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.
Subscribe to:
Comments (Atom)