Transcript SIOP Component

Interaction
Creating Opportunities
to Use Academic Language
Content Objectives
• Select from a variety of activities that
promote interaction and incorporate into
lesson plans
• Design grouping patterns that support
lesson content and language objectives
• Identify strategies to increase wait time
Language Objectives
• Explain the purpose of student-student
interaction for language development
• Describe strategies to reduce the amount of
teacher talk in a lesson
• Adjust teacher questioning techniques to
promote student elaboration of responses
• Identify resources to support student
clarification in the native language
Interaction
Opportunities
for
Interaction
Group
Configurations
Wait
Time
Clarify
Concepts
in L1
Brainstorm
Interaction in the SIOP Classroom
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
National Literacy Panel on Language
Minority Children and Youth
• Reading comprehension and writing are
positively correlated with oral language
proficiency
+
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”.
Find Your Match!
Match vocabulary/acronyms with definitions.
Vocabulary is scaffolded.
How?
Cooperative Learning
• Possible Group roles
• Type of group 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
Examine Opportunities for
Interaction
Angie Aldrich/ Barbara Smith?
Grade 1 - Addition Stories
The SIOP Model:
Sheltered Instruction for Academic Achievement
Video T-chart
Grouping Pattern
Rationale
Cooperative learning activities
1. Information gap
activities
2. Jigsaw
3. Four corners
4. Numbered heads
together
5. Round robin/roundtable
6. Questionnaires &
interviews
7. Three-step interview
8. Story summaries
9. Literature study groups
10. Writing headlines
11. Science & math
investigations
12. Think pair share
Using the SIOP Model, Interaction BLM #3
Activity: Design a Cooperative
Learning Activity
• Distribute strips in envelope among
participants at each table
• Read about the activity on the strip and
choose 1 or 2 and design/share an activity
using that idea for your classroom
• Share with the group at your table
More Interaction Techniques
• 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
Activity: Inside – Outside Circles
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Inside
circle
faces OUT
Outside
circle
faces IN
Divide into 2 groups:
– One group forms a circle
looking out (the inside circle)
– The other group stands in front
of someone in the inner circle
(the outside circle)
•
Students in the inner circle discuss
SIOP, “The best part of SIOP is
____,” while outer circle listens
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Then outer circle responds; inner
listens
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On teacher’s signal outer circle
rotates one person clockwise
What can teachers do to structure
academic interaction?
• Pose a concrete task and clarify the task
• Model an appropriate response using a starter.
Identify vocabulary, content, grammar needed
to complete the starter.
• Monitor student’s process and offer assistance
• Cue partners to rehearse answer/share
• Randomly call on students before allowing
volunteers
What is structured in scaffolded
“academic talk”
EVERYTHING
 Task – an appropriate range of questions/topics
 Who – partner, group
 Time – brief, focused
 Preparation – model response, quiet think time, writing,
pre-teaching of target vocabulary, partner rehearsal
 Academic Language Use – written and oral application of
vocabulary using appropriate grammar.
Activity: Group by birth month
1)Generate suggestions for interaction in your classes
• 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?
2) Return to original table & share what your group
discussed
3) Share out to whole group
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.”
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First Language Support
Activity: Think-Pair-Share
When, how and why do you use the
students’ native language in the
class?
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
Activity: Turn to a Partner
Highlight the interactions that you use and share at least one successful
interaction with your partner. Explain how and why it is used.
1. Calls on everyone in the room equitably
2. Provides individual help
3. Gives “wait” time (allows student enough time to answer)
4. Asks questions to give the student clues about the answer
5. Asks questions that require more thought
6. Tells students whether their answers are right or wrong
7. Gives specific praise
8. Gives reasons for praise
9. Listens
10. Accepts feelings of the student
11. Is courteous to students
12 Shows personal interest and gives compliments
13. Touches students (appropriately)
14. Desists (he or she does not call attention to every negative behavior)
Payne, R.K. (1998). A Framework for Understanding Poverty, Modules 1-7, p. 53
Teacher-Student Interaction
What can a teacher do to increase
achievement?
TESA (Teacher Expectations and Student
Achievement)
• identified 15 behaviors teachers use
• achievement of low-achieving students
significantly increased with use of these
behaviors
Content Objectives
• Select from a variety of activities that
promote interaction and incorporate into
lesson plans
• Design grouping patterns that support
lesson content and language objectives
• Identify strategies to increase wait time
Language Objectives
• Explain the purpose of student-student
interaction for language development
• Describe strategies to reduce the amount of
teacher talk in a lesson
• Adjust teacher questioning techniques to
promote student elaboration of responses
• Identify resources to support student
clarification in the native language