1. Practice &
Application
SIOP Component #6

2. Before we begin….Let’s do a quick review from last time
That’s right!
The SIOP model is comprised of
8 components and 30 features.
In regards to SIOP, what does the clock symbolize?

3. Sheltered Instructional Observation Protocol S. I. O. P
Sheltered Instructional Observation Protocol S.I.O.P. – 8 Components, 30 Features
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review/Assessment
SIOP has 8 components and 30 features. To help you remember this we have a clock set to 8:30.
Today we are going to be discussing the first component – Lesson Preparation. Lesson preparation is important because we know that thoughtful planning with consideration of your students individual needs, leads to effective teaching and learning!

4. Stephen Krashen’s 5-pronged theory of Language Aquisition
TPR Review
Stephen Krashen’s 5-pronged theory of Language Aquisition
1. Language acquisition is a subconscious and intuitive process much like how children pick up their first language.
2. The monitor: If students learn language through rules rather than naturally fluency will be delayed.
3. The natural order of acquisition: ELs will first acquire that which has the most meaning, form comes later.
4. Providing comprehensible input – to acquire language.
5. The affective filter: a cognitive shut-down if anxious.

5. Three Features of Practice & Application
TPR
Three Features of Practice & Application
Feature 20: Hands-On Practice with New Knowledge
Feature 21: Application of Content and Language Knowledge in New Ways
Feature 22: Integration of All Language Skills
The TPR Gesture for Component #3: Comprehensible Input is: fingers together on right hand, gesture toward forehead, as if putting information in and then quickly opening the hand facing out – as if “ah ha!” a light bulb has come on in the brain – “I get it!”

6. Practice & Application
After reading, discussing,
and engaging in activities
related to Practice and
Application, you will be able
to meet the following
Objectives:

7. Our Objectives for today:
Content Objectives:
I can identify the sixth component of SIOP and the three features of this component.
I can Identify a variety of ways for students to enhance their learning through hands-on practice.
I can create application activities that extend the learning in new ways and relate to language or content objectives.
Language Objectives:
I can name and describe the three features of this component.
I can discuss activities that integrate different language skills as students practice new content knowledge.
I can discuss the importance of linking practice and application activities to specific learning objectives.

8. Three Features of Practice & Application
Feature 20: Hands-On Practice with New Knowledge
Feature 21: Application of Content and Language Knowledge in New Ways
Feature 22: Integration of All Language Skills
it!”

9. #20 – Hands-On Practice with New Knowledge
TPR
#20 – Hands-On Practice with New Knowledge
Students have a greater chance of mastering content concepts and skills when they are given multiple opportunities to practice in relevant, meaningful ways.
TPR gesture for #20: To go along with the bouncing of a basketball for practice and application, for #20, it will be practicing passing a basketball behind your back.
Chapter 7: #1

10. #22 – Activities Integrate All Language Skills
TPR
#22 – Activities Integrate All Language Skills
Reading, writing listening, and speaking are complex, cognitive language processes that are interrelated and integrated.
The language processes – reading, writing, listening, and speaking – are mutually supportive. Although the relationships among the processes are complex, practice in any one domain promotes development in the others. “
TPR gesture for #22: Gestures to indicate all four domains: hands cupped like book, to indicate reading; one hand writing on the other to indicate writing; pointing to mouth with both index fingers to indicate speaking; and index fingers pointed to each ear to indicate listening.
Elem. SIOP p. 149

11. #20 – Hands-On Practice with New Knowledge
Madeline Hunter (1982) suggests four questions when planning hands-on practice:
How much material should be practiced at one time?
A short meaningful amount. Always use meaning to divide your content into parts.
2. How long in time should a practice period be?
A short time so the student exerts intense effort and has intent to learn.
3. How often should students practice?
New learning, massed practice. Older learning, distributed practice.
4. How will students know how well they have done?
Give specific knowledge of results (i.e., specific feedback).

12. Practice & Application Gallery Walk
Work with your grade level to brainstorm and write on a piece of chart paper ideas for hands on activities you could use to practice and apply concepts in the content areas. (3-5 minutes)
Walk around with your group to view other grade levels ideas for hands on practice.

13. TPR
#21 – Activities Provided for Students to Apply Content and Language Knowledge
Madeline Hunter (1982) said:
“The difference between knowing how something should be done and being able to do it is the quantum leap in learning…new learning is like wet cement, it can be easily damaged. A mistake at the beginning of learning can have long-lasting consequences that are hard to eradicate (p.71).
TPR for #21: Turn to a partner and pretend to through the ball back and fourth like you would in a basketball practice drill.

14. TPR
#21 – Activities Provided for Students to Apply Content and Language Knowledge
• “For students acquiring a new language, the need to apply new information is critically important because discussing and “doing” make abstract concepts concrete. Application can occur in a number of ways, such as clustering, using graphic organizers, solving problems in cooperative learning groups, writing a journal, engaging in discussion circles, or a variety of other meaningful activities (Peregoy & Boyle, 2005).
Mainly we must remember that we learn best by involving ourselves in relevant, meaningful application of what we are learning.
p.147 ELEM. SIOP

15. A A. C. Cummin’s Model of Academic Language
Con
Cummin’s Model of Academic Language
Cummin’s Model of Academic Language
Cognitively Undemanding (Easy)
Cognitively Undemanding A.
Art, music, physical education
Following simple directions
Face-to-face discussions C.
Phone conversations
Notes on refrigerator
Written directions
Context-Embedded
(Many Clues)
Context-Reduced
(Few Clues) B.
Demonstrations
Audio-visual assisted lesson
Science experiments
Social studies project D.
Reading a textbook
Explaining new, abstract concepts
Lecturing with few illustrations
Math concepts and applications
As you plan activities remember that most academic tasks are in that D quadrant that Cummins talks about. As teachers with EL students in our classes we need to be thinking how to scaffold Quadrant D activities so that they fall into the quadrant B category. These activities are still cognitively demanding, but provide a meaningful context for students’ learning, making abstract concepts more concrete and accessible.
Cognitively Demanding A
Cognitively Demanding (Difficult)

16. #22 – Activities Integrate All Language Skills
TPR
#22 – Activities Integrate All Language Skills
Reading, writing listening, and speaking are complex, cognitive language processes that are interrelated and integrated.
The language processes – reading, writing, listening, and speaking – are mutually supportive. Although the relationships among the processes are complex, practice in any one domain promotes development in the others. “
TPR gesture for #22: Gestures to indicate all four domains: hands cupped like book, to indicate reading; one hand writing on the other to indicate writing; pointing to mouth with both index fingers to indicate speaking; and index fingers pointed to each ear to indicate listening.
Elem. SIOP p. 149

17. Practice & Application Talk with a partner:
1. Think about a college or graduate school course. What is one activity you remember well? What made it memorable? Did it involve different learning styles or senses?
2. Now, think about a recent lesson you taught or observed. Was there an activity that would be memorable for the students? If not how could the activity have been more engaging and unforgettable? Did you incorporate all four language domains?
3. Explain to a partner why it is important to link practice & application activities to the learning objectives.
• Do a Beach Ball share out of ideas for engaging activities!
The four language domains are: speaking, listening, reading and writing.

18. Three Features of Practice & Application
TPR
Three Features of Practice & Application
Feature 20: Hands-On Practice with New Knowledge
Feature 21: Application of Content and Language Knowledge in New Ways
Feature 22: Integration of All Language Skills
TPR gesture for #22: Gestures to indicate all four domains: hands cupped like book, to indicate reading; one hand writing on the other to indicate writing; pointing to mouth with both index fingers to indicate speaking; and index fingers pointed to each ear to indicate listening.

19. TPR Review
I’ll do the gestures and then you turn and tell your neighbor which feature I am representing and give a brief description of that feature. I will then randomly select someone to share out their answer.
A – Activity – TPR Review
TPR gesture for #22: Gestures to indicate all four domains: hands cupped like book, to indicate reading; one hand writing on the other to indicate writing; pointing to mouth with both index fingers to indicate speaking; and index fingers pointed to each ear to indicate listening. A

20. Our Objectives for today:
Content Objectives:
I can identify the sixth component of SIOP and the three features of this component.
I can Identify a variety of ways for students to enhance their learning through hands-on practice.
I can create application activities that extend the learning in new ways and relate to language or content objectives.
Language Objectives:
I can name and describe the three features of this component.
I can discuss activities that integrate different language skills as students practice new content knowledge.
I can discuss the importance of linking practice and application activities to specific learning objectives.