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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)