1. Chapter 6 – SIOP Made Easy
THE SIOP MODEL

2. Chapter 6- Interaction SIOP Made Easy
Frequent Opportunities for Interaction
Grouping Configurations
Sufficient Wait Time
Clarify concepts in L1

3. Today’s Objectives Content Language TWBAT
identify ways to increase interaction in their classrooms to effectively promote content and language acquisition.
TWBAT
describe in writing how the features of Interaction were implemented in a classroom lesson.

5. Research says:
“For ELs to become fluent in academic English, we need to provide structured opportunities in all subject areas to practice using the language. Because of the large number of ELs in schools today, all teachers are teachers of English, even if their content specialization is science, math, or social studies. For students learning English, teachers must create ample opportunities to practice using academic language, not simply social uses of language. And the language must be meaningful to students; it is not just the quantity of exposures to English that affects learning, but it is the quality as well.”
Wong-Fillmore & Valadez, 1986

6. Round-Robin Writing interactive activities in all lessons?
Pair students
Each pair has a sheet of paper and one pencil
Pose a question with multiple answers
The students pass the sheet back and forth and record as many responses as possible.
They should not talk about the answers, but record them in writing.
Ask students to share responses with larger groups or the whole class.
What are the benefits of incorporating
interactive activities in all lessons?

7. Benefits of interaction
Brain stimulation
Increased motivation
Reduced risk
More processing time
Increased attention

8. Opportunities for Interaction -
Oral
Written
Through technology

9. Research says:
Reading comprehension skills and writing skills are positively correlated with oral language proficiency in English.
Geva, 2006

10. Frequent Opportunities for Interaction and Discussion

11. How many IPOTS should be included in a 50-minute lesson? Why?
Think-Pair-Square -
T poses a question or issue
T allows time for Ss to think
Ss share ideas with a partner
Ss then share with the other members of their small group
How many IPOTS should be included in a 50-minute lesson? Why?

12. Structuring Lessons in Ways that Promote Student Discussions
Plan at least 3 interactions in a 50 minute period
Insert IPOTs and other activities at strategic points in the lesson
Create, teach, and use different grouping techniques

13. Providing a Balanced Linguistic Exchange
A balance/equality of time between teacher talk and student talk
Students need to learn how to allow equal talk time in group (Talking sticks, talking chips, assigned reporter)

14. Encouraging Elaborated Responses
Don’t accept “Yes,” “No,” or one-word answers
Don’t accept mumbled answers
Develop a technique for prodding for more elaborate answers

15. Ways to elicit elaborate responses
Ask students to expand on their answer
“Tell me more about that…”
Asking direct questions
“What do you mean by…”
Ask students to provide further information
“How do you know?”
Offering restatements
“In other words…is that accurate?”
Frequently pausing
Call on other students to extend a classmate’s response

16. Other Ways to Interact Writing Movement—charades, Simon Says, etc.
Student-Teacher—dialogue journals
Student-Student—Round Robin Writing, correspondence local or global, share content and language objectives
Movement—charades, Simon Says, etc.
Multiple—Dinner Party or Expert Stay Stray
Dinner party – students create a guest list for a dinner party according to a specific theme (sicentists)
Expert Stay Stray - One group member acts as a reporter and visits another group to observe what they are doing and then report back to the home group.

17. Grouping Configurations Support Language and Content Objectives
of the Lesson

18. Variety of Grouping Structures
Whole group
Small group
Triads
Pairs
Individual

19. Benefits of Grouping
Whole Group—introducing new information/ concepts, modeling, and review
Flexible small groups—development of multiple perspectives, and encourages collaboration
Partners—encourages success, provides practice opportunities, scaffolding, and assistance from classmates

20. Grouping Recommendations
Vary groups so that they are homogeneous or heterogeneous by gender, language proficiency, language background, and/or ability
Varieties of grouping facilitates learning
Variety helps maintain students’ interest
Variety increases student involvement

21. Recommendations
Variety increases the chance that a student’s preferred mode of instruction will be matched
Grouping provides much-needed movement for learners=oxygen-rich blood to brain=highest performance
At least two different grouping structures should be used during a lesson (depending on the activity and objectives of the lesson)
Assigning all ELs to the same group regularly is not good practice

22. Sufficient Wait Time for Student Responses Consistently Provided

23. Fan and Pick – Wait time Strategies
Participant 1 – Fans the question cards
Participant 2 – Picks a card and reads a question
Participant 3 – Answers the question
Participant 4 – paraphrases the answer
Repeat the process, changing roles.

24. Interaction – Wait Time Strategies
50-50 : Ts gives Ss 2 choices to choose from.
Phone a Friend : Ss can ask another student in the classroom for help.
Count 10 seconds : Ts count 10 seconds in their heads to give students more wait time.
Pause and repeat the question : Wait a minute, repeat the question, and then pause again.
Write it down : Tell Ss who are quick and eager to respond to write it down, so you can walk over to them and give them a “silent” affirmation. Build in wait time, “On the count of 3”
Count to 3 : As part of your classroom management procedure, when eliciting a group response, teach Ss to wait until your count of 3 before all responding together.
Hint : Give students a hint reminding them of previous units/lessons.

25. for Students to Clarify
Ample Opportunity
for Students to Clarify
Key Concepts in L1

26. Using the First Language (L1)
Use L1 for Clarification of KEY CONCEPTS
Use a bilingual aide, peer, materials written for text in student’s L1
Websites offering translation
Bilingual dictionaries

27. Using L1
ALL SIOP classrooms should have some resources in most of the students’ native languages
Using the L1 is mostly for students who are level 1 or level 2, or have learned the key concept in the L1 and can transfer meaning from L1 to L2