SIOP Component 5: Interaction

Skyline’s Recipe for Success

Component Review

1. Lesson Preparation

2. Building Background

3. Comprehensible Input

4. Strategies

5. Interaction6. Practice / Application

7. Lesson Delivery

8. Review / Assessment

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

John Goodlad

“A long time ago, there was no such thing as school, and children spent their days learning a trade, a phrase which here means ‘standing around doing tedious tasks under the instruction of a bossy adult.’ In time, however, people realized that children could be allowed to sit, and the first school was invented.”

Lemony Snicket

Content Objectives:

• Select from variety of activities that promote interaction

• Understand purpose of student-student interaction for language development

Language Objectives:• Describe strategies to reduce amount

of teacher talk in a lesson.• Identify resources to support student

clarification in native language (L1).

PIE Graph

SIOP Features: Component 5

• F16 - Frequent opportunities for interaction / discussion

• F17 - Group configurations

• F18 - Wait time

• F19 - Key concepts clarified in L1 (Native Language)

F16 - Frequent opportunities for interaction / discussion

• Research shows that classes are characterized by excessive teacher talk (99)

• When students were asked to respond, it was usually only simple recall statements

• Students learn more when participating fully, discussing ideas/information (102)

• ELs need the most opportunities to practice using English language

• Encourage elaboration – “what do you mean by,” “What else…(103)”

F17 - Group configurations

• In many schools, ELs are grouped in low ability groups regardless of ability. In “low” groups, teachers…– …talk more; ask lower-level questions;

cover less; – …spend more time on skill and drill;

provide fewer opportunities for leadership & independent research;

– …encourage more oral than silent reading; teach less vocabulary; allow less wait time;

– …spend twice as much time on behaviors

Jigsaw

• At your table, assign each person one interactive strategy to read about.

• Take turns teaching strategies to each other at your table.

F18 - Wait time

• Varies by culture from overlap to minutes between utterances

• Have advanced students write answers during wait time

• Allow students to use 50-50 or “Phone a friend”

F19 - Key concepts clarified in L1

• Bilingual aide

• Peer

• Use of materials written in student’s native language

• Websites that offer translations

• www.freetranslation.com/• www.worldlingo.com/• www.reverso.net/

Share One, Get One

• In the matrix, write three concepts about interaction or strategies to promote interaction

• As you move around the room, obtain six more ideas from your colleagues

Content Objectives:

• Select from variety of activities that promote interaction

• Understand purpose of student-student interaction for language development

Language Objectives:• Describe strategies to reduce amount

of teacher talk in a lesson.• Identify resources to support student

clarification in native language (L1).

Emeril’s Challenge

• Increase interaction opportunities among your students, and…

• Gradually decrease teacher talk in your lessons (if necessary)