Transcript SIOP Component - Durham Public Schools

Interaction
Creating Opportunities
to Use Academic Language
First, a quick review…
Why do we love the SIOP?
The SIOP
• Grade level content + English language
development
• Highlights key vocabulary & strategies
for comprehension
• Extends time for getting language
services while giving them content
needed for graduation
8 components of the SIOP
• Lesson Preparation
• Interaction
• Building Background
• Practice/Application
• Comprehensible Input
• Lesson Delivery
• Strategies
• Review Assessment
Interaction: Content Objectives
• Select from a variety of activities that
promote interaction and incorporate into
lesson plans
• Analyze the different types of studentteacher/ student-student interactions that are
necessary for sheltered instruction
• Recognize opportunities for using the
students’ native language
Interaction: Language Objectives
• Describe effective strategies (and outcomes)
that promote student/student and
student/teacher interactions
• Prepare a short written response which
analyzes the interactions of ELLs in their
classrooms
Interaction
Opportunities
for
Interaction
Group
Configurations and
Activities
Wait
Time
Clarify
Concepts
in L1
BENEFITS of INTERACTION
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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
Cooperative Learning
• Group roles
• Type of group to set up
– Random
– Voluntary
– Teacher assigned
• Changing groups
– Frequency
– Management
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Group recorder
Materials collector
Reporter
Final copy scribe
Illustrator
Timekeeper
Cheerleader/facilitator
Monitor
Messenger
Using the SIOP Model, Interaction BLM #3
Grouping Configurations
 homogeneous or heterogeneous
 individual work
 gender
 partners
 language proficiency
 triads
 language background
 small groups of 4 or 5
 ability
 whole group
Cooperative learning activities
• Information gap
activities
• Jigsaw
• Four corners
• Numbered heads
together
• Round robin/roundtable
• Questionnaires &
interviews
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Three-step interview
Story summaries
Literature study groups
Writing headlines
Science & math
investigations
• Think pair share
Using the SIOP Model, Interaction BLM #3
Interaction Techniques for the Classroom
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Turn to your partner
Foreheads in the middle
Volunteer your partner
Explain a process to your
partner
• Choral reading, reader’s
theatre, drama play
Another example:
• 2 lines w/ position,
question (e.g., “There
should be laws vs. no
laws” & have lines face
each other to discuss).
Using the SIOP Model, Interaction BLM #4
Think about these activities…
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Building a device following written instructions
Writing a thank you note
Deciding on where to build a new park
Writing an illustrating a story
Retelling a story
Deciding how to spend $50000 won in the lottery
Interpreting results of science experiments
Which activities would most
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Encourage maximum interaction?
Share interaction evenly?
Be dominated by the most assertive learner?
Require the precise use of language?
Be suitable for students of equal ability?
Be suitable for students of unequal ability?
Think about ….
– How can you encourage ELLs to
participate in classroom
discussion in a non-threatening
way?
– What are some specific
techniques you use to encourage
ELLs to elaborate on their
responses and express their
thoughts fully?
Do You?
• 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?
ELLs need time to translate, often in their head
• Wait 3-5 seconds before moving on
• Rephrase question so less language work
– Hierarchy of question types
• 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.”
First Language Support
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Encourage students to use L1 at appropriate times
Train bilingual paraprofessionals
Obtain native language materials
Organize peer tutoring /buddy programs
Promote parent/student discussion in L1
Use dictionaries (use caution with online
translators)
– bilingual dictionaries
– native language dictionaries
Summary: Interaction
• Frequent opportunities for
interaction
• Grouping configurations
• Wait time for student response
• Clarify key concepts in L1