creating opportunities to use academic language. discuss a variety of activities that promote...
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Discuss a variety of activities that promote interaction and incorporate into lesson plans
Explore grouping patterns that support lesson content and language objectives
Identify strategies to increase wait time
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
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”.
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
Type of group to set up◦ Random ◦ Voluntary◦ Teacher assigned
Changing groups◦ Frequency◦ Management
Possible Group roles◦ Group recorder◦ Materials collector◦ Reporter◦ Final copy scribe◦ Illustrator◦ Timekeeper◦ Cheerleader/facilitator◦ Monitor◦ Messenger
Using the SIOP Model, Interaction BLM #3
individual work partners triads small groups of 4 or
5 whole group
homogeneous or heterogeneous
gender language proficiency language background ability
Angie AldrichGrade 1 - Addition Stories
The SIOP Model: Sheltered Instruction for Academic
Achievement
1. Information gap activities
2. Jigsaw3. Four corners4. Numbered heads
together5. Round
robin/roundtable6. Questionnaires &
interviews
7. Three-step interview8. Story summaries9. Literature study groups10. Writing headlines11. Science & math
investigations12. Think pair share
Using the SIOP Model, Interaction BLM #3
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
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
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.
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 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?
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.”
Group from easiest to hardest:
Either/orWH
Point toYes/no
Open-ended
1-Point to
2-Yes/no
3-Either/or
4-WH
5-Open-ended
Shalom
Auf Wiedersehen
Saludos
Tsiaj txhu
WahidTrabajador`
Valiente
DictionnaireSettanta
giáo viên
هدر
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
Teacher-Student InteractionWhat 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
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 equitably2. Provides individual help3. Gives “wait” time (allows student enough time to answer)4. Asks questions to give the student clues about the answer5. Asks questions that require more thought6. Tells students whether their answers are right or wrong7. Gives specific praise8. Gives reasons for praise9. Listens10.Accepts feelings of the student11. Is courteous to students12 Shows personal interest and gives compliments13. 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
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) Participants in the inner circle discuss SIOP,
“One thing that I learned today that I will apply in my classroom is ____________.”while outer circle listens
Then outer circle responds; inner listens On presenter’s signal outer circle rotates
one person clockwise
Based on what you just shared, how will you apply this?
Bring examples from your lessons to our next workshop. Be ready to discuss how it worked and if you would change anything next time.
Discuss a variety of activities that promote interaction and incorporate into lesson plans
Explore grouping patterns that support lesson content and language objectives
Identify strategies to increase wait time
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