1. Review and Assessment Features  Comprehensive Review of Key Vocabulary  Comprehensive Review of Key Content Concepts  Regular Feedback Provided to Students About Their Performance  Assessment of Student Comprehension and Learning of All Lesson Objectives

2. Assessment and Review How do you know if your students are still on board? Okay? Any Questions? Got it? What happened? Understand Objectives Understand Directions Comprehension Check Guided Practice Comprehension Check Independent Practice Review & Assessment Component 8

3. Objectives:  Identify the main points of SIOP features 27 and 28, Comprehensive Review of Key Concepts and Vocabulary.  Read about and discuss teaching techniques and activities that can be used to provide review of key concepts and vocabulary.

4. Comprehensive Review of Key Content Concepts When?  During lesson  End of lesson How?  List key points on the board or anchor chart  Orally summarize with partners  Write in a notebook or concept map Feature 28

5. Outcome Sentences  I wonder…  I discovered…  I still want to know…  I learned…  I still don’t understand…  I want to know more about…  I will ask a friend about…  This lesson makes me think of… Feature 28

6. Comprehensive Review of Key Vocabulary  Many exposures needed to internalize words at a deep level.  Use words in a variety of ways.  Encourage students to use new words in their discussions. Feature 27

7. Article

8. Vocabulary Instruction for English Language Learners Say Something  Question: I wonder….? What if…?  Connection: This reminds me of…  Opinion: I think…  Reaction: I didn’t know that… I’m surprised that…

9. Marzano’s Six Step Process for Teaching Academic Vocabulary 1. Provide student-friendly explanation with non-linguistic representation. 2. Students restate in their own words. 3. Students construct a picture, symbol, or graphic. 4. Provide students’ activities to add to their knowledge. 5. Have students discuss terms with one another. 6. Play games to review terms.

11. Writing Test Questions  How would you describe ________ in your own words?  ______ is an example of __________.  True or False. _____ means _______.  This is a drawing of _____________.

12. Fan and Pick Partner #1: Say, “Pick a card, any card!” Partner #2: Draw a card and read it to #3. Partner #3: Answer the question. Partner #4: Praise #3 on something they did.

13. Jigsaw 1. Get into a group of 5. 2. Each person read one of the vocabulary activity descriptions. Everyone should have a different color. (3 minutes) 3. Take turns sharing with the group. (3 minutes for each person)

14. Discussion Points  Where in the “6-steps” does this activity fit?  Have you used this activity in your classroom? How?  If not, how might you include this into your instruction?  What modifications would you make?

15. Links  Online Dictionary with student friendly definitions designed specifically for ELs. http://www.collinsdictionary.com/dictionary/english- cobuild-learners http://www.collinsdictionary.com/dictionary/english- cobuild-learners  Another source of student-friendly definitions and sentences that use the target word in a context. Also has Spanish translation. http://www.wordsmyth.net/ http://www.wordsmyth.net/  http://www.wordsift.com/ created to help teachers identify vocabulary that appears frequently in the texts they are teaching. Cannot copy text from McGraw-Hill online texts. http://www.wordsift.com/

16. Resources  Teaching Vocabulary to English Language Learners - Michael Graves, Diane August and Jeannette Mancilla-Martinez  Bringing Words to Life – Isabel Beck, Margaret Mckeown, and Linda Kucan  Classroom Instruction the Works with ELLs – Jane Hill and Cynthia Bjork  Building Academic Vocabulary - Robert Marzano and Debra Pickering