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 7: Practice/Application

Oh man, another week flies by!  Still feel like I'm trying to get a handle on everything.  Most days I don't even know where my planning times disappear to, as I'm still bringing things home to plan and create and grade.  But I'm happy, SO much happier in this environment, than I was last year (even though I still think Angi needs to move out here so we can teach together again!) that it's a good busy.  Hence my lack of posts... but I will try to work on that!

Anyway, we are up to our next installment of my SIOP Saturdays series!  Today's topic on the menu is the sixth component of the SIOP model, which is practice/application.

Here's where we stand with the whole thing again:

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

The section on practice and application discusses ways to make learning hands-on and relevant to students.  Learning activities need to support and scaffold students' progress toward mastering content, while allowing students a context to practice the academic language skills they are acquiring.  This component contains the next three features:

20. Hands-on materials and/or manipulatives provided for students to practice using new content knowledge
Research has shown that students have a greater chance of mastering skills and concepts when they have multiple opportunities to practice in ways that are relevant and meaningful.  New material should be introduced in short amounts, with opportunities for students to practice their new knowledge right away.  Using manipulatives or other hands-on materials also allows students with lower language skills to still be able to demonstrate and practice the content concepts being addressed.

21. Activities provided for students to apply content and language knowledge
Opportunities for applying content concepts are great for helping students to make abstract knowledge concrete.  The activities should be related to the learning and should be meaningful, and allow students the opportunity to demonstrate their knowledge through a variety of ways.  Especially through interactions and group discussions or projects, students are able to integrate their language skills with the task(s) at hand.

22. Activities integrate all language skills
Teachers should try to allow students to express their learning through reading, writing, speaking, and listening.  Because all of these practices are so intertwined, skills that may be further developed in one area may lend themselves to help strengthen another area.

SOME ACTIVITIES TEACHERS CAN USE TO SUPPORT PRACTICE AND APPLICATION:
*Using manipulatives to make a math lesson more concrete
*Incorporating kinesthetic activities (for example, instead of doing a worksheet about ordering numbers, give each student a number and have them order themselves in a line)
*Using a scaffolded listening cloze dictation: the teacher provides a copy of a text with words or phrases omitted; the teacher then reads the text and the students record the words that they hear that are missing from their page
*Students could engage in discussion circles after reading a text to practice listening and speaking about the concepts, and then write a response to questions posed by the teacher after discussing the questions in their groups

What other ways do you have students practice and apply new concepts and language skills in your classroom?

Next Saturday's topic: Lesson Delivery

SIOP Saturday 6: Interaction

Today I'm highlighting the fifth component of the SIOP model, which is student interaction!

As always, here is where we stand within the entire SIOP framework:

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

This section on interaction describes the importance of allowing students to have opportunities to talk about and engage with the content they are learning.  Some of the benefits of this include brain stimulation and higher engagement, increased motivation, more processing time for students, and increased attention to the subject material.  This component contains the next four features:

16. Frequent opportunities for interaction and discussion
This feature emphasizes the importance of balancing teacher-talk and student-talk.  Students should also be asked to elaborate on their responses, instead of just giving yes/no answers.  Researchers have found a high correlation between students' oral proficiency levels in English and their reading comprehension and writing skills.  In other words, students who are more proficient orally in English will also be more proficient in reading and writing.  Therefore, by giving students more opportunities for dialogue and interaction in class, teachers can help students to develop their language in more than one area.

17. Grouping configurations support language and content objectives of the lesson
By using a variety of grouping configurations in the classroom (whole-group, small-groups, partners, individual work), teachers can provide students with a variety of ways to learn new information, discuss it, and process it.  Teachers should also be mindful of providing students the opportunity to interact with a variety of peers - groupings should not always be homogeneous, but should be flexible and change according to the purpose of the activity.  It is also recommended that at least two different grouping structures be used during a lesson, depending on the activities and objectives.

18. Sufficient wait time for student responses consistently provided
In US classrooms, teachers do not often provide enough wait time for their students to sufficiently process questions, answers, and understanding of concepts.  By providing longer wait time, researchers have found that student discourse increases, as well as student-to-student interaction.  Students should be given the opportunity to express their thoughts fully without being rushed.  One way to accommodate this, but without letting classroom learning time lag too much, is by having students write down their answers first.

19. Ample opportunity for students to clarify key concepts in L1 (native language)
While this may not always be necessary in ELL classrooms or in regular classrooms, students who can make connections between concepts and ideas they may have learned in their first language and the new vocabulary and concepts they are learning, the link will be that much stronger, which will lend itself to deeper connection to the material.

SOME ACTIVITIES TEACHERS CAN USE TO SUPPORT INTERACTION:
*using interactive dialogue journals to share ideas and learning
*"Stay or Stray": students work on an assignment in a small group; the teacher randomly chooses one group member to rotate around to another group to teach the new group the information that was worked on in the first group; the teacher randomly calls a different student in that second group to take the information that was just introduced and go teach it to a third group, etc.  That way, all students are held accountable for learning new information because they never know who will be chosen to be the next presenter on what they just learned!
*Start the day in pairs and have each pair discuss the content objective for the class period
*Using "50/50" or "phone a friend" help lines for students who don't know how to articulate an answer.  However, that original student must be the one to give the "final" answer, to ensure practice with the language.

What other ways do you promote student interaction within your classroom?

Next Saturday's topic: Practice/Application

SIOP Saturday 4: Comprehensible Input

Happy weekend!! Today's SIOP post is our third component in the SIOP model: comprehensible input.

Here's where we are within the whole SIOP framework:

Lesson Preparation

Building Background

Comprehensible Input

Strategies

Interaction

Practice/Application

Lesson Delivery

Review/Assessment

The comprehensible input component reminds teachers that they need to be mindful of the words that they use, the rate at which they speak, and to make sure that they are explaining themselves clearly to their students. This component contains the next 3 features:

10. Speech appropriate for students' proficiency levels

This feature refers to rate and enunciation, and the complexity of speech used.  Students, especially ELLs, may need more time to be able to process words.  If a teacher talks too fast, much of the information is lost. However, if teachers remember to slow down, use pauses, and speak clearly, students will be able to understand much more.  Paraphrasing and repetition are also two techniques that can help give students multiple exposures to the words and ideas that the teacher is conveying.  If teachers are familiar with the student's native language, a special emphasis on cognates (words that are nearly the same in both langauges) can also be beneficial to aiding student understanding.

11. Clear explanation of academic tasks

Teachers can help ELLs better understand required tasks by breaking directions down step by step.  Giving directions in more than one way (for example, explaining directions orally and also writing them on the board and/or providing visuals) allows students to process them the way that they are strongest, and the written directions or visuals give students something to refer back to if they need to check the directions again.  Further, teachers should model or demonstrate what they are asking their students to complete, as this gives ELLs (and ALL students) the chance to see the steps in a process in action.

12. A variety of techniques used to make content concepts clear

This feature reminds teachers of the importance of approaching learning from many different ways, and allowing students to interact with content material in more ways than just copying notes, or reading a book.  These can include: using gestures/pictures/objects to accompany speech, using multimedia within lessons, previewing the material and noting which parts to emphasize to the students, or allowing students to use a variety of ways to demonstrate their learning.

SOME ACTIVITIES THAT TEACHERS CAN USE TO ENSURE COMPREHENSIBLE INPUT:

*Being mindful of using expression and body language

*Speaking slowly and clearly

*Using more pauses between phrases

*Using shorter sentences with simpler syntax

*Repeating and reviewing vocabulary

*Using visuals to accompany discussion

*Watching carefully for comprehension and being ready to repeat or clarify if necessary

How do you monitor the ways that you provide information and interact with students while teaching?

Next Saturday's topic: Strategies

SIOP Saturday 3: Building Background

It's Saturday again!  That means time for another installment of SIOP Saturdays!

We're up to the second component: building background.  Here's where we stand within the SIOP model:

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

Building background emphasizes the need to connect what students will be learning with what they already know, and filling in the gaps before teaching the lesson so that they will be successful.  This component contains the next 3 features:

7. Concepts explicitly linked to students' background experiences
As educators, we know that students come to school with previous background experiences and schemata that may be different from ours, especially if students come from a culture that is different than that of the teacher's or the general school culture.  Students' backgrounds influence the way they perceive information, and the way that they may process problems or generate solutions.  Thus, it is important for teachers to try to connect the concepts that they will be teaching to relevant background experiences that students have, or if there is no connection that can be made, teachers have to create the learning experiences to build the background knowledge for the students before teaching the new information.

It is important to note that there is a distinction between "activating prior knowledge" and "building background".  Prior knowledge is what students already possess, and thus activating it means that you are reminding students of what they already know.  When "building background" is mentioned, this refers to the need of teachers to front-load information that students will need to know before beginning the lesson in order to be successful.

8. Links explicitly made between past learning and new concepts
Teachers should explicitly build a bridge between what students have previously learned and connect it to what students are GOING to learn.  This way the teacher can explicitly explain how the concepts are related, and help the students make connections between what they know and what they are learning, which allows them to adapt new information into their schemata more easily.  This can be done by simply asking "Who remembers what we learned about _____?" or can be done by reviewing graphic organizers or classroom notes.  When possible, teachers should have and display the item/knowledge being referenced (i.e. show the graphic organizer from yesterday, or put yesterday's powerpoint up again, etc).

9. Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted for students to see)
This feature actually includes 3 types of academic vocabulary that students need explicitly emphasized:

CONTENT WORDS: the key vocabulary terms and concepts relating to a particular topic (for example, in geometry: circle, square, cube, sphere, vertex, side, face, etc, etc).

PROCESS/FUNCTION WORDS: the words that have to do with performing certain processes or tasks (for example, discuss, graph, classify, share with a partner) and language processes (for example, skim, argue, summarize, question, etc).

WORDS AND WORD PARTS THAT TEACH ENGLISH STRUCTURE: the words that allow students to learn new vocabulary, based on English morphology.  Also known as root words and their affixes.


SOME ACTIVITIES THAT TEACHERS CAN USE TO BUILD BACKGROUND:
*Journaling - students can write about their own personal experiences with a certain topic.
*Quick-writes - students can write what they learned, or what they still have questions about.
*"Tired" words - students can identify synonyms for words that are common and over-used to expand vocabulary.
*Word walls - choose words from each topic to highlight, discuss, and display for student use.
*Word sorts - students can organize words based on structure, meaning, or sound relationships.
*KWL chart - the old teacher stand-by. :)

What are some ways that you build background with your students before teaching a new topic?

Next Saturday's topic: Comprehensible Input

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

August currently.... and a NEW feature (SIOP Saturdays!)

Thunderstorms are just starting here... I've got my bucket and towels in place (because no, bloggers, repair man has not returned to fix my ceiling yet) but so far so good and no leaks yet! (Knock on wood!)

Here's my August currently:

Also, bloggy friends, I want to introduce a new feature to my blog: SIOP Saturdays!

Background: I just completed a 3-day training in my school district about using the SIOP model for instruction.  I also took a class about it a few years ago as part of my path toward my bilingual and ESL endorsements.  I think it is such a fantastic method for teachers to use, not only for ELL students, but for ANY students!  So I decided that once a week, on Saturdays (because then my teaching week will be over, and also because SIOP and Saturday both start with S, so it makes sense!) I will highlight a feature of the SIOP model, and list a few examples of strategies that teachers can implement in their classrooms to address each feature!

Disclaimer: Let it be known, these are all MY opinions.  I am neither being told to, nor receiving any form of compensation for, explaining SIOP.  The book Making Content Comprehensible for English Learners: The SIOP Model is written by Jana Echevarria, MaryEllen Vogt, and Deborah J. Short, and copyright by Pearson Education, Inc.  Hopefully that's everything I need to include to make sure proper credit is presented where it is due. :)

Today's Feature: Overview of SIOP

I'm curious...how many teachers who are not Bilingual/ESL teachers already know what SIOP stands for, or use any of the features in their classrooms?  I know I had never heard of it before I began pursuing my bilingual/ESL endorsements.

SIOP stands for Sheltered Instruction Observation Protocol.  What is it?  It is an empirically validated model of sheltered instruction.  (Those of you unfamiliar with sheltered instruction, that term means that the teacher adapts instruction in order to make the material more easily learned.  The same typical curricular standards are being addressed, but the manner of addressing them may vary based on student language skills).  In simple words, SIOP provides a framework for teachers to use in lesson planning and delivery in order to be more mindful about WHAT they are teaching and HOW the students will learn the material and practice language skills.

There are 30 specific features of the SIOP model, and these features are grouped into 8 main components:

Lesson Preparation

Building Background

Comprehensible Input

Strategies

Interaction
Practice/Application

Lesson Delivery

Review/Assessment

My goal for this series is to address one of these components each Saturday, highlight the features that are specific to each component, and show some examples of strategies (when applicable) that can be integrated into classroom instruction to promote student engagement and student success.  I hope you will join me through this series!  Next week I'll start with Lesson Preparation! :)

(Also, through the typing of this post, the rain came and went, and brought old leaks and new.  Ceiling leaked again (but this time just through the hole he made, so I guess that was a good call on his part!) and also the frame above my patio door.  Sad face again.)