SIOP Model Review: EDSU533 Sheltered Instruction Observation Protocol
<ul><li>Are your content and language learning objectives written on the board?  Did you state them orally to the students...
<ul><li>Did you link explicit concepts to students’ background experience? </li></ul><ul><li>Did you make clear links betw...
<ul><li>Did you speak appropriately to accommodate students’ proficiency level? </li></ul><ul><li>Did you explain academic...
<ul><li>Did you provide ample opportunities for students to use strategies? </li></ul><ul><ul><li>GIST, SQP2R, Reciprocal ...
<ul><li>Did you provide frequent opportunities for interaction and discussion? </li></ul><ul><li>Did you give opportunitie...
<ul><li>Did you supply lots of hands-on materials? </li></ul><ul><li>Did you provide activities for students to apply cont...
<ul><li>Did your lesson clearly support content objectives? </li></ul><ul><ul><li>objectives apparent throughout lesson </...
<ul><li>Did you provide comprehensive review of key vocabulary? </li></ul><ul><ul><li>teach, review, assess, teach… </li><...
 
<ul><li>Base lessons on grade-level appropriate curriculum </li></ul><ul><li>Share content and language objectives with EL...
<ul><li>Graphic Organizers </li></ul><ul><li>Outlines </li></ul><ul><li>Leveled Study Guides </li></ul><ul><li>Highlighted...
<ul><li>Students should: </li></ul><ul><ul><li>be active in developing understanding </li></ul></ul><ul><ul><li>personaliz...
Moving Students to Independence Echevarria, Vogt, & Short. (2004).  Making Content Comprehensible for English Language Lea...
<ul><li>Step by Step </li></ul><ul><ul><li>Present instructions in a step-by-step manner and/or with demonstrations.  </li...
<ul><li>Questioning Techniques </li></ul><ul><ul><li>Cube Rolls </li></ul></ul><ul><ul><ul><li>Thinking Cube with 6 higher...
<ul><li>  GIST summarizing strategy: </li></ul><ul><ul><li>After reading a passage or section of text, teacher and student...
<ul><li>Encouraging more elaborate responses:  </li></ul><ul><ul><li>going beyond “yes” and “no” answers— </li></ul></ul><...
<ul><li>Recommendation – at least 2 different groupings in every lesson </li></ul><ul><li>Whole class </li></ul><ul><ul><l...
<ul><li>Wait time varies by culture:  </li></ul><ul><ul><li>The average length of wait time in US classrooms is clearly no...
<ul><li>Information gap activities </li></ul><ul><ul><li>Each student in a group has only one or two pieces of information...
<ul><li>Roundtable </li></ul><ul><ul><li>Use with open-ended questions, grammar practice.  </li></ul></ul><ul><ul><li>4-5 ...
<ul><li>Give students multiple opportunities to practice. </li></ul><ul><li>Practice in relevant, meaningful ways </li></u...
<ul><li>Paraphrasing </li></ul><ul><ul><li>oral rehearsal of what student is going to say with group before saying it to t...
<ul><li>Review Key Concepts </li></ul><ul><ul><li>Outcome Sentences wrap up technique  Students respond to one of the foll...
<ul><li>Assessment   </li></ul><ul><ul><li>“ the gathering and synthesizing  of information concerning students’ learning”...
<ul><li>Echevarria, Vogt, & Short. (2004).  Making Content Comprehensible for English Language Learners. Pearson. </li></u...
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  1. 1. SIOP Model Review: EDSU533 Sheltered Instruction Observation Protocol
  2. 2. <ul><li>Are your content and language learning objectives written on the board? Did you state them orally to the students? </li></ul><ul><li>Is the content appropriate for these students’ educational and linguistic background? </li></ul><ul><li>Do you have supplementary materials ready to help make lessons clear and meaningful? </li></ul><ul><li>Do you have ways to adapt content to all levels of student proficiency? </li></ul><ul><ul><li>graphic organizers, study guides, taped texts, jigsaw reading… </li></ul></ul><ul><li>Are your activities meaningful and authentic? </li></ul><ul><li>Do your activities integrate lesson concepts with language practice opportunities? </li></ul><ul><ul><ul><ul><li>surveys, letter writing, making models, plays, games… </li></ul></ul></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  3. 3. <ul><li>Did you link explicit concepts to students’ background experience? </li></ul><ul><li>Did you make clear links between students’ past learning and new concepts? </li></ul><ul><li>Did you emphasize key vocabulary? </li></ul><ul><li>Major Instructional Interventions </li></ul><ul><ul><li>Pre-teach vocabulary </li></ul></ul><ul><ul><li>Provide experiences (ex: showing video before lesson) </li></ul></ul><ul><ul><li>Introduce conceptual framework (ex: graphic organizers </li></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  4. 4. <ul><li>Did you speak appropriately to accommodate students’ proficiency level? </li></ul><ul><li>Did you explain academic tasks clearly? </li></ul><ul><li>Did you use a variety of techniques to make content concepts clear? </li></ul><ul><ul><li>modeling, hands-on materials, visuals, demos, gestures, film clips… </li></ul></ul><ul><li>Did you speak slowly and enunciate clearly? </li></ul><ul><li>Did you avoid jargon? </li></ul><ul><li>Did you paraphrase and use repetition? </li></ul><ul><li>Did you keep your sentence structure simple? </li></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  5. 5. <ul><li>Did you provide ample opportunities for students to use strategies? </li></ul><ul><ul><li>GIST, SQP2R, Reciprocal Teaching, mnemonics, 12 minute research paper, 2 column notes, repeated readings, … </li></ul></ul><ul><li>Did you use scaffolding techniques throughout lesson </li></ul><ul><ul><li>think-alouds, paraphrasing, partnering… </li></ul></ul><ul><li>Did you employ a variety of question types in discussion? </li></ul><ul><ul><li>use Question Cube, Thinking Cube, Bloom’s Taxonomy… </li></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  6. 6. <ul><li>Did you provide frequent opportunities for interaction and discussion? </li></ul><ul><li>Did you give opportunities for “oral rehearsal?” </li></ul><ul><li>Can you group students to support language and content objectives? </li></ul><ul><ul><li>use at least 2 different structures during a lesson—pairs, triads, teams, varied by language proficiency or interest </li></ul></ul><ul><li>Do you consistently allow for sufficient wait time? </li></ul><ul><ul><li>let other students write down answers while waiting for one student to respond </li></ul></ul><ul><li>Did you give ample opportunities for clarification for concepts in L 1 ? - use bilingual paraprofessionals, native language materials, notes by students… </li></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  7. 7. <ul><li>Did you supply lots of hands-on materials? </li></ul><ul><li>Did you provide activities for students to apply content/language knowledge? </li></ul><ul><ul><li>discussing and doing make abstract concepts concrete </li></ul></ul><ul><ul><li>allow students to work in partners before working alone </li></ul></ul><ul><li>Did you integrate all language skills into each lesson? </li></ul><ul><ul><li>listening, speaking, reading, writing </li></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  8. 8. <ul><li>Did your lesson clearly support content objectives? </li></ul><ul><ul><li>objectives apparent throughout lesson </li></ul></ul><ul><ul><li>no “bird-walks” </li></ul></ul><ul><li>Did you clearly support language objectives? </li></ul><ul><ul><li>students given ample opportunities to “show off” their language capabilities in speaking, reading, writing </li></ul></ul><ul><li>Did you engage students 90-100% of the lesson? </li></ul><ul><ul><li>less “teacher talk” </li></ul></ul><ul><ul><li>no “down-time” </li></ul></ul><ul><ul><li>students are actively working in whole groups, small groups, individually… </li></ul></ul><ul><li>Did you pace the lesson appropriately to students’ ability level? </li></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  9. 9. <ul><li>Did you provide comprehensive review of key vocabulary? </li></ul><ul><ul><li>teach, review, assess, teach… </li></ul></ul><ul><ul><li>use word study books </li></ul></ul><ul><ul><li>Content Word Wall </li></ul></ul><ul><li>Did you provide a comprehensive review of key content concepts? </li></ul><ul><ul><li>review content directly related to objectives throughout lesson </li></ul></ul><ul><ul><li>use graphic organizers as review </li></ul></ul><ul><li>Did you give regular feedback to students on their output? </li></ul><ul><ul><li>clarify, discuss, correct responses </li></ul></ul><ul><li>Did you conduct assessment of student comprehension and learning? </li></ul><ul><ul><ul><ul><li>use a variety of quick reviews: thumbs up-down, numbered wheels, small dry erase boards; include student self-assessment… </li></ul></ul></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  10. 11. <ul><li>Base lessons on grade-level appropriate curriculum </li></ul><ul><li>Share content and language objectives with EL students </li></ul><ul><ul><li>take from Grade-Level Content Expectations </li></ul></ul><ul><li>Start with “jump-start” mini lessons that develop context and access to background knowledge </li></ul><ul><li>Plan meaningful, real-life activities </li></ul><ul><ul><li>Plan activities to promote language </li></ul></ul><ul><ul><li>Relate authentic activities to students’ lives </li></ul></ul><ul><ul><li>Apply to grade level content standards </li></ul></ul><ul><ul><li>Involve students in reading, writing, discussion of important concepts and ideas </li></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  11. 12. <ul><li>Graphic Organizers </li></ul><ul><li>Outlines </li></ul><ul><li>Leveled Study Guides </li></ul><ul><li>Highlighted Text </li></ul><ul><li>Taped Text </li></ul><ul><li>Adapted Text </li></ul><ul><li>Jigsaw Text Reading </li></ul><ul><li>Marginal Notes </li></ul><ul><li>Native Language Texts </li></ul><ul><li>Hands-on manipulatives and realia </li></ul><ul><li>Pictures, photos, visuals </li></ul><ul><li>Multimedia: film clips, songs and chants, posters, computer games </li></ul><ul><li>Demonstrations: step by step modeling </li></ul><ul><li>Leveled fiction and nonfiction books </li></ul><ul><li>Websites </li></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  12. 13. <ul><li>Students should: </li></ul><ul><ul><li>be active in developing understanding </li></ul></ul><ul><ul><li>personalize word learning </li></ul></ul><ul><ul><li>be immersed in words </li></ul></ul><ul><ul><li>build on multiple sources of information </li></ul></ul><ul><ul><li>repeat exposures to words (Recommended 25 times for word ownership) </li></ul></ul><ul><li>Contextualize key vocabulary </li></ul><ul><li>Allow students to self-select essential vocabulary </li></ul><ul><li>Personal Dictionaries </li></ul><ul><li>Content Word Wall </li></ul><ul><li>Concept Definition Map </li></ul><ul><li>Cloze Sentences </li></ul><ul><li>Word Sorts </li></ul><ul><li>Word Generation </li></ul><ul><li>Word Study Books </li></ul><ul><li>Vocabulary Games </li></ul><ul><li>Visual Vocabulary </li></ul><ul><li>Vocabulary through Songs </li></ul>
  13. 14. Moving Students to Independence Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners. Student-Centered Rehearsal: Repeated Selective Underlining Two-column notes Mental Imagery: Guided Imagery Peer-Assisted Creating Analogies Role Playing Organizational: Peer Tutoring Graphic Organizers Teacher-Assisted Reciprocal Teaching Outlining Drill and practice Cooperative Learning  Discovery Learning  Teacher-Centered Brainstorming  Lecture Discussion  Direct Instruction  Demonstration  Recitation 
  14. 15. <ul><li>Step by Step </li></ul><ul><ul><li>Present instructions in a step-by-step manner and/or with demonstrations. </li></ul></ul><ul><ul><li>Write oral directions on board </li></ul></ul><ul><ul><li>Ask students to re-explain </li></ul></ul><ul><ul><li>Use peer-modeling </li></ul></ul><ul><ul><li>Focus attention on one group that is functioning well on activity. </li></ul></ul><ul><ul><li>Let those students explain step-by-step instructions to whole class using an overhead transparency </li></ul></ul><ul><li>Scaffolding Techniques </li></ul><ul><ul><li>Verbal scaffolding: paraphrasing </li></ul></ul><ul><ul><li>Think-Alouds </li></ul></ul><ul><ul><li>Reinforcing contextual definitions </li></ul></ul><ul><ul><li>Model </li></ul></ul><ul><ul><li>Use gestures </li></ul></ul><ul><ul><li>Employ hands-on activities </li></ul></ul><ul><ul><li>Demonstrate techniques and experiments </li></ul></ul><ul><ul><li>Discussion </li></ul></ul><ul><ul><li>Sentence strips </li></ul></ul><ul><ul><li>Reporting out orally </li></ul></ul><ul><ul><li>Multimedia, PowerPoint, Websites, and other Technologies </li></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  15. 16. <ul><li>Questioning Techniques </li></ul><ul><ul><li>Cube Rolls </li></ul></ul><ul><ul><ul><li>Thinking Cube with 6 higher order questions from Bloom’s Taxonomy </li></ul></ul></ul><ul><ul><ul><li>Question Cube - Who, What, When, Where, Why, How </li></ul></ul></ul><ul><ul><li>QAR (Question-Answer Relationships) </li></ul></ul><ul><ul><ul><li>Distinguish between “Right here” (literal) questions, “Author and Me” (inferential), and “On My Own” (from experience) questions </li></ul></ul></ul><ul><ul><li>QtA (Questioning the Author) </li></ul></ul><ul><ul><ul><li>Develop a deep comprehension of the reading material. </li></ul></ul></ul><ul><li>Mnemonics —using acronyms to memorize terms or concepts, ex: HOMES –each letter stands for one of the Great Lakes </li></ul><ul><li>“ I Wonder” Brainstorming about book, topic, theme—should be in the form of questions (who, what, when, what if, why…) or “I wonder if…” </li></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  16. 17. <ul><li>  GIST summarizing strategy: </li></ul><ul><ul><li>After reading a passage or section of text, teacher and students underline or pick out 10 words and concepts that are “most important” to understanding text. </li></ul></ul><ul><li>Illustrate new learning on a poster including appropriate captions and details. </li></ul><ul><li>Create a poem, chant, song, or play demonstrating new learning. </li></ul><ul><li>Graffiti Write </li></ul><ul><li>Word Splash </li></ul><ul><li>Procedural Scaffolding </li></ul>Increasing Independence Whole Class Small Group Partners Independent Work Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  17. 18. <ul><li>Encouraging more elaborate responses: </li></ul><ul><ul><li>going beyond “yes” and “no” answers— </li></ul></ul><ul><ul><li>“ Tell me more about that” </li></ul></ul><ul><ul><li>“ What do you mean by…?” </li></ul></ul><ul><ul><li>“ What else…” </li></ul></ul><ul><ul><li>“ How do you know?” </li></ul></ul><ul><ul><li>“ Why is that important?” </li></ul></ul><ul><ul><li>“ What does that remind you of?” or teacher restates student’s answer— </li></ul></ul><ul><ul><li>“ In other words…. Is that accurate?” </li></ul></ul><ul><ul><li>or teacher allows wait time for student to formulate answer </li></ul></ul><ul><ul><li>or teacher calls on another student to extend classmate’s response </li></ul></ul><ul><li>Fostering student-student interaction: </li></ul><ul><ul><li>Putting students in pairs, triads or small groups </li></ul></ul><ul><ul><li>Types of activities that encourage “table talk”: </li></ul></ul><ul><ul><li>Literature circles, think-pair-share, jigsaw readings debates, science or math experiments </li></ul></ul><ul><ul><ul><li>Other ways: dialogue journals, e-mail, pen pals, research files </li></ul></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  18. 19. <ul><li>Recommendation – at least 2 different groupings in every lesson </li></ul><ul><li>Whole class </li></ul><ul><ul><li>To develop classroom community and provide a shared experience for everyone </li></ul></ul><ul><li>Flexible small groups </li></ul><ul><ul><li>To promote multiple perspectives and encourage collaboration </li></ul></ul><ul><li>Flexible small groups </li></ul><ul><ul><li>To promote multiple perspectives and encourage collaboration </li></ul></ul><ul><li>Homogenous or Heterogeneous grouping </li></ul><ul><ul><li>By gender, language proficiency, language background, and/or ability </li></ul></ul><ul><ul><li>Variety maintains students’ interest </li></ul></ul><ul><ul><li>Movement from whole class, to partners, to small group increases student involvement </li></ul></ul><ul><ul><li>Varying group structures increases the preferred mode of instruction for students </li></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  19. 20. <ul><li>Wait time varies by culture: </li></ul><ul><ul><li>The average length of wait time in US classrooms is clearly not sufficient—give students at least 20 seconds wait time </li></ul></ul><ul><li>Effective teachers allow students to express their thoughts fully without interruption </li></ul><ul><li>Helpful Tips: </li></ul><ul><ul><li>Allow students to practice their answer with a partner before calling on them to speak out before the whole class. </li></ul></ul><ul><ul><li>Have more advanced students write down their responses while waiting, and then check their answers against the final answer. </li></ul></ul><ul><ul><li>If students cannot answer right away let them answer from a list of choices or “phone” (ask) a friend for help. </li></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  20. 21. <ul><li>Information gap activities </li></ul><ul><ul><li>Each student in a group has only one or two pieces of information needed to solve the puzzle or problem. </li></ul></ul><ul><ul><li>Students must work together, sharing information while practicing their language, and using critical thinking skills. </li></ul></ul><ul><li>Jigsaw </li></ul><ul><ul><li>Jigsaw reading task by chunking text into manageable parts (1-2 pages). </li></ul></ul><ul><ul><li>Number students in each group (1-4 or 5). </li></ul></ul><ul><ul><li>All #1s read the first 2 pages, #2s read the second 2 pages, etc. </li></ul></ul><ul><ul><li>These expert groups then discuss their reading and share ideas. </li></ul></ul><ul><ul><li>The original groups reconvene, discuss the whole text and share their expertise. </li></ul></ul><ul><ul><li>Students pool their information. </li></ul></ul><ul><li>Numbered heads together </li></ul><ul><ul><li>Similar to Jigsaw without forming expert groups. </li></ul></ul><ul><ul><li>Each student works on one portion of assignment and then students share. </li></ul></ul><ul><li>Four corners (Carousel) </li></ul><ul><ul><li>Great activity to introduce a topic or chapter of study. </li></ul></ul><ul><ul><li>Write one question or idea on each chart paper. </li></ul></ul><ul><ul><li>Divide class into 4 groups, each group has a different color marker—students move to one corner chart paper and designated student begins writing their ideas on chart. </li></ul></ul><ul><ul><li>Time activity 2-4 minutes. </li></ul></ul><ul><ul><li>Students move clockwise to next corner, read responses and add their comments. </li></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  21. 22. <ul><li>Roundtable </li></ul><ul><ul><li>Use with open-ended questions, grammar practice. </li></ul></ul><ul><ul><li>4-5 students are grouped at tables, one sheet of paper, and one pencil. </li></ul></ul><ul><ul><li>Question or grammar point is given by teacher, students pass paper around table, each writing their own response. </li></ul></ul><ul><ul><li>Teacher circulates room. </li></ul></ul><ul><li>3 Step Interview </li></ul><ul><ul><li>Students are paired. </li></ul></ul><ul><ul><li>Each student listens to the other as they respond to a topic question. </li></ul></ul><ul><ul><li>At the end of 3 minutes, each pair joins another pair of students and shares what their partners said. </li></ul></ul><ul><ul><li>Good way to practice language. </li></ul></ul><ul><li>Writing Headlines </li></ul><ul><ul><li>Good way to practice summarizing an activity, story or project. </li></ul></ul><ul><ul><li>Provide models of Headlines. </li></ul></ul><ul><ul><li>Students work in pairs writing a headline for an activity. </li></ul></ul><ul><ul><li>Pairs share out their headlines and class votes on most effective headline. </li></ul></ul><ul><li>Send a Problem </li></ul><ul><ul><li>One table team sends a question or problem to another table. </li></ul></ul><ul><ul><li>Each table team solves or answers question and passes it back to original table. </li></ul></ul><ul><ul><li>Good way to review for a test. </li></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  22. 23. <ul><li>Give students multiple opportunities to practice. </li></ul><ul><li>Practice in relevant, meaningful ways </li></ul><ul><li>Provide “hands-on “ experiences </li></ul><ul><li>Planning for hands-on practice: </li></ul><ul><ul><li>Divide content into meaningful short chunks—chunk by meaning, not just length </li></ul></ul><ul><ul><li>Time for practice should be short—10-15 minutes </li></ul></ul><ul><ul><li>New learning should have several short practices close together </li></ul></ul><ul><ul><li>Older learning should be practices distributed further apart—review material periodically </li></ul></ul><ul><ul><li>Give students immediate feedback on how well they have done </li></ul></ul><ul><li>Connect abstract concepts with concrete experiences: </li></ul><ul><ul><ul><ul><li>Material can be organized, created (chart learning), counted, classified (concept mapping), stacked (index card review), rearranged, dismantled </li></ul></ul></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  23. 24. <ul><li>Paraphrasing </li></ul><ul><ul><li>oral rehearsal of what student is going to say with group before saying it to the whole class or saying the definition of a word right after the word </li></ul></ul><ul><li>Systematic study </li></ul><ul><ul><li>isolated word lists and dictionary definitions alone do not promote vocabulary and language development. </li></ul></ul><ul><ul><li>Words should be studied through multiple modalities—see them, say them, write them many times in different ways, act them out, sing them, draw them, and find them in context </li></ul></ul><ul><li>Non-print Ways to Review </li></ul><ul><ul><li>use “acting out words”, Pictionary, Charades </li></ul></ul><ul><li>Word Study Books </li></ul><ul><ul><li>student-made personal notebook in which the student includes frequently used words and concepts. </li></ul></ul><ul><ul><li>Book can be organized by language structure: -tion, -sion, -tation and/or alphabetical, and/or by topic of study (ex: Revolution words) </li></ul></ul><ul><li>“ School Talk” sessions </li></ul><ul><ul><li>Teach discussion circle protocol: taking turns, polite disagreement words, how to ask and answer questions. </li></ul></ul><ul><ul><li>Do a practice session with a fun topic of students’ interest like movie stars, cars…Teach test-taking “talk”—how questions are worded on a test </li></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  24. 25. <ul><li>Review Key Concepts </li></ul><ul><ul><li>Outcome Sentences wrap up technique Students respond to one of the following sentence starters: I wonder…, I discovered…, I still want to know…, I learned…, I still don’t understand </li></ul></ul><ul><ul><li>Structured review—summarizing with partners, listing key points on board. </li></ul></ul><ul><ul><li>Always link to content objective </li></ul></ul><ul><li>Informal Assessment: </li></ul><ul><ul><li>On-the-spot, ongoing opportunities to determine the extent of students’ learning. </li></ul></ul><ul><ul><li>Includes teacher observations, anecdotal reports, informal conversations with students, quick-writes. </li></ul></ul><ul><li>Group response activities </li></ul><ul><li>Agree/Disagree, True/False, Yes/No </li></ul><ul><ul><li>index cards that students or groups of students could use to quickly give their answers to questions. </li></ul></ul><ul><li>Thumbs up/thumbs down </li></ul><ul><ul><li>For “I don’t know” students can make a fist. </li></ul></ul><ul><li>Numbered wheels </li></ul><ul><ul><li>Tag board strips (5” x 1”). Each strip is numbered 0-5 or 0-10. This allows students to answer multiple-choice questions quickly by holding up appropriate number. O is a “Don’t know” response. </li></ul></ul><ul><li>Response boards: </li></ul><ul><ul><li>Small chalk or white boards, or even plastic plates </li></ul></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  25. 26. <ul><li>Assessment </li></ul><ul><ul><li>“ the gathering and synthesizing of information concerning students’ learning” </li></ul></ul><ul><li>Evaluation </li></ul><ul><ul><li>“ making judgments about students’ learning”. Assessment comes first, then evaluation </li></ul></ul><ul><li>Gather base-line data before instruction occurs helps teachers know students’ growth over time </li></ul><ul><li>Plan multiple assessments in order to truly assess students’ content and language learning </li></ul>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners.
  26. 27. <ul><li>Echevarria, Vogt, & Short. (2004). Making Content Comprehensible for English Language Learners. Pearson. </li></ul><ul><li>SIOP at Center for Applied Linguistics - http://www.cal.org/siop/ </li></ul><ul><li>The SIOP Institute - http://www.siopinstitute.net/ </li></ul><ul><li>PDF File: http://www.misd.net/bilingual/ELL.pdf </li></ul>Amazon.com Listings of SIOP Books

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