1. PowerPoint for Reciprocal Teaching The SIOP Model Making Content Comprehensible for English Learners Assessment of Student Comprehension Taylor Sanders EDBE 3453

2. Purpose of SIOP Assessment  To guide teaching and re-teaching  Inform decision making  Lead to supportive feedback  Provide for fair and comprehensive judgments about student performance  To make sure each student is understanding and comprehending the information being taught

3. Content Objectives for Assessment  Select techniques for reviewing key content concepts  Incorporate a variety of assessment techniques into lessons  Describe the challenges in assessing the content learning of students with limited proficiency

4. Language Objectives for Review and Assessment  Write a lesson plan that includes review of key vocabulary  Teach a lesson with group response techniques  Orally provide feedback to ELL students that enhance language development  Use oral, written, and physical means to provide specific feedback to students on their performance

5. Assessment The gathering and synthesizing of information concerning a student’s learning that occurs throughout a lesson.

6. Examples of Assessment  Thumbs Up/Thumbs Down (Y/N, T/F, A/D)  Pencils Up/Pencils Down (older)  Number Wheels  Dry-erase boards  Tests/Quizzes  Ask the group as a whole  In the end, assess with students holding up 1,2, or 3 with fingers: 1- Did not understand the lesson 2-Did not understand the lesson, but made some progress 3-Fully understood the lesson

7. What is the best way to assess English language learners? A.Thumbs up/Thumbs Down B.Number Wheels C.Tests or Quizzes D.Dry erase boards E.There is not a “best” way to assess English language learners because each child is unique.

8. Incorrect Please try again. Hint: Not every child learns the same way.

9. Correct

10. Why are group response assessments effective?  Teachers can quickly determine how many students understand and comprehend the information.  It is obvious if students are having problems with language and content concepts. Remember: Teachers need to be able to determine whether the problem is with the content or the lack of English proficiency. Most of the time, they know the information, but language proficiency issues keep them from demonstrating their knowledge.

11. References Echevarria, J (2007). Making Content Comprehensible for English Learners: The SIOP Model. Boston, MA: Pearson Education, Inc.. Short, D.J. Center for Applied Linguistics. The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development. California State University (1999).

12. Conclusion In conclusion, teachers need to be familiar with a student’s proficiency levels before and after lessons in order to determine student growth. Assessments help guide teaching and re-teaching and provide teachers with ways of knowing whether their instructional methods are effective in the classroom.

13. The End