Transcript Welcome [ccsd.net]

Welcome
Session Norms:
•All pagers and cell
phones on vibrate
•Stay on topic being
discussed
•Use professional
courtesy
High Quality Sheltered Instruction:
Review & Assessment
Presented by Region Specialist
June 28, 2007
Housekeeping
• Explain the time schedule for your day.
Include items like: breaks, location of
restrooms, lunch, etc.
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High Quality Sheltered Instruction
“Sheltered Instruction is an approach to teaching content to English
language learners in strategic ways that make the subject matter concepts
comprehensible while promoting the students’ English language
development.”
--Echevarria, Vogt, and Short
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Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment
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Features of Review & Assessment
• Provide comprehensive review of key
vocabulary.
• Provide comprehensive review of key content
concepts.
• Regularly provide feedback to students on their
output (e.g., language, content, work).
• Conduct assessments of student comprehension
and learning of all lesson objectives (e.g., spot
checking, group response) throughout
the lesson.
Vogt, M., & Echevarria, J. (2006). Teaching Ideas for Implementing the SIOP Model
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Think Pair Share
Think about techniques that you use in your
classroom to help ELLs review content
vocabulary and discuss with a partner.
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Review of Key Vocabulary
Use of analogies
Multiple exposures to
new terms
Use of paraphrasing
Review, modeling and
use of academic
language throughout
the lesson
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Round Robin Mummies Activity
• Choose one person to record the
responses of the group.
• Take 3 minutes to share all the words you
know that begin with the letters on the
handout that relate to the process of
mummification.
• Each member must take a turn sharing a
word while the recorder writes the
responses.
• Each group will share out their list of
words.
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Word Study Books…
…are student-made personal notebooks that include
frequently used words and concepts.
…may be structured by putting all the words studied
so far that end in -tion, -sion, and -ation.
…can be grouped by topic, such as words related
to “protest” or “government.”
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Helping students review and
practice
words in non-print ways
1. Draw a picture
2. Physical gesture
3. Role play
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Marzano’s research indicates…
use of activities, notebooks, games and
discussion to actively engage students in the
review of key vocabulary.
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Review of Key Content Concepts
Try these phrases:
• Up to this point we have learned…
• Who remembers what three things we have
learned so far…
• Predictions about an upcoming section of a
text…
Sentence starter on the board….
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Sentence Starters
I wonder…
I discovered…
I still want to know…
I learned…
I still do not understand…
Can also be used as journal writing…
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Concept Definition Map:
What is it?
What is it like?
Content Vocabulary
What are some examples?
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Feedback
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Can be given in facial expression, pat on back.
Not just orally or in writing.
Must be periodic, explicit, and timely.
Clarify and correct misunderstandings.
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Talk Show
• This can be used to assess reading
comprehension, summarizing, and speaking.
• Students simulate a television talk show by
presenting themselves as a famous person who
is being interviewed:
– One student is the interviewer while several
students are interviewed at the same time.
– The rest of the class completes a talk show
rating scale and each speaker completes a
self-assessment afterward.
O’Malley, J., Pierce, L., (1996). Authentic Assessment for English Language Learners
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Talk Show Activity
• Step 1 Divide into groups of 6 :
1 is the Interviewer, 2 are Experts (each
chooses a topic), 3 are Audience.
• Step 2 Interviewer asks each expert a question.
• Step 3 Experts have 30 seconds to answer.
• Step 4 Audience and Experts complete
feedback forms.
• Step 5 All members share information.
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Assessment of Learning
Structured
or
Informal
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A more structured review
might include…
students
summarizing
with partners.
journal writing.
listing
key points
on the board.
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Informal assessment…
involves on-the-spot, on-going
opportunities for determining the
extent to which students are
learning content.
Teacher
Observation
Anecdotal
Reports
Teacher to
Student
And
Student to
Student
Quick Writes
And
Brainstorming
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Video Presentation
Review
and
Assessment
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Teaching Scenarios
Refer to Review/Assessment section for
teaching scenarios.
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Teaching Scenarios
• All participants will read the lesson
overview.
• Participants will number off into threes.
• Ones will read first scenario and so forth.
• Rate the teacher using rating scale
provided.
• Discuss your rating with group and come
to consensus.
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Four Corners Discussion Activity
1. How can you ensure that the lesson’s key
academic vocabulary is reviewed?
2. What are some ways to provide constructive,
specific feedback to students?
3. How can teachers check for understanding?
4. Why is a final review important?
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Effective teaching cycle
for English Learners
Develop lesson
Re-teach
Teach lesson
Make adjustments
improve student
comprehension
Assess student
comprehension and
student work
Review key concepts
and vocabulary
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Review Session Objectives
Content Objectives:
• Identify techniques for reviewing key concepts
and vocabulary.
• Incorporate a variety of forms of assessment into
lessons.
Language Objectives:
• Discuss how to design assessments to
determine students’ academic language learning.
• Discuss the characteristics of an effective HQSI
lesson.
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Insanity is doing
the same thing
over and over
again and
expecting a
different result.
--Albert Einstein
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My Aha Moment!
Presentation Topic:
Presenter:
Date:
Two ideas that were interesting to me:
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2.
Two ways I can apply the information presented in my classroom:
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2.
Two questions that I have for the presenter:
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2.
Two things I wish the presenter had done differently:
1.
2.
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References
Echevarria, J. Short, D. Vogt, M. (2004). Making Content
Comprehensible: The SIOP Model 2nd ed. Upper Saddle River, NJ:
Pearson Education, Inc.
Marzano, R. J. & Pickering, D. (2005). Building Academic Vocabulary:
Teacher’s Manual. Alexandria, VA.: ASCD.
O’Malley, J., Pierce, L., (1996). Authentic Assessment for English
Language Learners. Boston: Addison-Wesley Publishing
Vogt, M., Echevarria, J. (2006). Teaching Ideas for Implementing the
SIOP Model. Upper Saddle River, NJ: Pearson Education, Inc.
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