SIOP Component #8 Review & Assessment

!

Please sit in groups of 3-4 people.

Objectives

Content Objective: Participants will be able to…

Apply the features of Review and Assessment by including techniques to assess student understanding of lesson objectives in a SIOP lesson plan.

Language Objective: Participants will be able to…

Evaluate the features of Review and Assessment by sharing feelings and opinions regarding how best to review key content concepts and key vocabulary.

Baker, Meg. Goals_IntroSIOP Model. N.p.: Whitfield County Schools, 23 May 2015. DOCX.

Housekeeping

Sign in to the attendance sheet in order to earn PD hours for re-certification.

Check out the supplementary materials in the binder!

annieshousekeeping.com

Look for the orange slides for each new

SIOP Feature.

Component 8: Review & Assessment

Feature 27: Key Vocabulary

Feature 28: Key Content Concepts

Feature 29: Regular Feedback on Student Output

Feature 30: Assess Student Comprehension of Objectives

Feature 14

SIOP Component #8 Feature #27 (Comprehensive review of)

Key Vocabulary !

Musical Share: What does this information mean to me?

“Students, especially those at the early stages of English acquisition, devote considerable energy to figuring out at a basic level what the teacher is saying or the text is telling them. These students are much less able to evaluate which pieces of information and which vocabulary terms, among all the input they receive, are important to remember” (Echevarría 215).

“Researchers differ on the number of exposures that students need to internalize words at a deep level, but all agree the number is high, over 40 and up to 160!” (Echevarría 215).

“Research findings are very clear—isolated word lists and dictionary definitions alone do not promote vocabulary and language development” (Echevarría 216).

(Echevarría 215-216)

First, I will read you a quote to reflect on.

Then, I will turn on music and you will walk around the room, pondering how this quote relates to you.

When the music stops, you will discuss your thoughts with a person who is standing near to you.

When I review academic vocabulary, I should…

Relate new words to other words with same structure or pattern

Point out words with multiple meanings

Point out synonyms and antonyms for key vocabulary

Explain how words are used in various contexts

Paraphrase meanings(Echevarría 216)

For practical applications and activities, check out:

Component 2, Feature 9: Key Vocabulary Emphasized

Making Content Comprehensible for English Learners: The SIOP Model: Pages 76-82

99 Ideas and Activities for Teaching English Learners with The SIOP Model: Pages 25-44

www.smore.com

www.superteachertools.net www.pinterest.com

www.pinterest.com www.pinterest.com www.pinterest.com

For more, search:

Vocabulary Graphic

Organizers

A spin off of the “Insert Method” 99 Ideas and Activities for Teaching

English Learners with the SIOP Model, pg. 33

Because of the colonial boycott, or refusal to buy British goods, Parliament cancelled all of their taxes but one—the tax on tea. Since Britain needed to collect at least some taxes as well help the struggling East India Company, Parliament passed the Tea Act in May 1773. This act required that the colonies import tea only from the East India company. The tea, of course, was taxed.

The colonists were outraged. In response to the injustices of the Tea Act, a group of Boston colonists sneaked onto British ships on evening in December 1773 and dumped the chests of tea onboard into Boston Harbor. This event became known as the Boston Tea Party.

Words derived from the

same word !

Dates !

Signal words

(Pearson)

tfli.org

timmonstimes.blogspot.com

www.sightwords.com

Fly swatter game

SIOP Component #8 Feature #28 (Comprehensive review of)

Key Content Concepts !

How can I use outcome sentences to review or wrap-up my class?

I wonder…

I discovered…

I still want to know…

I learned…

I still don’t understand…

I still have a question about…

Something I will remember is…(Echevarría 217)www.dailyteachingtools.com

SIOP Component #8 Feature #29

Regular Feedback on Student Output

(regularly provided to students) !

A nod, smile, CSPN-friendly pat on

the shoulder, encouraging

look…

“Simply restating the sentence with correct form, while validating, provides

feedback that is instructive and helpful” (Echevarría 218).First: “Tell me more about that.”

!Then: “Is this what you’re thinking?”

Sentence frames: !

“What you said was really interesting, because _________________.”

!“One word that you used that helped me understand your point

was _________________.” !

“One question I have about what you said is _________________.”

Effective Feedback for ELLs…

Supports and validates

Is specific and academically oriented

Focuses on both content and language

Includes modeling

Includes paraphrasing

Includes facial expressions and body language

Can be provided by students for each other

AKA… Positive reinforcement

“They need to know exactly what they did that’s right so they

can do it again and/or build upon it” (Echevarría 218).

“Many English learners plateau at the intermediate level, in part because they are exited prematurely

from ESL programs, but also because when they are exited they don’t have teachers who continue to develop language while teaching

content” (Echevarría 218).

(Echevarría 217-219)

Encourage sophisticated language!

SIOP Component #8 Feature #30

Assessment of Student Comprehension and Learning

of All Lesson Objectives (throughout the lesson)

28 SIOP® Training for Secondary Teachers Copyright © 2013 Pearson Education, Inc. All rights reserved.

Anatomy of a Content Objective

Task

Concept Stem

Audience

Purpose; Resource; Content Supports

SWBAT follow multi-step directions to accurately perform an experiment.

Think-Pair-Share

What does the word “assessment” mean?

What does the word “evaluation” mean?

Take one minute to think about what these words mean and how they are different. At the end, a few people will share with the group.

shiftonline.org

Assessment vs. Evaluation

Assessment: gathering of information about students’ learning

Evaluation: making judgements about students’ learning

karncomliber.netau.net

(Echevarría 213)

How do SIOP components provide opportunities for assessment?

Building Background (Component 2): Assess who lacks prior knowledge

Practice and Application (Component 6): Assess who needs more review or re-teaching

Lesson Delivery (Component 7): Review and assess with the class to see if they met the content and language objectives

(Echevarría 219)

Effective, Informal Classroom Assessment

Informal - On-the-spot, ongoing opportunities for determining the extent to which students are learning content

Authentic - Application to real life

Multi-dimensional - Different ways to determine student performance

Multiple indicators - Numerous evidences so that teachers can look at students’ mastery towards content and language objectives

(Echevarría 213-214)

Give one - Get one

What ways can a teacher do an assessment in a classroom?

Write down three ideas of how a teacher can assess the students in the classroom.

When directed, you will get up and explain your example of assessment to a partner. Your partner will explain his/her idea to you, and you will switch cards. You will repeat until you have three new ideas.

Assessments are: !

Formative Summative Informal Authentic Multi-dimensional Multiple indicators

For ideas, check pages: 220-224 of Making Content Comprehensible for English Learners 177-186 of 99 Ideas and Activities

Rate Your Word

T: True F: Falsewww.123rf.com www.123rf.com

Response Boardssolar3rd.blogspot.com

www.arockytopteacher.com

www.inspiredelementary.comResponse Cards

www.educationalinsights.com

www.educationalinsights.com

www.coetail.com litstrategies.weebly.com

www.3rdgradethoughts.commiddleschoolforlife.blogspot.com scienceteachersunited.blogspot.com

RTI: Questions for Progress Monitoring Process

Is there a match between the student and classroom context? If so, what needs to be continued?

Is there a mismatch between the student and the classroom context?

If there is a mismatch, what could create a better match for the student?

How can you tell whether the changes you are making are achieving a closer match for the student in question?

(Echevarría 212)

BONUS! Chapter 10: Issues of

Reading, RTI, and Special Education for

English Learners

Objectives

Content Objective: Participants will be able to…

Apply the features of Review and Assessment by including techniques to assess student understanding of lesson objectives in a SIOP lesson plan.

Language Objective: Participants will be able to…

Evaluate the features of Review and Assessment by sharing feelings and opinions regarding how best to review key content concepts and key vocabulary.

Baker, Meg. Goals_IntroSIOP Model. N.p.: Whitfield County Schools, 23 May 2015. DOCX.

Next Steps…

Reading (by May 3rd)

Read pages 210-237 in the core text to be prepared for the Component #8 book study

Peer-coaching (by May 10th)

Planning conference

Observation

Reflection conference

Works Cited

Baker, Meg. Goals_IntroSIOP Model. N.p.: Whitfield County Schools, 23 May 2015. DOCX.

Baker, Meg. LessonDelivery_Notes_Oct2010. N.p.: Georgia Department of Education, 23 May 2015. DOCX.

Echevarría, Jana and MaryEllen Vogt and Deborah J. Short. Making Content Comprehensible for English Learners: The SIOP Model. 4th Ed. New York: Pearson, 2013.

Pearson, ed. SIOP Component Enrichment: Review and Assessment - Participant Workbook. Upper Saddle River: Pearson Education, 2008. Print.

Ronan, Amanda. "Every Teacher’s Guide to Assessment." Edumedic: Connecting Education & Technology. Edumedic, 29 Apr. 2015. Web. 13 Apr. 2016.