the siop ® model interaction. content objectives we will select from a variety of activities that...
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The SIOP® Model
INTERACTION
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.
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 that 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.
Frequent Opportunities for Interaction
Sufficient Wait Time
Clarify Key Concepts
in L1
Interaction Features
GroupingConfigurations
Clock Buddies
BrainstormInteraction in the SIOP Classroom
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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
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”.
National Literacy Panel on Language Minority Children and Youth
• Reading comprehension and writing are positively correlated with oral language proficiency
+
August & Shanahan, 2006b
Frequent Opportunities for Interaction
Sufficient Wait Time
Clarify Key Concepts
in L1
Interaction Features
GroupingConfigurations
Interaction
“It can be particularly tempting for teachers to do most of the talking when students are not completely proficient in their use of English, but these students are precisely the ones who need opportunities to practice using English the most”
Echevaria, Vogt, & Short, 2010
Teacher/Student
Dialogue Journals Instructional Conversations
Tell me more What else? How do you know? Why is that important? What does that remind you of? What do you mean by …?
Class Discussion
Student/Student
Upside Down Pyramid Think-Pair-Share Trade/Trade/Share Inner/Outer Circle Frozen Moment Dinner Party Find Your Match Gallery Walk
Example: Cooperative Learning Activities
- Information gap activities
- Jigsaw
- Four corners
- Numbered heads together
- Roundtable
- Questionnaires & interviews
- Three-step interview
- Story summaries
- Literature study groups
- Writing headlines
- Science & math investigations
- Think-pair-share
Frequent Opportunities for Interaction
Sufficient Wait Time
Clarify Key Concepts
in L1
Interaction Features
GroupingConfigurations
Grouping Configurations
Different Types of Group Configurations Individual Work Pairs Triads Small groups of four or five Whole group Gender Language proficiency Ability
How are the groups picked Random Voluntary Teacher Assigned
Why do teachers shy away from using cooperative learning in their classrooms?
How can we make teachers more confident using cooperative learning activities?
Set group norms Model expectations/inappropriate
behaviors Set guidelines about use of L1 Set a scoring system Recognize successful teams Teacher created groups ???
Activity: Jigsaw Reading
• Count off from 1-4 & Move to your group• #1 – read Making Content Comprehensible, Feature 17
p.153-156• #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
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?
Frequent Opportunities for Interaction
Sufficient Wait Time
Clarify Key Concepts
in L1
Interaction Features
GroupingConfigurations
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?
Why Wait?
ELs 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.”
Frequent Opportunities for Interaction
Sufficient Wait Time
Clarify Key Concepts
in L1
Interaction Features
GroupingConfigurations
Using First Language Support Materials
Shalom
Auf Wiedersehen
Saludos
Tsiaj txhu
WahidTrabajador`
Valiente
DictionnaireSettanta
giáo viên
هدر
When, how, and why do you use the students’ native language to clarify
concepts?
Activity: Think-Pair-Share
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
Sample SIOP Lesson Plan
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
Owning Interaction
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
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