way to ensure I’m where I need to be to complete all objectives before the test”.
3 min
Now that we have discussed the pros & cons of Interaction how would you respond to this teacher?
Have tables discuss teacher comment on slide. Whole group feedback on thoughts.
Remind participants that they as teachers can cover the content by lecture or having students read, but discuss “cover” content vs. learn the content.

9. National Literacy Panel on Language Minority Children and Youth
Reading comprehension and writing are positively correlated with oral language proficiency +
1 min
The Common core State Standards demand achievement in reading and writing. To meet this rigor in reading and writing we must provide our students with opportunities to use oral language.
**Connect to CCSS Speaking Standards – quote standards and/or give examples
Resource: “Making Content Comprehensible for ELs” 4th ed. p.149 – outlines research findings from National Literacy Panel on Language Minority Children and Youth. Teaching that develops oral language proficiency is also needed to promote proficiency in reading and writing in English.
August & Shanahan, 2006b

10. Interaction Features Clarify Frequent Key Concepts Opportunities in L1
for Interaction
I min
This feature emphasizes the importance of balancing linguistic turn-taking between the teacher and students, and among students. It also highlights the practice of encouraging students to elaborate their responses rather than accepting yer/no and one-word answers.
Grouping
Configurations
Sufficient
Wait Time

11. Video T-chart Grouping Pattern Rationale 1 min
Directions: while watching the video, we will examine opportunities for interaction that Angie Aldrich provides her math students. Make notes about the grouping patterns that the teacher uses in her lesson in the left column. Write the rationale for using each pattern in the right column and relate to the language and content objectives. Please reproduce this T-chart on your own paper.

12. Angie Aldrich’s Math Class
5 min
In the video we will view, let’s watch Angie Aldrich’s 1st grade math class
For clip go to:
CAL DVD The SIOP Model: Sheltered Instruction for Academic Achievement
Under Interaction video CLICK
Note: Angie Aldrich has a grade one class and is teaching addition stories.

13. Video T-chart Grouping Pattern Rationale 3 min
After watching the video, discuss the grouping patterns/rationales and relate to the language and content objectives.

14. Example: Cooperative Learning Activities
- Three-step interview
- Story summaries
- Literature study groups
- Writing headlines
- Science & math investigations
- Think-pair-share
- Information gap activities
- Jigsaw
- Four corners
- Numbered heads together
- Round robin/roundtable
- Questionnaires & interviews
10 min
Have participants find, in their handouts, Cooperative Learning with Language Minority Students (BLM #3).
Ask volunteers to share experience they had with an activity listed on the slide. Locate remaining activities on handout pages, read through group and clarify how to do activity as needed.

15. Activity: Design a Cooperative Learning Activity
Distribute all cards in envelope among participants at each table
Silently read the activity on each of your cards and choose one that you could use in your classroom
Create an actual activity using that idea for your classroom/content area
Share with the group at your table
10-15 min
BEFORE session, ensure that Cooperative learning activities are cut into strips from the handout and placed in envelopes – one envelope per table.
1. In previous slide group reviewed the activities on handout. Now they are to select 1 or 2 activity strips from the envelope and each member of a table should choose an activity to present to their table partners. The activity (activities) can 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.

16. Interaction Features Clarify Frequent Key Concepts Opportunities in L1
for Interaction
1 min
To maximize achievement, a balance between active and passive learning is necessary. Varying grouping configurations – by moving from whole to small group, whole group to partners, small group to individual assignments—provides students with opportunities to learn new information, discuss it, and process it.
Grouping
Configurations
Sufficient
Wait Time

17. Activity: Jigsaw Reading
Count off from 1-4 & Move to your group
#1 – read Making Content Comprehensible, Feature 17 p
#2 – read/discuss the WIDA Focus bulletin, Group Work for Content Learning, in your handout p.1-3, 8
#3 – read/discuss the WIDA Focus bulletin, Group Work for Content Learning, in your handout p.4-5
#4 – read/discuss the WIDA Focus bulletin, Group Work for Content Learning, in your handout p.6-7
20 min
Have participants form groups for jigsaw reading. If there are too many people in the 4 groups divided these into a manageable number. Click and show the rest of instructions which tell what each group will read. All groups reading the WIDA Focus bulletin should also read the key terms on page 1.
When groups have completed their discussion, ask them to return to their home group (their table) and share the information they learned.

18. Whole-Group Debrief
What do the CCSS and NGSS say about student communication?
What are perspectives from second language acquisition theory?
What are key elements of effective group work?
Now that you know this, what are you going to consider when grouping your students?
5 min
Participants share findings.
Note: CCSS=Common Core State Standards and NGSS=Next Generation Science Standards
***Make comment about TEACHING students how to work in pairs, “with your team” etc. For example, show/rehearse possible responses, feedback, questions can ask each other etc. Always say “work with a partner etc” but do not show/model how to do this so all participate and interaction is of quality
Reiterate the importance of students’ social skills to effectively collaborate during group work. Assign roles, but ensure students understand role and how this role to collective result
Presenter needs to model and rehearse how you teach students to work effectively in a group.

19. Interaction Features Clarify Frequent Key Concepts Opportunities in L1
for Interaction
1 min
Wait time refers to the length of time a teacher pauses between asking a question and accepting a response. Research tells us that generally in US classes students must begin a response within one second after a teacher asks a question otherwise the teacher repeats, rephrases or calls on another student. Yet research also tells us that sufficient wait time increases student talk and allows for more student-to-student interaction for both Els and native English speakers.
Grouping
Configurations
Sufficient
Wait Time

20. Think about it… 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?
1 min
Let’s think about these questions: Rhetorical questions…give participants time to reflect on the 3 questions posed.
How much time does a teacher usually give before expecting students to answer?

21. Share out ways to “wait”
Why Wait?
ELLs need time to translate, often in their head
Share out ways to “wait”
Wait 7-10 seconds before moving on
Rephrase question so less language work
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.”
3 min
English learners need time to process the question and to formulate the wording of their thoughts in a new language. Ask participants to share out ways teachers can balance between wait time and moving the lesson forward. Record participants suggestions on flip chart.

22. Interaction Features Clarify Frequent Key Concepts Opportunities in L1
for Interaction
1 min
Other than in dual language schools, SIOP instruction involves teaching content in English. However, SIOP supports the notion that students should be given the opportunity to have a concept or assignment explained in their first language as needed.
Grouping
Configurations
Sufficient
Wait Time

23. Using First Language Support Materials
Settanta
Shalom
Dictionnaire
Auf Wiedersehen
Tsiaj txhu
ﻩﺩﺭ
Using First Language Support Materials
                           
Wahid
Trabajador
3 min
Let’s briefly address some cautions with the use of first language support materials.
1. We should be careful when using those materials in the first language that accompany textbooks. These materials can be used prior to teaching a unit/topic, as an intro/preview for students so they have a head start and will not be so lost during instruction of the topic; OR as an after-unit support to help summarize the key points/facts of the topic for the student and as a self-check that the students understood the concepts. L1 materials should not be used as the main teaching tool or source of information on the topic for the students, for several reasons:
-the student needs to learn the material IN ENGLISH since he/she will be assessed in English
-even if the support is in L1 it doesn’t mean that the student will necessarily understand the terminology in his/her language. Academic concepts need to be taught and even though they may be in your native language, there is no guarantee we will understand what they mean if we have not been taught them.
For example, language found in an insurance document or medical journal may be in English but may as well be written in another language since concepts are often “foreign” to the non-insurance guru or the non-medical person.
2. Be careful if you use an online translation dictionary. Sometimes their translations are not at all what we mean! I once had a parent call me to ask why we wanted parents to come to school to throw mattresses. Can you guess what event the school was holding? …a Spring Fling! So be careful!!! Get a native speaker of that language to review anything that is sent to parents!
giáo viên `
Valiente
Saludos

24. Activity: Think-Pair-Share
When, how and why do you use the students’ native language to clarify concepts?
5 min
Brainstorm with an elbow partner when, how, and why you might use the students’ first language to clarify concepts.
Debrief as a whole group with the next slide.

25. First Language Support
Encourage students to use L1 at appropriate times
Train bilingual paraprofessionals
Obtain native language materials (for support)
Organize peer tutoring /buddy programs
Promote parent/student discussion in L1
Use dictionaries (use caution with online translators)
bilingual dictionaries
native language dictionaries
5 min As click on each support ask if participants said these. Elaborate with participants and per extensions below. Ask if there are other ideas not listed.
Further points to consider with providing L1 support:
Encourage students to use L1 at appropriate times (to identify prior knowledge, brainstorm, clarify concepts); not for concurrent translations
Train bilingual paraprofessionals to preview lesson or discuss concept
Obtain native language materials for preview /post support
Promote parent and student discussion of what learned in school or how a concept applies in their culture/country
Use dictionaries – need to teach students how to use them!
Students’ use of L1 
To help one another  -to write in L1
To tutor other students  -to interact socially
To ask/answer questions  -to use bilingual dictionaries
To use native language dictionaries 
Teachers’ use of L1 
To check comprehension  -to interact socially
To translate a concept / word 
To explain an activity 
To provide instruction (dual language class) 
L1 support in the larger school context 
Content instruction in L1 (dual language programs) 
Instruction in L1 culture, history, and/or language arts (Spanish for Spanish speakers)
Library books in L1 
Communication to parents in L1 
Parents encouraged to read to students in L1
 Employ bilingual aids, counselors, staff / encourage bilingual volunteers  
Adapted from NCBE Program Information Guide Series, Number 14, Fall 1993, Applying Elements of Effective Secondary Schooling for Language Minority Students, Tamara Lucas

26. Literacy begins with language
1 min
To wrap up, remember:
Students who cannot understand or participate in classroom talk are barred from high achievement in reading and writing.
Groupings help teachers use class time to interact with individuals and small groups.
With the incorporation of appropriate, structured group activities all students can participate in our lessons and develop their language skills as well as acquire the content concepts we are trying to teach.

27. Sample SIOP Lesson Plan
10 mins
HO: Sample SIOP Lesson Plan: Making Predictions. This lesson plan was taken from the SIOP PD Toolkit with a few additions to reflect input from the CCSS and the WIDA ELD Standards.
We will model how the features of Interaction can be part of your lesson plan. Note Interaction features are highlighted in gray and have a comment.
Model the language objective when explaining the interaction features used in this lesson.

28. Owning Interaction
Continue to write a lesson plan you can use including the features of Interaction
Frequent opportunities for interaction
Grouping configurations support objectives
Sufficient wait time for student responses consistently provided
Ample opportunities for students to clarify key concepts in L1
Maximum 10 minutes
May consider having participants work on this for 10 minutes and complete it later . (that evening?). Participants can SIOP their lesson individually or with a partner.
Participants continue to SIOP their lesson, adding the features of Interaction.
Consider having participants work for 5-10 minutes, adding an (*) in the areas where they want to work or make notes to help them complete the plan later (evening??) Participants can SIOP their lesson individually or with a partner. 28 28

29. Language Objectives How did we:
Use a common response expression such as I agree…., I think…. I don’t understand…., I believe etc” during group activities to describe strategies to reduce the amount of teacher talk in a lesson.
Use appropriate phrases to add ideas to a common list (another idea…how about…, another option..) to explain how students might use their native language to clarify concepts.
1 min
Ask participants to give one or two examples of how they accomplished a language objective “i.e. think back on what you said to explain how students might use their native language to clarify concepts.”.
110 minutes without the minutes for working on the lesson plan. **PRESENTER ADJUSTS AS NEEDED **CONSIDER SPENDING LESS TIME ON JIGSAW READING or COOPERTIVE ACTIVITY CREATION

30. Content Objectives How did we:
Select from a variety of activities that promote interaction to incorporate into lesson plans
Design grouping patterns that support lesson content and language objectives
Identify strategies to increase wait time
1 min
Let’s check back and assess how well we achieved our objectives for this component. Very important self-check activity for students to gage how well learned the material of the lesson and what missing/need to ask for support with since he/she still feels unsure about a particular concept or area covered.