Creating Opportunities to Use Academic Language

Discuss a variety of activities that promote interaction and incorporate into lesson plans

Explore grouping patterns that support lesson content and language objectives

Identify strategies to increase wait time

Explain the purpose of student-student interaction for language development

Describe strategies to reduce the amount of teacher talk in a lesson

Adjust teacher questioning techniques to promote student elaboration of responses

Identify resources to support student clarification in the native language

Teacher comment:

“My content is so packed that I can’t cover everything if I allow student talk. Lecture

is the best way to ensure I’m where I need to be to complete all objectives

before the test”.

Increases use of academic language Improves quality of student talk Encourages elaborated responses Provides “oral rehearsal” Helps individualize instruction Encourages reluctant learners to participate Allows for written interaction with dialogue

journals Promotes a positive social climate

Type of group to set up◦ Random ◦ Voluntary◦ Teacher assigned

Changing groups◦ Frequency◦ Management

Possible Group roles◦ Group recorder◦ Materials collector◦ Reporter◦ Final copy scribe◦ Illustrator◦ Timekeeper◦ Cheerleader/facilitator◦ Monitor◦ Messenger

Using the SIOP Model, Interaction BLM #3

individual work partners triads small groups of 4 or

5 whole group

homogeneous or heterogeneous

gender language proficiency language background ability

Angie AldrichGrade 1 - Addition Stories

The SIOP Model: Sheltered Instruction for Academic

Achievement

Grouping Pattern Rationale

1. Information gap activities

2. Jigsaw3. Four corners4. Numbered heads

together5. Round

robin/roundtable6. Questionnaires &

interviews

7. Three-step interview8. Story summaries9. Literature study groups10. Writing headlines11. Science & math

investigations12. Think pair share

Using the SIOP Model, Interaction BLM #3

Turn to your partner Foreheads in the

middle Volunteer your partner Explain a process to

your partner Choral reading,

reader’s theatre, drama play

Another example: 2 lines w/ position,

question (e.g., “There should be laws vs. no laws” & have lines face each other to discuss).

Using the SIOP Model, Interaction BLM #4

Pose a concrete task and clarify the task Model an appropriate response using a

starter. Identify vocabulary, content, grammar needed to complete the starter.

Monitor student’s process and offer assistance

Cue partners to rehearse answer/share Randomly call on students before allowing

volunteers

EVERYTHING Task – an appropriate range of

questions/topics Who – partner, group Time – brief, focused Preparation – model response, quiet think

time, writing, pre-teaching of target vocabulary, partner rehearsal

Academic Language Use – written and oral application of vocabulary using appropriate grammar.

1)Generate suggestions for interaction in your classes

How can you encourage ELLs to participate in classroom discussion in a non-threatening way?

What are some specific techniques you use to encourage ELLs to elaborate on their responses and express their thoughts fully?

2) Return to original table & share what your group discussed

3) Share out to whole group

Do you give students sufficient wait time to respond?

Do you complete their sentences? Do you call on a different student before

allowing the first student that you called on an opportunity to respond?

ELLs need time to translate, often in their head Wait 3-5 seconds before moving on Rephrase question so less language work

◦ Hierarchy of question types Allow students to write answers while waiting

for one student to respond Build in wait time: “On the count of 3 we will

all respond.”

Group from easiest to hardest:

Either/orWH

Point toYes/no

Open-ended

1-Point to

2-Yes/no

3-Either/or

4-WH

5-Open-ended

Shalom

Auf Wiedersehen

Saludos

Tsiaj txhu

WahidTrabajador`

Valiente

DictionnaireSettanta

giáo viên

                           

هدر

When, how and why do you use the students’ native language in the class?

Encourage students to use L1 at appropriate times

Train bilingual paraprofessionals Obtain native language materials Organize peer tutoring /buddy programs Promote parent/student discussion in L1

Use dictionaries (use caution with online translators)◦ bilingual dictionaries◦ native language dictionaries

Teacher-Student InteractionWhat can a teacher do to increase

achievement?TESA (Teacher Expectations and Student

Achievement) identified 15 behaviors teachers use achievement of low-achieving students

significantly increased with use of these behaviors

Highlight the interactions that you use and share at least one successful interaction with your partner. Explain how and why it is used.

1. Calls on everyone in the room equitably2. Provides individual help3. Gives “wait” time (allows student enough time to answer)4. Asks questions to give the student clues about the answer5. Asks questions that require more thought6. Tells students whether their answers are right or wrong7. Gives specific praise8. Gives reasons for praise9. Listens10.Accepts feelings of the student11. Is courteous to students12 Shows personal interest and gives compliments13. Touches students (appropriately)14. Desists (he or she does not call attention to every negative behavior)

Payne, R.K. (1998). A Framework for Understanding Poverty, Modules 1-7, p. 53

Divide into 2 groups:◦ One group forms a circle looking out (the inside

circle)◦ The other group stands in front of someone in the

inner circle (the outside circle) Participants in the inner circle discuss SIOP,

“One thing that I learned today that I will apply in my classroom is ____________.”while outer circle listens

Then outer circle responds; inner listens On presenter’s signal outer circle rotates

one person clockwise

Based on what you just shared, how will you apply this?

Bring examples from your lessons to our next workshop. Be ready to discuss how it worked and if you would change anything next time.

Discuss a variety of activities that promote interaction and incorporate into lesson plans

Explore grouping patterns that support lesson content and language objectives

Identify strategies to increase wait time

Explain the purpose of student-student interaction for language development

Describe strategies to reduce the amount of teacher talk in a lesson

Adjust teacher questioning techniques to promote student elaboration of responses

Identify resources to support student clarification in the native language