Enhancing SIOPACT-ESL Post-seminar

Thursday, April 22, 2010, 3:30-6:30 pm

Meadowbrook High School

1

Content and Language Objectives for today

2

•Please read today’s content objectives in your manual to the person next to you.•Please listen to your partner read today’s language objectives to you.

Writing Content and Language Objectives

3

Content and Language Objectives

4

Feature #1: Content objectives clearly defined, displayed, and reviewed with students

Feature #2: Language objectives clearly defined, displayed, and reviewed with students

Examples of content objectives

5

•ENGLISH: Students will be able to identify figurative language in text.

•MATH: Students will be able to graph a linear equation by using the slope and y-intercept method.

•SOCIAL STUDIES: Students will be able to identify the major events of World War II.

•SCIENCE: Students will be able to distinguish between the flora and fauna in each biome.

Examples of language objectives

6

•ENGLISH: Students will be able to write a description of main characters in a short story.

•MATH: Students will be able to define the term "reciprocal“.

•SOCIAL STUDIES: Students will be able to list the major events of World War II on a chart.

•SCIENCE: Students will be able to define the terms chemical reaction, reagent, and physical change orally and in writing (p. 32, Making Content Comprehensible).

Questions that promote higher-order thinking skills

7

SIOP Feature #15: A variety of questions or tasks that promote higher-order thinking skills.

8

6 levels of educational objectives – used for a hierarchy of questioning:

• Remember (recognizing, recalling, comprehend, identify)

• Understand (interpret, classify,)• Apply (execute, implement, infer)• Analyze (differentiate, organize, compare)• Evaluate (check, critique)• Create (generate, plan, produce)

(D.R. Krathwohl, 2001, Taxonomy for Learning, Teaching, and Assessing)

Example of question that promotes higher-order thinking

9

Teacher: “What’s the hottest planet in our solar system?”

Student: “Mercury”

Teacher: “How do you know?”

Example of simplifying a higher-order question

10

Unmodified question: What is the relationship between the principles of communism and the principles of democracy?

Modified question: How are Communism and Democracy the same? How are they different?

Please see handout

Activity

11

•In your program, you have topics specific to your discipline. Please create different types of questions that teachers can ask students from low-order to higher-order thinking skills (pair activity).

Reviewing Key Vocabulary and Key Concepts

12

Comprehensive Review of Key Vocabulary and Key Concepts

13

Feature #27: Comprehensive review of vocab.

Feature #28: Comprehensive review of key content concepts.

Comprehensive Review of Key Vocabulary and Key Concepts

14

•Vocabulary: Paraphrasing: “The townspeople were pacifists, those who would not participate the war”.•Vocabulary: Individual word study books•Vocabulary: Semantic maps of words•Vocabulary: Pictures for vocabulary words

•Key concepts: Outcome sentences… “I still don’t understand…I wonder….I discovered….”•Key concepts: have students summarize with a partner•Key concepts: listing key points in a journal/notebook/blackboard

Reflection Activity

15

Please work with your table partners and explain what review activities you used this year and comments on which were the most effective and why. Write your ideas in your notebook.

16

•Content and language objectives •Questions which promote higher-order thinking•Review tactics…

….important for all of your students!