Although assessment is the last SIOP feature, assessment should be ongoing in your classroom. Assessment is used to determine students' strengths and weaknesses and to review students progress toward meeting content and language objectives. I have always enjoyed planning engaging lessons, yet assessing them oftentimes is a challenge. What makes assessing lessons difficult is determining what to do when students do not understand. However, after becoming familiar with the SIOP method of teaching I now use assessment to check comprehension and adjust my instruction accordingly.
Feature 27: Comprehensive Review of Key Vocabulary
Comprehensive review of key vocabulary helps teacher address the four language domains. When reviewing key vocabulary, students should be actively engaged in developing their understanding of words and developing strategies to learn new words. Analogy Vocabulary Review pg. 165 is a great activity that provides students with the opportunity to grapple with the meaning of new words. In this activity, students are given a new vocabulary word and are shown a picture. The student is then provided with an analogy to help increase their comprehension of the word. Using analogies is a great way to differentiate the assignment for students who need more support. Depending on students' background knowledge, teachers can explain how to look for relationships between two words in an analogy. As student get better with analogies, you can provide new analogies or have students try to make up their own using the key vocabulary. Analogies allow ELs to listen and speak while making critical connections.
Feature 28: Comprehensive Review of Key Concepts
In my classroom, I review key concepts at the beginning of the lesson. This gives students an opportunity to focus on the learning destination and allows them to make critical connections (background knowledge) to the objective. Although reviewing key concept at the beginning of the lesson is beneficial to students, review of key concepts should also be done during the lesson. All- American Baseball! pg. 171 is a fun and interactive activity to use when reviewing key concepts. All- American Baseball allows students to review key concepts by providing them with a variety of questions at different levels to assess student understanding. It can be differentiated by dividing students into heterogeneous groups so that every group has a mix of student abilities and language proficiencies.
Feature 29: Regular Feedback Provided to Students on Their Output (e.g., Language, Content, Work)
Rubrics for Self-Assessment of Group Discussions pg. 184 is a great way provide regular feedback to students. When providing students with a rubric,teachers are able to assess students and students are able to assess themselves. The rubric should contain categories that include academic conversations and opportunities to use all four language domains. Rubrics can be easily differentiated by allowing less proficient student to use categories that are worth fewer points. As their comprehension increases, students can use categories with higher point value.
Feature 30: Assessment of Student Comprehension and Learning of All Lesson Objectives (e.g., Spot Checking, Group Response) Throughout the Lesson.
Exit Tickets pg. 188 is a fun and simple way to assess student learning. Students sum up what they have learned throughout the lesson. Language domains can be included by having students include key vocabulary into their exit tickets. Exit tickets can be easily differentiated by providing sentences frames for less proficient students. Comments from the Exit Tickets can be used to begin the lesson the next day, providing a link to past learning.
Sunday, April 10, 2016
Interaction- Features 16-19
Reflection
Interaction is having the opportunity to talk about concepts,ideas, and information. Interacting is especially beneficial for English language learners. Conversation plays a key role in second language acquisition. As a student, my favorite classes were always the classes were I had the opportunity to work with a group, partner, or interact with friends. Sharing responsibility for learning with students working in small groups or with partners can make a significant impact on learning. Having students interact with one another also gives teachers time to assess students one-on-one.
SIOP Feature 16: Frequent Opportunity for Interaction and Discussion between Teacher/Student and Among Students, Which Encourage Elaborated Responses about Lesson Concepts.
Buzzing on pg. 104 is a fantastic strategy to incorporate in your classroom to increase student interaction. Students sit knee-to-knee and buzz (whisper) to each other about the assigned topic or an image. This strategy can easily be differentiated by providing sentence frames to students who may need extra support.
SIOP Feature 17: Grouping Configuration Support Language and Content Objectives of the Lesson
Pairs Squared pg. 110 is a great strategy. Students form pairs, then move around the room to find another pair to form a group of four. This idea can be used to make mixed ability groups where students have one partner at the table with whom they have something in common and two more partners who have a fresh perspective or different learning strengths. This strategy is immediately differentiated. Ability grouping provides built-in support for students who need it.
SIOP Feature 18: Sufficient Wait Time for Students Responses Consistently Provided
As a teacher, I always redirect students when they answer on behalf of another student. I do this because I know the importance of wait time. All student need sufficient processing time to come up with their best answer. Life Saver pg. 114 gives students the opportunity to think through a response and encourages them to use a "life saver" to help them with their answers if needed. This strategy is immediately differentiated. If a student feels they cannot successfully answer a question they are able to discuss it with a friend or "life saver".
SIOP Feature 19: Ample Opportunity for Student to Clarify Key Concepts in L1 as Needed
There is so much controversy surrounding whether or not students should use their first language while trying to acquire a second language. However, research has shown the use of L1 can be beneficial. Translators to Clarify Key Concepts in L1 pg. 120 encourages teachers to use bilingual dictionaries, electronic translators, and student translators to help clarify key concepts. This strategy can be differentiated by helping the student translator understand exactly what to translate (a concept that may be difficult for an English learner to do). This activity gives English learners an opportunity to use their native language to enhance their language skills. English learners are also engaged in active listening, which is a language domain that helps facilitate language acquisition.
Interaction is having the opportunity to talk about concepts,ideas, and information. Interacting is especially beneficial for English language learners. Conversation plays a key role in second language acquisition. As a student, my favorite classes were always the classes were I had the opportunity to work with a group, partner, or interact with friends. Sharing responsibility for learning with students working in small groups or with partners can make a significant impact on learning. Having students interact with one another also gives teachers time to assess students one-on-one.
SIOP Feature 16: Frequent Opportunity for Interaction and Discussion between Teacher/Student and Among Students, Which Encourage Elaborated Responses about Lesson Concepts.
Buzzing on pg. 104 is a fantastic strategy to incorporate in your classroom to increase student interaction. Students sit knee-to-knee and buzz (whisper) to each other about the assigned topic or an image. This strategy can easily be differentiated by providing sentence frames to students who may need extra support.
SIOP Feature 17: Grouping Configuration Support Language and Content Objectives of the Lesson
Pairs Squared pg. 110 is a great strategy. Students form pairs, then move around the room to find another pair to form a group of four. This idea can be used to make mixed ability groups where students have one partner at the table with whom they have something in common and two more partners who have a fresh perspective or different learning strengths. This strategy is immediately differentiated. Ability grouping provides built-in support for students who need it.
SIOP Feature 18: Sufficient Wait Time for Students Responses Consistently Provided
As a teacher, I always redirect students when they answer on behalf of another student. I do this because I know the importance of wait time. All student need sufficient processing time to come up with their best answer. Life Saver pg. 114 gives students the opportunity to think through a response and encourages them to use a "life saver" to help them with their answers if needed. This strategy is immediately differentiated. If a student feels they cannot successfully answer a question they are able to discuss it with a friend or "life saver".
SIOP Feature 19: Ample Opportunity for Student to Clarify Key Concepts in L1 as Needed
There is so much controversy surrounding whether or not students should use their first language while trying to acquire a second language. However, research has shown the use of L1 can be beneficial. Translators to Clarify Key Concepts in L1 pg. 120 encourages teachers to use bilingual dictionaries, electronic translators, and student translators to help clarify key concepts. This strategy can be differentiated by helping the student translator understand exactly what to translate (a concept that may be difficult for an English learner to do). This activity gives English learners an opportunity to use their native language to enhance their language skills. English learners are also engaged in active listening, which is a language domain that helps facilitate language acquisition.
Practice/Application: Features 20-22
Reflection
How do you know when students comprehend what you teach? The answer is, they must demonstrate their understanding. The practice/application phase is where students rehearse newly learned concepts and apply them to real-life situations with hands-on practice. Teachers can model what to do while students practice. Teachers can also observe students' proficiency with academic English. Students' language proficiency will improve because of multiple opportunities to practice during a lesson. I use the practice/application phase as an opportunity to monitor individual students and to have one-on-one conferences with students. The practice/application phase allows students to practice and apply what they have learned in meaningful hands-on ways.
SIOP Feature 20: Hands-on-Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge
Read and Respond Paper Toss pg. 128 is an activity that incorporates all four language domains. Students write sentences frames on strips of paper and throw them in the center of a table and mix them up. One of the other students will respond to the sentence frame. At the end of the game, teachers will take up the papers with the sentence frames for later use or assessments. This strategy allows students to practice content and ensures that students are engaged. It can easily be differentiated by dividing students into ability groups and giving each group questions that can be easily answered based on their level of comprehension.
SIOP Feature 21: Activities Provided for Students to Apply Content and Language Knowledge in the Classroom
Oftentimes, ELs are taught language in the classroom but are not provided ample time to practice using the language. As teachers, we must remember that students learn by doing. Student-Generated Test pg. 131 is a great classroom activity that allows students use academic language. For this activity, students are given parameters for creating the test, such as true or false, multiple-choice, or short answer. Teachers should model how to write a test question by creating an example with the whole class. Teachers can assess students' language proficiency based on their questions. Did they use higher level thinking? Does the question include academic language? Teachers can use test questions for a unit assessment. I use this activity in my classroom and students enjoy seeing their questions appear on the test.
SIOP Feature 22: Activities Integrate All Language Skills (Reading, Writing, Listening, and Speaking)
One of the most difficult components to consider when creating lessons for ELs may be making sure that all language domains are presents. In order for ELs to become fluent in a language, they must use each language domain throughout the lesson. Build a Pyramid pg. 135 is a game that allows students to practice content and use all four language domains. For this activity, students work in small groups. They will brainstorm all that they have learned. Students then use a pyramid graphic organizer to group each concept they have brainstormed by the level of difficulty (easy concepts at the bottom of the pyramid and more difficult concepts at the top). For this activity, the role of the teacher is to ask students. Why do students think one concept is more difficult than another? This activity engages the entire class. It creates a non-threatening environment for students to share misconceptions about the content. For ELs, it helps keep their affective filter low. It also engages students in all four language domains.
How do you know when students comprehend what you teach? The answer is, they must demonstrate their understanding. The practice/application phase is where students rehearse newly learned concepts and apply them to real-life situations with hands-on practice. Teachers can model what to do while students practice. Teachers can also observe students' proficiency with academic English. Students' language proficiency will improve because of multiple opportunities to practice during a lesson. I use the practice/application phase as an opportunity to monitor individual students and to have one-on-one conferences with students. The practice/application phase allows students to practice and apply what they have learned in meaningful hands-on ways.
SIOP Feature 20: Hands-on-Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge
Read and Respond Paper Toss pg. 128 is an activity that incorporates all four language domains. Students write sentences frames on strips of paper and throw them in the center of a table and mix them up. One of the other students will respond to the sentence frame. At the end of the game, teachers will take up the papers with the sentence frames for later use or assessments. This strategy allows students to practice content and ensures that students are engaged. It can easily be differentiated by dividing students into ability groups and giving each group questions that can be easily answered based on their level of comprehension.
SIOP Feature 21: Activities Provided for Students to Apply Content and Language Knowledge in the Classroom
Oftentimes, ELs are taught language in the classroom but are not provided ample time to practice using the language. As teachers, we must remember that students learn by doing. Student-Generated Test pg. 131 is a great classroom activity that allows students use academic language. For this activity, students are given parameters for creating the test, such as true or false, multiple-choice, or short answer. Teachers should model how to write a test question by creating an example with the whole class. Teachers can assess students' language proficiency based on their questions. Did they use higher level thinking? Does the question include academic language? Teachers can use test questions for a unit assessment. I use this activity in my classroom and students enjoy seeing their questions appear on the test.
SIOP Feature 22: Activities Integrate All Language Skills (Reading, Writing, Listening, and Speaking)
One of the most difficult components to consider when creating lessons for ELs may be making sure that all language domains are presents. In order for ELs to become fluent in a language, they must use each language domain throughout the lesson. Build a Pyramid pg. 135 is a game that allows students to practice content and use all four language domains. For this activity, students work in small groups. They will brainstorm all that they have learned. Students then use a pyramid graphic organizer to group each concept they have brainstormed by the level of difficulty (easy concepts at the bottom of the pyramid and more difficult concepts at the top). For this activity, the role of the teacher is to ask students. Why do students think one concept is more difficult than another? This activity engages the entire class. It creates a non-threatening environment for students to share misconceptions about the content. For ELs, it helps keep their affective filter low. It also engages students in all four language domains.
Friday, March 25, 2016
Strategies for Teaching Content and Language- Features 13-15
Reflection
In order for students to be successful, they must have the right tools and know how to use them. Strategies are students' tool for success. It is up to the teacher to teach students how to effectively use these tools. According to (Echevarria et. al, pg. 117), good language learners use task appropriate and flexible strategies. Research has also proven that students who are mentally active and strategic are better learners. Another great thing about strategies, they can transfer to new tasks. Personally, I struggle with teaching strategies. Most of the strategies I use to learn are metacognitive. However, the SIOP Model of lesson planning incorporates many effective strategies that I have already begun implementing in my classroom with great success!
SIOP Feature 13: Ample Opportunities Provided for Students to Use Learning Strategies
Asking Clarifying Questions pg. 80 is a simple and effective strategies to use to ensure student understanding. Asking clarifying questions as a strategy can be done in whole groups, small group, or pairs. Students discuss with a partner what they do in class when they are unsure about a concept or even directions for an assignment. This strategy can be differentiated by providing sentence frames " I think I heard you say_____________. Is that correct?" Teachers can make this strategy more comprehensive by modeling the technique with another student. This strategy ensures that no student is left behind. This strategy focuses on one phrase that English language learners can be taught to help them clarify what they hear.
SIOP Feature 14: Scaffolding Techniques Consistently Used, Assisting, and Supporting Student Understanding
Academic Converstation Sentence Frames pg. 88 is my favorite way to scaffold academic language. Students are provided with a sentence frame that includes content concepts and academic language. Academic language generally takes 5-7 years to learn. This is a great strategy because it provides ELs the support they need to use academic language at any level of proficiency. This strategy is immediately differentiated for students who are less proficient in English. It can be differentiated for students who are proficient by allowing them to complete the assignment individually. According to (Echevarria et. al, pg. 90), It is better for a student to write one complex sentence on his own than to copy an entire essay that he does not understand.
SIOP Feature 15: A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills
Concept Ladder pg. 96. is a strategy that helps scaffold student articulation of higher-order questions. Think Bloom's Taxonomy or Depth of Knowlege. This strategy promotes language proficiency. Students engage in conversations that build overtime. This strategy is immediately differentiated because students can not continue to climb up the "ladder" of questioning if they do not understand the level below it. Teachers should model this strategy before implementing. Teachers should also familiarize students with the different levels on the latter so they can use this strategy later.
In order for students to be successful, they must have the right tools and know how to use them. Strategies are students' tool for success. It is up to the teacher to teach students how to effectively use these tools. According to (Echevarria et. al, pg. 117), good language learners use task appropriate and flexible strategies. Research has also proven that students who are mentally active and strategic are better learners. Another great thing about strategies, they can transfer to new tasks. Personally, I struggle with teaching strategies. Most of the strategies I use to learn are metacognitive. However, the SIOP Model of lesson planning incorporates many effective strategies that I have already begun implementing in my classroom with great success!
SIOP Feature 13: Ample Opportunities Provided for Students to Use Learning Strategies
Asking Clarifying Questions pg. 80 is a simple and effective strategies to use to ensure student understanding. Asking clarifying questions as a strategy can be done in whole groups, small group, or pairs. Students discuss with a partner what they do in class when they are unsure about a concept or even directions for an assignment. This strategy can be differentiated by providing sentence frames " I think I heard you say_____________. Is that correct?" Teachers can make this strategy more comprehensive by modeling the technique with another student. This strategy ensures that no student is left behind. This strategy focuses on one phrase that English language learners can be taught to help them clarify what they hear.
SIOP Feature 14: Scaffolding Techniques Consistently Used, Assisting, and Supporting Student Understanding
Academic Converstation Sentence Frames pg. 88 is my favorite way to scaffold academic language. Students are provided with a sentence frame that includes content concepts and academic language. Academic language generally takes 5-7 years to learn. This is a great strategy because it provides ELs the support they need to use academic language at any level of proficiency. This strategy is immediately differentiated for students who are less proficient in English. It can be differentiated for students who are proficient by allowing them to complete the assignment individually. According to (Echevarria et. al, pg. 90), It is better for a student to write one complex sentence on his own than to copy an entire essay that he does not understand.
SIOP Feature 15: A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills
Concept Ladder pg. 96. is a strategy that helps scaffold student articulation of higher-order questions. Think Bloom's Taxonomy or Depth of Knowlege. This strategy promotes language proficiency. Students engage in conversations that build overtime. This strategy is immediately differentiated because students can not continue to climb up the "ladder" of questioning if they do not understand the level below it. Teachers should model this strategy before implementing. Teachers should also familiarize students with the different levels on the latter so they can use this strategy later.
Comprehensible Input- SIOP Features 10-12
Reflection
Comprehensible input is the learner's ability to understand the content. Learning new knowledge takes time. As teachers, it is our responsibility to not only provide the time needed, but also the support learners need to understand. Support can come in many forms. Teachers can show pictures to make knowledge more comprehensible, but comprehensible input is more than simply showing pictures. It may be repetition, rate of speech, or even a combination of both of these things. Comprehensible input affects both language and content development. If students are not able to comprehend the language or key vocabulary, they will not be able to understand the content. Students who are at the beginning levels of English proficiency benefit from teachers who slow their rate of speech. Students can learn content easier when teachers use patterns. When teachers use patterns ELs are provided with a basis for success.
SIOP Feature 10: Speech Appropriate for Students Proficiency Levels
Formula 5-2-1 pg. 63 is a great strategy to ensure that your speech is appropriate for students' proficiency level. This strategy requires that for 5 minutes the teacher gives explicit instructions, providing comprehensible input, such as modeling, showing pictures, or using gestures. Students are then given 2 minutes to process the information with a partner or small group. Lastly, the teacher will choose a non-volunteer to share what they have learned for 1 minute. This strategy is differentiated because it gives students multiple opportunities to comprehend the content. It also allows students to collaborate which gives students a chance to compare their answers with a partner before having to share. Collaborating with other students also gives students an opportunity to practice listening and speaking.
SIOP Feature 11: Clear Explanation of Academic Tasks
Tell your partner pg. 68 is a simple strategy. In order for students to be successful, they must understand the objective or learning-destination. In a classroom setting there many distractions. It is easy for students to forget what they are learning and why they are learning it. One way to ensure that students understand the academic task is to get them to tell the learning objective to a partner. This strategy provides students an opportunity to repeat the task (ensuring that they know) and it gives students a chance to clarify their understanding. This is a great strategy to use when incorporating language objectives. Students must speak and listen proficiently.
SIOP Feature 12: A Variety of Techniques Used to Make Content Concepts Clear
Oftentimes, when students encounter new words in a text they skip over them or mispronounce them and continue reading. Teachers can help increase comprehensible input by allowing students to use apps for pronunciation practice pg. 71. Students are given a list of words. Then using a voice changer app on their smartphones or tablets to record the unfamiliar words, After 5 minutes of recording, students share their last pronunciation with the class. Encounter new words can be stressful or even embarrassing to students. Giving them an opportunity to practice in a non-threatening setting lowers their affective filter which increases comprehensible input. This strategy gives students an opportunity to practice both speaking and listening.
Comprehensible input is the learner's ability to understand the content. Learning new knowledge takes time. As teachers, it is our responsibility to not only provide the time needed, but also the support learners need to understand. Support can come in many forms. Teachers can show pictures to make knowledge more comprehensible, but comprehensible input is more than simply showing pictures. It may be repetition, rate of speech, or even a combination of both of these things. Comprehensible input affects both language and content development. If students are not able to comprehend the language or key vocabulary, they will not be able to understand the content. Students who are at the beginning levels of English proficiency benefit from teachers who slow their rate of speech. Students can learn content easier when teachers use patterns. When teachers use patterns ELs are provided with a basis for success.
SIOP Feature 10: Speech Appropriate for Students Proficiency Levels
Formula 5-2-1 pg. 63 is a great strategy to ensure that your speech is appropriate for students' proficiency level. This strategy requires that for 5 minutes the teacher gives explicit instructions, providing comprehensible input, such as modeling, showing pictures, or using gestures. Students are then given 2 minutes to process the information with a partner or small group. Lastly, the teacher will choose a non-volunteer to share what they have learned for 1 minute. This strategy is differentiated because it gives students multiple opportunities to comprehend the content. It also allows students to collaborate which gives students a chance to compare their answers with a partner before having to share. Collaborating with other students also gives students an opportunity to practice listening and speaking.
SIOP Feature 11: Clear Explanation of Academic Tasks
Tell your partner pg. 68 is a simple strategy. In order for students to be successful, they must understand the objective or learning-destination. In a classroom setting there many distractions. It is easy for students to forget what they are learning and why they are learning it. One way to ensure that students understand the academic task is to get them to tell the learning objective to a partner. This strategy provides students an opportunity to repeat the task (ensuring that they know) and it gives students a chance to clarify their understanding. This is a great strategy to use when incorporating language objectives. Students must speak and listen proficiently.
SIOP Feature 12: A Variety of Techniques Used to Make Content Concepts Clear
Oftentimes, when students encounter new words in a text they skip over them or mispronounce them and continue reading. Teachers can help increase comprehensible input by allowing students to use apps for pronunciation practice pg. 71. Students are given a list of words. Then using a voice changer app on their smartphones or tablets to record the unfamiliar words, After 5 minutes of recording, students share their last pronunciation with the class. Encounter new words can be stressful or even embarrassing to students. Giving them an opportunity to practice in a non-threatening setting lowers their affective filter which increases comprehensible input. This strategy gives students an opportunity to practice both speaking and listening.
Wednesday, March 9, 2016
Lesson Delivery: SIOP Features 23-26
Reflection
Lesson delivery is arguably the most import SIOP component. It encompasses how the teacher delivers the lesson and how students receive or feel about the lesson. Do students think your lesson is too easy? Was your lesson too challenging? Did you have to cut the lesson short because you ran out of time? These questions can be asked when considering how effectively a lesson is delivered. As a teacher, this is the component I excel at most. During my student teaching experience, my collaborating teacher timed everything her students did. She would say, “Class take out a sheet of paper, you have ten seconds.” She also timed activities and the time that it took to find a partner. Timing your students helps your lesson to stay on track. Referring back to the lesson objective is another way to make sure that your lesson stays on track. There are many things that may distract from a lesson; students asking questions, the front office calling, the list is endless. Chapter 8 gives strategies that help ensure the effectiveness of the lesson delivery process.
SIOP Feature 23: Conent Objectives Clearly Supported by Lesson Delivery and Feature:24 Language Objectives Clearly Supported by Lesson Delivery
Teachers begin their lesson with the best of intentions. They have a clear vision of what they want their students to accomplish. However, as the lesson develops , it is assaulted by a barrage of distractions; kids asking off –topic questions, comments turn into long discussions, or background building activities take too long to develop. All Eyes on the Objectives is a strategy that has three requirements:
Lesson delivery is arguably the most import SIOP component. It encompasses how the teacher delivers the lesson and how students receive or feel about the lesson. Do students think your lesson is too easy? Was your lesson too challenging? Did you have to cut the lesson short because you ran out of time? These questions can be asked when considering how effectively a lesson is delivered. As a teacher, this is the component I excel at most. During my student teaching experience, my collaborating teacher timed everything her students did. She would say, “Class take out a sheet of paper, you have ten seconds.” She also timed activities and the time that it took to find a partner. Timing your students helps your lesson to stay on track. Referring back to the lesson objective is another way to make sure that your lesson stays on track. There are many things that may distract from a lesson; students asking questions, the front office calling, the list is endless. Chapter 8 gives strategies that help ensure the effectiveness of the lesson delivery process.
SIOP Feature 23: Conent Objectives Clearly Supported by Lesson Delivery and Feature:24 Language Objectives Clearly Supported by Lesson Delivery
Teachers begin their lesson with the best of intentions. They have a clear vision of what they want their students to accomplish. However, as the lesson develops , it is assaulted by a barrage of distractions; kids asking off –topic questions, comments turn into long discussions, or background building activities take too long to develop. All Eyes on the Objectives is a strategy that has three requirements:
- 1. Keep objective posted for both you and your students ( large enough so everyone can read them from anywhere in the room)
- 2. Refer to the objective throughout the lesson
- 3. Incorporate the language objectives into the lesson.
SIOP Feature 25 Students Engaged Approximately 90% to 100% of the Period
There are many factors that teachers cannot control. Teachers cannot control the standards they teach, the number of distractions they encounter in a class period, or even the amount of students they are required to teach in one class period. Yet, student engagement is a factor that teacher can control. I get bored easily, which subsequently makes me a huge fan of student engagement. In my class, I know that if I am bored there is a high likelihood that my students are also bored.
The SIOP Model textbook acknowledges that some teachers have questioned the high percentage of student engagement. Yet, English language learner cannot afford to spend less than this amount time engaged in meaningful tasks. Of course, this does not mean every student sitting quietly listening and memorizing everything you say. During this time, students are engaged in tasks that allow them to practice and apply the content and language objectives.
Boxing question is a great strategy to keep students engaged. Teachers write the correct answer to questions on the outside of boxes and teams of students take turns putting their answers in the box. At the end of the game, student answers are collected from the box and tallied. The team with the most correct answers wins the game. This strategy encourages student engagement by incorporating movement and competition into practicing lesson’s content and language concepts. To differentiate this strategy divide teams into ability groups and provide questions that are comprehensible with help from other team members.
SIOP Feature 26 Pacing of the Lesson Appropriate to Students’ Ability Level
Differentiate the Process pg. 158. is a great strategy because it incorporates differentiation and appropriate pacing. Students complete activities using an A-B-C pattern for small group instruction. Students rotate between teacher- led instruction, centers, and independent learning. Teachers provide direct instruction. During this time, teachers can review language objectives with English language learners. Students who have difficulty completing tasks independently but can work through it with the group can be assigned to centers. Students who demonstrate an understanding of both content and language objective and need less instruction and supervision are allowed to work independently. Teachers can assign each group a specific amount of time or give less or more time depending on the needs of the students.
Thursday, February 25, 2016
Resources!
http://thinkingmaps.com/why-thinking-maps-2/
http://www.kaganonline.com/online_magazine/spencers_thinkpad.php
https://softchalkcloud.com/lesson/files/pqoPUF9uYxkfDn/SIOPstrategiesActivities.pdf
https://www.youtube.com/watch?v=0qjrbadiysk
http://www-01.sil.org/lingualinks/LANGUAGELEARNING/OtherResources/GudlnsFrALnggAndCltrLrnngPrgrm/WhatIsDiscourseCompetenceTextu.htm
http://www.kaganonline.com/online_magazine/spencers_thinkpad.php
https://softchalkcloud.com/lesson/files/pqoPUF9uYxkfDn/SIOPstrategiesActivities.pdf
https://www.youtube.com/watch?v=0qjrbadiysk
http://www-01.sil.org/lingualinks/LANGUAGELEARNING/OtherResources/GudlnsFrALnggAndCltrLrnngPrgrm/WhatIsDiscourseCompetenceTextu.htm
Thursday, February 18, 2016
Building Background Knowledge: Features 7-9
Reflection
Building background knowledge is one of the key features of the SIOP model. Building background knowledge is often thought of as being synonymous with activating prior knowledge, however, there is a key difference between the two. Activating background knowledge is when new material is linked to an experience that a student has had in the past, whereas, building background knowledge is making sure that links are provided that connect to students prior experiences. I look at the differences this way: activating prior knowledge can be stumbled upon haphazardly because as teachers we are not always aware of the prior knowledge that students have, but building background knowledge assumes that students have no prior knowledge and a bridge must be built that connects the new material to multiple experiences that students can relate to.
Building background knowledge affects both language and content development. Building background knowledge affects language because teaching general academic vocabulary is one of the key tenet of building background knowledge. English language learners are at a disadvantage in this area because they they have to learn the content in addition to the vocabulary. Building background knowledge affects content development because students need a foundation on which to build their understanding. It can not be assumed that when reading the same story, children from every subculture will have the same experiences with he setting, ascribe the same goals and motives to characters imagine the same sequence of actions, make predictions with the same emotional reactions, or expect the same outcomes (Echevarria, pg. 66). " Keeping these things in mind allows us to gain a broader understanding of what it means to build background knowledge and how building background knowledge will significantly affect content development.
Feature 7
Concepts Explicitly Linked to Students' Background Experiences- pg. 39
Linking new content to a students background experiences is a great way to activate essential motivation in a student. It allows students who may usually be timid about providing input to speak-up. Giving English language learners an opportunity to speak on something they know about has the potential to lower their affective filter and make the content more comprehensible. Abracadabra: Magically Transformed Words! is a great strategy to help teachers address the issue of connecting content to students' background experiences. This strategy helps teachers connect content to students' background knowledge by isolating key vocabulary words. This strategy also incorporate grammar by asking students to "magically transform" the word by changing the base word into another derivation of the word. Students are given a word and are asked to transform the word. The transformed word then goes in a top hat. Incorporating realia and providing students with the opportunity to interact with their classmates increases student engagement. This strategy can be easily differentiated by assigning students partners instead of letting them choose their own partners. To differentiate partners will be assigned based on ability and students will be given words that corresponds with their vocabulary knowledge and a partner that is close to their level of language proficiency.
Feature 8
Links Explicitly Made Between Past Learning and New Concepts- pg 45
Linking past learning to new concepts is one of the best ways to build background knowledge or activate prior knowledge. Linking Journals is a great strategy to do this. The linking journal strategy helps student apply concepts and language learned in previous lesson to new content. Linking journey helps teachers address this strategy because it provides them with a document that is always available to refer back to to. Teachers can refer back to the linking journals at the beginning a lesson to activate prior knowledge or during or after a lesson to allow students to make meaningful connections between the new content and what they have learned in the past. In their linking journals, students will be asked to write a journal entry or draw a picture that summarizes the content and academic language learned during the lesson. This lesson can be differentiated by providing students with sentence frames. Teachers can provide opportunities for meaningful collaboration by allowing students to share their journal entry with a partner, in a small group, or with the whole class.
Feature 9
Key Vocabulary Emphasized (e, g., Introduced, Written, Repeated, and Highlighted for Students to See)
Four- Corners Carousel is a great way to emphasize key vocabulary and build background knowledge. With this strategy students will be asked to define the key vocabulary word, draw a picture, and use it in a sentence. This is a great strategy for teachers to use to build background knowledge because it draws on a student's background knowledge to build connections among new concepts and creates a visual reference by which students learn to compare attributes and examples. This strategy can be differentiated. For students who need extra help conceptualizing the key vocabulary outside of its definition, they can work in a group of 4. The group can be given a large piece of chart paper and each member can contribute. Additional support can be provided by asking students to elaborate on their responses: a.We agree with your (picture, definition, sentence) because... b. Another idea for a ( picture, definition, sentence) would be...
Building background knowledge is one of the key features of the SIOP model. Building background knowledge is often thought of as being synonymous with activating prior knowledge, however, there is a key difference between the two. Activating background knowledge is when new material is linked to an experience that a student has had in the past, whereas, building background knowledge is making sure that links are provided that connect to students prior experiences. I look at the differences this way: activating prior knowledge can be stumbled upon haphazardly because as teachers we are not always aware of the prior knowledge that students have, but building background knowledge assumes that students have no prior knowledge and a bridge must be built that connects the new material to multiple experiences that students can relate to.
Building background knowledge affects both language and content development. Building background knowledge affects language because teaching general academic vocabulary is one of the key tenet of building background knowledge. English language learners are at a disadvantage in this area because they they have to learn the content in addition to the vocabulary. Building background knowledge affects content development because students need a foundation on which to build their understanding. It can not be assumed that when reading the same story, children from every subculture will have the same experiences with he setting, ascribe the same goals and motives to characters imagine the same sequence of actions, make predictions with the same emotional reactions, or expect the same outcomes (Echevarria, pg. 66). " Keeping these things in mind allows us to gain a broader understanding of what it means to build background knowledge and how building background knowledge will significantly affect content development.
Feature 7
Concepts Explicitly Linked to Students' Background Experiences- pg. 39
Linking new content to a students background experiences is a great way to activate essential motivation in a student. It allows students who may usually be timid about providing input to speak-up. Giving English language learners an opportunity to speak on something they know about has the potential to lower their affective filter and make the content more comprehensible. Abracadabra: Magically Transformed Words! is a great strategy to help teachers address the issue of connecting content to students' background experiences. This strategy helps teachers connect content to students' background knowledge by isolating key vocabulary words. This strategy also incorporate grammar by asking students to "magically transform" the word by changing the base word into another derivation of the word. Students are given a word and are asked to transform the word. The transformed word then goes in a top hat. Incorporating realia and providing students with the opportunity to interact with their classmates increases student engagement. This strategy can be easily differentiated by assigning students partners instead of letting them choose their own partners. To differentiate partners will be assigned based on ability and students will be given words that corresponds with their vocabulary knowledge and a partner that is close to their level of language proficiency.
Feature 8
Links Explicitly Made Between Past Learning and New Concepts- pg 45
Linking past learning to new concepts is one of the best ways to build background knowledge or activate prior knowledge. Linking Journals is a great strategy to do this. The linking journal strategy helps student apply concepts and language learned in previous lesson to new content. Linking journey helps teachers address this strategy because it provides them with a document that is always available to refer back to to. Teachers can refer back to the linking journals at the beginning a lesson to activate prior knowledge or during or after a lesson to allow students to make meaningful connections between the new content and what they have learned in the past. In their linking journals, students will be asked to write a journal entry or draw a picture that summarizes the content and academic language learned during the lesson. This lesson can be differentiated by providing students with sentence frames. Teachers can provide opportunities for meaningful collaboration by allowing students to share their journal entry with a partner, in a small group, or with the whole class.
Feature 9
Key Vocabulary Emphasized (e, g., Introduced, Written, Repeated, and Highlighted for Students to See)
Four- Corners Carousel is a great way to emphasize key vocabulary and build background knowledge. With this strategy students will be asked to define the key vocabulary word, draw a picture, and use it in a sentence. This is a great strategy for teachers to use to build background knowledge because it draws on a student's background knowledge to build connections among new concepts and creates a visual reference by which students learn to compare attributes and examples. This strategy can be differentiated. For students who need extra help conceptualizing the key vocabulary outside of its definition, they can work in a group of 4. The group can be given a large piece of chart paper and each member can contribute. Additional support can be provided by asking students to elaborate on their responses: a.We agree with your (picture, definition, sentence) because... b. Another idea for a ( picture, definition, sentence) would be...
Friday, January 29, 2016
Lesson Preparation: Features 1-6
Lesson Preparation/ Feature 1: Content objectives clearly defined, displayed, and reviewed with students.
1.Reflection:
a.Giving students a clearly defined objective allows them to connect what is taught to what is expected of them in the end. I also use content objectives as a guide during my lesson. When having whole class discussions, I frequently refer back to the objective. I refer back to the objective when a relevant point/comment is made that directly correlates with the objective or when an idea or answer needs to be redirected. As a person who needs to see the whole picture, having someone share the objective with me first allows me to make meaning connections with what is to come following the objective. I also have a more vested interest in the process because I want to see the objective come to fruition.
b. Language objectives that are clearly defined, displayed, and reviewed with students affect both language and content development. They affect language objectives because teachers must decide what academic language relates to their lesson's topic. Afterward, academic language must be isolated and independently taught in order to ensure the success of all students. The English language also contains many anomalies. Parts of the English language such as homophones and idioms must also be explicitly clarified. In addition to explicitly addressing language objectives, English language learners must also learn the content. Defining, displaying, and reviewing content objectives is a way of providing a scaffold to help students acquire knowledge. Students can visually refer back to the objectives while listening to the teachers instruction. Essentially, it provides students with an opportunity to experience the objective in multiple language domains.
SIOP feature 1
Content Objectives Clearly Defined, Displayed, and Reviewed with Students
Choral Reading of Objectives is a great strategy for ensuring that content objectives are clearly, defined, displayed, and reviewed with students. Although simple in its implementation, having students repeat, chorally as a whole class, after you have read the objective helps students remember and internalize the learning goal. Repeating the content objective aloud also give ELs an opportunity to properly enunciate key vocabulary and ask questions concerning difficult academic language.
SIOP feature 2
Language Objectives Clearly Defined, Displayed, and Reviewed with Students
As a language arts teacher, the language objective that stood out to me the most was the objective that invited students to identify the main character, protagonist, and antagonist in the story. I choose to highlight this objective because it helps teacher address the issue of developing academic vocabulary because students are identifying the protagonist and the antagonist.This assignment can be differentiated by having student justify their answer using the word because or using a complex sentence.
SIOP feature 3
Content Concepts Appropriate for Age and Educational Background Level of Students
Know Your Students! is the strategy I feel best allows teachers to connect content concepts with age and educational background level of students. Know Your Students! is a strategy that helps teachers know their students academic and language strengths and needs in order to plan appropriate instruction. With this strategy, teachers give their students a variety of surveys. The surveys are given to students in order to obtain information on students' educational history, parents or guardian. Additionally, as a part of getting to know your students, writing and reading samples are reviewed. According to (Echevarria, pg. 16) Making sure content concepts are age appropriate and aligned with the educational background level of students is important because "even though standards represent the academic goals teachers and students strive for, the educational backgrounds of some English learners may necessitate modifications."
SIOP feature 4:
Supplementary materials used to a high degree, making the lesson clear and meaningful.Pg, 21 This is a great strategy because it allows students to collaborate with their peers which has been proven to facilitate understanding. Additionally, since each partnership is required to only have one answer students must negotiate with one another to determine their final answer. Negotiation is a high-level skill that causes students to expand their depth of knowledge. Students will expand their depth of knowledge by using skills such as comparing and justifying. Skills such as comparing and justifying are interdisciplinary which aids in improving students academic language proficiency. This strategy can be differentiated by ability grouping students. If a student is struggling with the concept a "high-low" ability group my work best. However, the arrangement of the ability group would be strictly contingent on the needs of individual students.
SIOP feature 5
Adaptation of Content (e.g., Text, Assignment) to All Levels of Student Proficiency
Adopted Graphic Organizers are a fantastic way to adapt content for English language learners. Graphic organizer allows students to break content down into smaller more manageable chunks of information. Even as a teacher, I appreciate when information is presented in an easy-to- read format. Graphic organizers can be used in all content areas. There are graphic organizers for research, vocabulary, and essays. Using a graphic organizer can be a great differentiation strategy. Teachers can project a graphic organizer on the board and complete it as a whole class, students can work with partners, groups, or individually.
SIOP feature 6
Meaningful Activities that Integrate Lesson Concepts with Language Practice Opportunities for Reading, Writing, Listening, and/ or Speaking (e.g., Surveys, Letter Writing, Simulations, Constructing Models)
Creating meaningful activities that integrate lesson concepts with language practice and opportunities for reading, writing, listening, and speaking, is in my opinion, is the most important feature in this chapter. In order for students to become proficient in English, it is imperative that they are proficient in all four domains. Circle of Academic Conversations is a great strategy because it allows students to practice becoming proficient in all four domains. With this strategy, students work in groups to investigate a topic. Each group records their findings on a large piece of chart paper. Finally, the whole class forms a circle and each group takes turns summarizing their posters. In this activity, students are engaged in academic conversation and working together in small groups to build background information about the topic. Additionally, with this strategy students have the opportunity to practice with all language domains.
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How-To- Do This (Disposition Diary)
Component/Features/Dispositions Diary Component/Feature Diary (from syllabus) You will keep a reflective electronic diary throughout the semester as you read the chapters in each book- SIOP and 99 More Activities. This diary will aid you to connect actual activities for classrooms to the protocol features demonstrating implementation ideas for the 30 SIOP features. The purpose of this diary is to reflect on each of the 8 components and specifically show how to implement the 30 SIOP features.
You will :
1) Reflect on the component as they do in the beginning of each chapter in 99 More Ideas.
a. Share how you feel about this component and
b. How this component affects both language and content development.
2) Then, for each feature in the component you will select an idea/activity described in the 99 More Ideas and share.
a. How this strategy helps the teacher address the feature, and
b. How this strategy can differentiate for his/her students
Example: Component 1/ Features 1-6
Reflection: I have always been a planner so that I can predict
what might be difficult for my students so I can be prepared to address misconceptions. Having to
plan for all four (4) language domains reminds me to address everyone’s needs at varying proficiency
levels. Preparation is the key to good instruction for all students.
Feature 1
Predict Learning Outcomes Using Sentence Frames- p. 10 This is a great strategy to communicate learning objectives because it has the student internalize it enough to decide if they think it will be easy or difficult and then to say why. It’s immediately differentiated because each student is pinpointing what they need to work on and a teacher can review it to make instructional decisions as she/he is teaching. You also save them to review at the end for students to reflect upon learning.
Feature 2 This one is really just for the teacher to reflect upon writing language objectives based on her students’ needs and considering different types of objectives that can be written.
Feature 3
Feature 4
Feature 5
Feature 6
You will :
1) Reflect on the component as they do in the beginning of each chapter in 99 More Ideas.
a. Share how you feel about this component and
b. How this component affects both language and content development.
2) Then, for each feature in the component you will select an idea/activity described in the 99 More Ideas and share.
a. How this strategy helps the teacher address the feature, and
b. How this strategy can differentiate for his/her students
Example: Component 1/ Features 1-6
Reflection: I have always been a planner so that I can predict
what might be difficult for my students so I can be prepared to address misconceptions. Having to
plan for all four (4) language domains reminds me to address everyone’s needs at varying proficiency
levels. Preparation is the key to good instruction for all students.
Feature 1
Predict Learning Outcomes Using Sentence Frames- p. 10 This is a great strategy to communicate learning objectives because it has the student internalize it enough to decide if they think it will be easy or difficult and then to say why. It’s immediately differentiated because each student is pinpointing what they need to work on and a teacher can review it to make instructional decisions as she/he is teaching. You also save them to review at the end for students to reflect upon learning.
Feature 2 This one is really just for the teacher to reflect upon writing language objectives based on her students’ needs and considering different types of objectives that can be written.
Feature 3
Feature 4
Feature 5
Feature 6
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