SIOP Saturday 9: Review and Assessment

The eighth component of the SIOP model is Review/Assessment.

We've reached the last step in the SIOP framework!

Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment

This final component reminds teachers that review and assessment should be present throughout any lesson plan framework.  Teachers need to take time to explicitly review key terms and concepts with their students. Feedback should be constructive and timely, and teachers should use information gained through assessment to further guide their instruction.  This component contains the last four features:

27. Comprehensive review of key vocabulary
Multiple exposures to new vocabulary terminology build familiarity, confidence, and language proficiency.  Terms can be reviewed through paraphrasing or in a more systematic manner.  The more exposure to these words that students have, the better they will be able to remember and learn them.

28. Comprehensive review of key concepts
Just as it is important for vocabulary to be reviewed, concepts also need to be reviewed, especially at the close of a lesson.  This review is often informal, but still needs to be planned with careful thought.  Stopping to summarize between paragraphs or sections in a text is a good example of this type of review.

29. Regular feedback provided to students on their output
Feedback needs to be supportive and validating.  Teachers can use feedback as a way to model correct English usage, and also to scaffold students to further proficiency.  Teachers can provide feedback through oral or written responses, or even through facial expressions and body language.

30. Assessment of student comprehension and learning of all objectives throughout the lesson
Review and assessment are an ongoing process.  However, it is important to note the distinction between the terms "assessment" and "evaluation" - assessment is gathering data about student learning, while evaluation is making judgments about student learning.  Assessment is periodic review throughout the lesson to determine student learning, as linked to content and language objectives.  This can be group-administered or individual, oral or written.

SOME ACTIVITIES TEACHERS CAN DO TO SUPPORT REVIEW AND ASSESSMENT:
*Thumbs up/down - could be used for true/false or yes/no responses.
*Response boards - using individual dry-erase boards for an informal review of math equations, spelling words, etc, etc.
*Number 1 to 3 for self assessment - students can indicate how well they believe they met the objectives (1=I didn't/can't meet the objective; 2=I didn't/cant meet the objective, but I made progress; 3=I fully met the objective), or however the teacher decides to phrase it.

What are some other ways that you review and assess your students in your classroom?

Next Saturday's topic: Wrapping up the SIOP model

SIOP Saturday 8: Lesson Delivery

Lesson delivery is the seventh component of the SIOP model.

Here's the whole framework:

Lesson Preparation

Building Background

Comprehensible Input

Strategies

Interaction

Practice/Application

Lesson Delivery

Review/Assessment

The lesson delivery component reminds teachers to stay on track with their teaching, sticking to the objectives they have laid out for their students.  It also discusses student engagement.  This component contains the next four features:

23. Content objectives clearly supported by lesson delivery

Objectives should be both stated orally and displayed in writing, in student-friendly terms.  Many schools, my own included, choose to have these phrased as "I Can" statements.  Before the lesson, during the lesson, and after the lesson is finished, the teacher and students should refer to these objectives to see how well they are being met.

24. Language objectives clearly supported by lesson delivery

These language objectives can be related to ESL standards, or they may be related to a teachers' own scope and sequence of the language skills that their students may need to develop.  Just like the content standards, these should be stated orally and in writing, in student-friendly terms, and referred to throughout the lesson.

25. Students engaged approximately 90% to 100% of the period

Students should be paying attention and on task, following the lesson, and responding to teacher direction, as well as performing the activities that are expected of them.  The more that a student participates during a lesson, the more he or she will gain from the learning experience.

26. Pacing of the lesson is appropriate to students' ability levels

The pace depends upon the lesson's content, as well as the students' background knowledge.  Finding an appropriate pace is also a tricky element when working with ELLs of varying language skills.  It is also important to note that teachers should make full use of the time they are allotting to any given lesson.

SOME ACTIVITIES TEACHERS CAN USE TO SUPPORT LESSON DELIVERY:

*Think Pair Share - when the teacher poses a question, students should think of their answer, share with a partner, and then the teacher can call on a few students to share their answers with the whole class.  This way students have a greater chance of more time being actively involved.

*"Chunk and Chew" is a technique teachers can use that states for every ten minutes of input, students should be given a chance to discuss or reflect on the information they just learned.

What are some other lesson delivery techniques you use in your classroom?

Next Saturday's topic: Review/Assessment

SIOP Saturday 2 - Lesson Preparation

Let me begin by saying... thank goodness you don't have to have an actual voice to be able to blog, because mine deserted me!  I drove to Indianapolis yesterday to visit a fellow teacher friend... my voice began the trip with me, but did not arrive with me! But I don't need it for typing, thank goodness!  And, maybe I can get this out of my system now so that I don't have to lose it this year when I start teaching, which always seems to happen!

Anyway, time for installment 2 of SIOP Saturday!

Today's focus is on the first component of the SIOP model: Lesson Preparation.  If you remember from last time, the SIOP model has 30 features, broken down into 8 components. Here they are again:

Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice/Application
Lesson Delivery
Review/Assessment

Lesson preparation contains the first 6 features.  Think of the "features" as "important things to remember".  For me, at least, that makes it just a little easier to understand.  So, let's dive into the first 6 features:

1. Content objectives clearly defined, displayed, and reviewed with students
Many districts are requiring teachers to post their objectives in their classrooms so that any visitors or passers-by can see what learning is taking place.  SIOP stresses the importance of actually talking to your students about what the learning objectives are.  That way, everyone is held accountable for the learning being accomplished, and learning stays on track.

2. Language objectives clearly defined, displayed, and reviewed with students
Here is an important new concept for many teachers: language objectives.  I like to think of language objectives explaining HOW students are going to demonstrate their learning of the content objectives.  Language objectives should encompass one or more of the 4 language domains: reading, writing, speaking, or listening.  Here are some examples:

Content objective: Students will identify parts of a plant and their functions.
Language objective: Students will label (write) the parts of a plant on a picture and discuss (speaking and listening) the functions of each part with a partner.

Content objective: Students will understand the difference between parallel and perpendicular lines.
Language objective: Students will explain (speaking and listening) to a partner how parallel and perpendicular lines differ.

Especially with ELL students, it is important to give them opportunities to practice their language skills, and give them support when they need it (example: sentence starters or a template for note-taking).  The next time you are planning a lesson and looking at the content objectives, consider how you might be able to integrate a language objective for your students as well!

3. Content concepts appropriate for age and educational background
Occasionally teachers may have to build additional background knowledge for students if they have come from another district or another country where concepts are taught in a different order.  The common core standards that many states are adopting should help to be a good framework for teachers to reference to see what students are learning in the grades above and below the grade they teach as well.

4. Supplementary materials used to a high degree
Hands-on learning experiences and the use of realia can make lesson concepts more relevant and meaningful to students, especially if they can see how the concepts apply to real-life situations.  Thus teachers should look for opportunities to use additional materials as they are appropriate.

5. Adaptation of content to all levels of student proficiency
Especially with ELLs, every student in your classroom should be held to the same high standard of learning.  ELLs should be learning the same content, but may require the method of delivery to be adapted.  For example, they may require books at an easier reading level; a template for note-taking, or perhaps a quick one-on-one session with the teacher to build the required background knowledge so that the student can be able to learn the concepts.

6. Meaningful activities that integrate lesson concepts with language practice opportunities
Any time that students have an opportunity to practice a new skill they are learning, or a new concept, the teacher should provide a chance for ELLs to use the appropriate vocabulary and language that accompany the concept.  For example, if students are learning to compare numbers (greater than, less than, equal to) the teacher should provide the students with the chance to practice this vocabulary.  This could include talking to a partner, playing a whole-class game, or writing number comparisons while incorporating the language aspect and not just the number sentences.

Next Saturday's topic: Building Background