powerpoint for reciprocal teaching the siop model making content comprehensible for english learners...
TRANSCRIPT
PowerPoint for Reciprocal TeachingPowerPoint for Reciprocal Teaching
TheThe SIOP ModelSIOP Model
Making Content Comprehensible for English Making Content Comprehensible for English LearnersLearners
Assessment of Student Assessment of Student ComprehensionComprehension
Taylor SandersTaylor SandersEDBE 3453EDBE 3453
Purpose of SIOP Assessment
To guide teaching and re-teaching Inform decision making Lead to supportive feedback Provide for fair and comprehensive
judgments about student performance
To make sure each student is understanding and comprehending the information being taught
Content Objectives for Assessment
Select techniques for reviewing key content concepts
Incorporate a variety of assessment techniques into lessons
Describe the challenges in assessing the content learning of students with limited proficiency
Language Objectives for Review and Assessment
Write a lesson plan that includes review of key vocabulary
Teach a lesson with group response techniques
Orally provide feedback to ELL students that enhance language development
Use oral, written, and physical means to provide specific feedback to students on their performance
Assessment
The gathering and synthesizing of information concerning a student’s learning that occurs throughout a lesson.
Examples of Assessment Thumbs Up/Thumbs Down (Y/N, T/F, A/D) Pencils Up/Pencils Down (older) Number Wheels Dry-erase boards Tests/Quizzes Ask the group as a whole In the end, assess with students holding up 1,2,
or 3 with fingers: 1- Did not understand the lesson 2-Did not understand the lesson, but made some
progress 3-Fully understood the lesson
What is the best way to assess English language learners?
A. Thumbs up/Thumbs DownB. Number WheelsC. Tests or QuizzesD. Dry erase boardsE. There is not a “best” way to assess
English language learners because each child is unique.
Why are group response assessments effective? Teachers can quickly determine how many students
understand and comprehend the information. It is obvious if students are having problems with
language and content concepts.
Remember:• Teachers need to be able to determine whether the
problem is with the content or the lack of English proficiency.
• Most of the time, they know the information, but language proficiency issues keep them from demonstrating their knowledge.
References
Echevarria, J (2007). Making Content Comprehensible for English Learners: The SIOP Model. Boston, MA: Pearson Education, Inc..
Short, D.J. Center for Applied Linguistics. The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development. California State University (1999).
Conclusion
In conclusion, teachers need to be familiar with a student’s proficiency levels before and after lessons in order to determine student growth. Assessments help guide teaching and re-teaching and provide teachers with ways of knowing whether their instructional methods are effective in the classroom.
The EndThe End