1. English Learners EESL 650University of Alabama at BirminghamSummer-2010 Pieces of the Puzzle IPOTs/Interaction Candace Ferrell Ave Jack Lyn Macqueen Emily Murray

2. Objectives Participants will – discuss the featured IPOTs with partners – record ideas for using IPOTs in their classroom using a graphic organizer

3. Talk-to-Learn Purposeful talk supports oral language development Better oral language skills associated with – more and better use of L2 – ability to use complex language learning strategies – HOTS developed – better grasp of content area vocabulary Kersaint, Thompson, and Petkova (2009)

4. Purposeful and Consistent Talk All teachers incorporate interactive peer-to-peer oral techniques (IPOTs) – part of every lesson – use lesson concepts to practice vocabulary and language structure – small group or partner – everyone talks and listens Short, Vogt, and Echevarria (2011) Spezzini (2009)

5. Familiar IPOTs Think-pair-share Turn and Talk Adding to the Circle RUSD (u.d.) Spezzini (2009)

6. Parallel Lines Grade Levels: all Grouping Configuration: groups, whole class Time Involved: varies Materials: index cards or graphic organizer Preparation Level: moderate Short, Vogt, and Echevarria (2011) Spezzini (2009)

7. Parallel Lines Procedure: – students form two lines – line one: read question to line two partner – line two: answer question – line one: confirm/correct – line two: move one space – continue until line two answers all questions – lines switch roles Spezzini (2009)

8. Parallel Lines: Language Arts Objective: define key terms in book/story/play Activity Purpose: review vocabulary Preparation: index card for each term with term and definition on opposite sides

9. Hot Onion Grade Levels: all Grouping Configuration: medium groups (6 – 8), whole class Time Involved: varies Materials: paper strips of prompts/questions to form onion/ball Preparation Level: moderate RUSD (n.d.)

10. Hot Onion Procedure: – students form circle – hot onion: ball formed from question strips – students toss/catch hot onion – catcher: peels off top strip and responds – students assist/verify/correct responses – catcher tosses hot onion – continue until onion is peeled RUSD (n.d. )

11. Hot Onion: Math Objectives: demonstrate computational fluency; communicate math concepts Activity Purpose: practice/explain computational technique after introduction Preparation: hot onion made from one strip for each practice exercise

12. Milling to Music Grade Levels: all Grouping Configuration: partners Time Involved: 5 – 10 minutes Materials: music and speakers loud enough for the class to hear Preparation Level: minimal Short, Vogt, and Echevarria (2011)

13. Milling to Music Procedure: – students get discussion material – music starts, students walk – music stops, students find partner – teacher gives prompt – students share with partner – music starts, students walk – music stops, find new partner – repeat until all questions answered Short, Vogt, and Echevarria (2011)

14. Milling to Music: Science Objectives: use periodic table to determine basic information about elements; communicate science concepts Activity Purpose: practice using periodic table Preparation: list of prompts Short, Vogt, and Echevarria (2011)

15. Wandering Interviews Grade Levels: all Grouping Configurations: whole class Time Involved: varies Materials: list of questions Preparation Level: moderate RUSD (n.d.)

16. Wandering Interviews Procedure: – distribute question sheet 1/student – students move around class and ask questions – student answers and initials questioner’s sheet (can sign a questioner’s sheet only once) – can sign own sheet once – sit when all questions initialed – debrief RUSD (n.d.)

17. Wandering Interviews: Social Studies Objectives: compare development of early world religions and their beliefs; use key terms to describe historical events Activity Purpose: review Preparation: list of questions

18. Heads Up!

19. References Kersaint, G., Thompson, D., & Petkova, M. (2009). Teaching mathematics to English language learners. New York, NY: Routledge. Riverside Unified School District English Learner Services (n.d.). Interactive strategies descriptions. Retrieved from http://englishlearners.rusd.k12.ca.us/Documen ts/7- 12%20ELS/Interactive%20Strategies%20Descrip tions.doc. Short, D. J., Vogt, M. E., & Echevarria, J. (2011). The SIOP model for teaching science to English learners. Boston, MA: Pearson Education, Inc. Spezzini, S. (2009). Fostering language in English language learners through grammaring and IPOTs. Focus on Teacher Education,9 (3), 5- 6.

20. Instructional Notes Notes to users of presentation: – Materials needed Chart paper, markers, tape – Equipment needed Computer, LCD projector – Presentation format Small group, faculty mtg, dept mtg… – Activities or handouts needed Organizer to record ideas about use of the IPOTs Hot Onion to review IPOTs presented This slide will be hidden during presentation.