THE SIOP MODEL PRACTICEAPPLICA TION Tina Kelman Annette

THE SIOP MODEL: PRACTICE/APPLICA TION Tina Kelman & Annette Mc. Adams

Practice & application Content Objectives: � Identify a variety of ways for students to enhance learning through hands-on practice. � Create application activities that extend the learning in new ways and relate to language or content objectives.

Practice & application Language Objectives: � Design activities that integrate different language skills as students practice new content knowledge. � Discuss the importance of linking practice and application activities to specific lesson objectives.

Practice & application Limited English Proficient (LEP) students English Language Learners (ELLs)

Statistics 5 million ELL in the United States 60% of ELLs qualify for free and reduced lunch Eighth-grade Ells’ scores are less than half of those of English speaking peers on test in reading and mathematics Students from households which speak a language other than English at home lag twenty points behind in high school completion rates These kids are our double and triple “dippers”

Practical Application Three-Minute Pause provides a break in large sections of content Turn to a partner: Summarize Key Ideas Thus Far Provides a chance for students to stop, reflect on the Add your own concepts and ideas that have thoughts just been introduced, make Pose connections to prior clarifying knowledge or experience, questions and seek clarification.

Practice & application Just like riding a bike… � Training wheels � Talking about experience � Listening to others describe the experience � Observing others � Help from others � Independent practice

Practice & application Practice helps master skills � Reading � Writing � Listening � Speaking Proficiency depends on opportunities for comprehensible input and targeted output

Practice & application Carefully choose activities in lesson Activities must support students’ progress Must target objectives Differentiation

SIOP feature 20 Hands-on materials/manipulatives � Makes practice more relative & meaningful � Increases chances of mastery � Enhances overall practice session � Connects abstract to the concrete Ab. Str. Ac. T Hands-on materials Concrete

Studies Show that We Learn 10% of what we READ 20% of what we HEAR 30% of what we SEE 70% of what is DISCUSSED with others 80% of what we EXPERIENCE personally 90% of what we TEACH others

SIOP feature 20 Questions to consider How much material should be covered at once? How long in time should practice periods be? Answers to remember Small, meaningful amounts of material Short practice times

SIOP feature 20 Questions to consider How often should students practice? How will students know how well they have done? Answers to remember New material � Practice Old material � Space frequently sessions Give specific feedback

Practical Application - Graffiti In the version of graffiti described here, each group uses a different colored marker so that everyone can identify which group made which contribution to the charts. After a specified period (usually no more than three to five minutes), and at a specific signal, each group rotates to the next chart page until the group has traveled full circle and arrived back at its page. The rotation and recording aspect of the strategy should take about 15 to 20 minutes. If groups have too much time at any chart page, there won’t be anything for subsequent groups to write. Subsequent groups may put checkmarks beside ideas to agree with them, may write disagreements beside items already recorded, or may add new information and ideas to the chart page.

SIOP feature 21 Activities to apply content & language knowledge � Discussing and “doing” make concepts concrete � Involvement in relevant & meaningful application

What is meaningful practice…? Practice that is directly tied to a standard

Carousel Brainstorming Post charts on the wall with key questions or ideas at the top. Groups are formed and one person scribes for the group and adds to the chart as they brainstorm. Groups move to a new chart, read other groups’ responses and then add to the chart. Teams may use a different color of felt pen.

SIOP feature 21 What about errors? � Level of development � L 1 Questions to consider: � Does the error impair meaning? � Are others making the same/similar mistakes? � Is a mini-lesson necessary?

SIOP feature 22 Activities integrate all language skills � Reading, writing, listening & speaking � Read what we write � Talk about what we read � Listen to others talk about they read

SIOP feature 22 L 1 – speaking & listening acquired first L 2 – reading & writing acquired first All skills are interconnected Different learning styles

SIOP feature 22 Writing Reading Languag e Listening Speaking

SIOP feature 22 “…although all identified language objectives in a lesson need to be practiced & applied as the lesson advances, not all language skills that are practiced need to be tied to an objective…” � P. 143

Discussion Questions What adjustments & techniques can a teacher use to provide ELs with successful experiences while they read, write, listen, & speak about new information? What materials could you use in your classroom to meet all language skills? Think back to a lesson you have given or been a part of. What could have been done differently to ensure meaning for all learners?

Conclusion Integrate 4 language components Practice & application are essential for mastery Patience with errors Enhance with hands-on activities Not all skills are linked to an objective

Teaching scenarios Read the scenario, evaluate, and discuss the lesson � Mr. Nguyen, page 144 � Ms. Dowden, page 145 � Miss Delgado, page 146

Teaching scenarios SIOP evaluation Hands-on materials & manipulatives Activities for language & content Integration of all language skills Mr. Nguyen 2 3 3 Ms. Dowden 4 4 4 Miss Delgado 1 1 2