The SIOP Model:

1. The SIOP Model: Interaction

2. Components of SIOP • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice / Application • Lesson Delivery • Review / Assessment

3. “School is a place where young people go to watch old people work.” John Goodlad

4. Objectives Content Objectives • TWBAT select from a variety of activities that encourage interaction and incorporate into lesson plans • TWBAT organize grouping patterns that support lesson content and language objectives • TWBAT identify techniques to increase wait time • TWBAT site resources that support student clarification in the native language Language Objectives • TWBAT discuss the purpose of student-student interaction for language development • TWBAT describe strategies to reduce the amount of teacher talk in a lesson

5. SIOP ComponentInteraction • Language development is active, not passive • Children learn their first language with the assistance of adults and others who encourage, model, paraphrase acknowledge • Language is the primary vehicle for intellectual development (Vygotsky, 1981)

6. When students are actively engaged in interaction around subject matter • the brain is stimulated and more receptive to learning. • motivation and attention increase. • there is reduced risk. Students feel less “threatened”. • processing time increases.

7. Interaction SIOP Feature: Frequent Opportunities for Interaction and Discussion Learning is more effective when students have an opportunity to participate fully- discussing ideas and information.

8. SIOP Component Interaction • Language affects not only communication, but learning and acquisition of knowledge • Research consistently shows that teachers dominate the linguistic environment of the classroom (CREDE, 2000)

9. PIE Graph

10. Effective teachers strive to provide a more balanced linguistic exchange between themselves and their students— ELL students need the practice in speaking!

11. Interaction accesses the thought processes of another and solidifies one’s own thinking.

12. Talking with others, either in pairs or small groups, allows for oral rehearsal of learning.

13. Opportunities forInteraction Discussion: What practices or ideas for interaction do you or would you like to use in your classroom?

14. What about…. • dialogue journals • technology • rewriting song lyrics as a content review, games, role-plays, charades, etc. to review main ideas or key points ? • literature circles? • Reader-Writer-Speaker Response Triads/rotations (1 paper, 1 pencil)/ brainstorming, review, drawing • debates? • Send a problem (One table sends a question or problem to another table. They solve and send back.) • Administering a pretest ( 1 test, 1 pencil, partners) • You Are There /Students research event to be portrayed, select character in the event, write interview questions and responses, perform either rehearsed or unrehearsed • Frozen Moment/Students read a story, teacher gives groups paper with 3-4 sentence scene taken from the story. Groups plan a re-creation of the scene in pantomime….no movement…and each person in the group must take a role. After time to practice, students create their “frozen moments” . Teacher taps one of the actors who then “comes to life” describing what he or she is thinking or feeling at that moment. A second tap by the teacher returns the student to fixed position. Other players are tapped. Class must identify the scene being performed. • Find Your Match/ words & definitions, antonyms or synonyms, generals & battles, math problems and solutions, characters and story titles, etc. • Group Response with a White Board/ assess understanding in low-risk environment

15. Effective SIOP teachers encourage more elaborate responses. They go beyond the simple “yes” “no” and short phrases answers. Discussion: What are some specific techniques you can use to encourage students to elaborate on their responses and express their thoughts fully?

16. Examples may include “Tell me more about ……” “ What did you mean by…” “What else…” “How do you know?” “Why is that important? “What does that remind you of?” “In other words…. Is that accurate?” or teacher allows wait time for student to formulate answer or teacher calls on another student to extend classmate’s response

17. InteractionGrouping configurations support language and content objectives of the lesson. SIOP Feature: • Provides students opportunities to learn, discuss, and process new information • Maintains students’ interest • Increases the chance that a student’s preferred mode of instruction will be matched. • Provides much- needed movement for learners * It is recommended that at least 2 different grouping structures be used during a lesson, depending on the activity and objectives of the lesson.

18. Discussion: How do different grouping configurations facilitate learning for ELs?

19. Interaction SIOP Feature: Sufficient wait time for student responses consistently provided.

20. Discussion: What can you do to ensure sufficient wait time for students to formulate and express their thoughts?

21. Interaction SIOP Feature: Ample opportunity for students to clarify key concepts in L1. • Use bilingual paraprofessionals, teachers, peers as clarifiers for vocabulary, concepts, or procedures • Materials written in the students’ L1 • Use native language texts or bilingual dictionaries. • Web site word translations www.freetranslation.com/ www.worldlingo.com/ www.reverso.net/ - NCHS Orgullo Hispano Club….tutoring & translation services available during Focus Remediation

22. Interaction Activity: Inside-Outside Circle or Conga Line Reflect on today’s SIOP presentation. What information shared on interaction was especially useful or of interest to you?

23. Did we meet our objectives? Content Objectives • TWBAT select from a variety of activities that encourage interaction and incorporate into lesson plans • TWBAT organize grouping patterns that support lesson content and language objectives • TWBAT identify techniques to increase wait time • TWBAT site resources that support student clarification in the native language Language Objectives • TWBAT discuss the purpose of student-student interaction for language development • TWBAT describe strategies to reduce the amount of teacher talk in a lesson

24. Assignment • Using the SIOP lesson you have been developing, add activities and grouping configurations to enhance interaction. • Read Chapter 7 Practice/Application