the siop ® model interaction. content objectives we will select from a variety of activities that...

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




in L1



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




in L1



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?




in L1



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.”




in L1



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

the siop ® model interaction. content objectives we will select from a variety of activities that...

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