1. The SIOP Model: practice/application
Tina Kelman & Annette McAdams

2. Practice & application
Content Objectives:
Identify a variety of ways for students to enhance learning through hands-on practice.
Create application activities that extend the learning in new ways and relate to language or content objectives.

3. Practice & application
Language Objectives:
Design activities that integrate different language skills as students practice new content knowledge.
Discuss the importance of linking practice and application activities to specific lesson objectives.

4. Practice & application
Limited English Proficient (LEP) students
English Language Learners (ELLs)

5. Statistics 5 million ELL in the United States
60% of ELLs qualify for free and reduced lunch
Eighth-grade Ells’ scores are less than half of those of English speaking peers on test in reading and mathematics
Students from households which speak a language other than English at home lag twenty points behind in high school completion rates
These kids are our double and triple “dippers”

6. Practical Application
Three-Minute Pause provides a break in large sections of content Provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification.
Turn to a partner:
Summarize Key Ideas Thus Far
Add your own thoughts
Pose clarifying questions

7. Practice & application
Just like riding a bike…
Training wheels
Talking about experience
Listening to others describe the experience
Observing others
Help from others
Independent practice

8. Practice & application
Practice helps master skills
Reading
Writing
Listening
Speaking
Proficiency depends on opportunities for comprehensible input and targeted output

9. Practice & application
Carefully choose activities in lesson
Activities must support students’ progress
Must target objectives
Differentiation

10. SIOP feature 20 Hands-on materials/manipulatives
Makes practice more relative & meaningful
Increases chances of mastery
Enhances overall practice session
Connects abstract to the concrete
Hands-on materials
AbStrAcT
Concrete

11. Studies Show that We Learn
10% of what we READ 20% of what we HEAR 30% of what we SEE 70% of what is DISCUSSED with others 80% of what we EXPERIENCE personally 90% of what we TEACH others

12. SIOP feature 20 How much material should be covered at once?
Questions to consider
Answers to remember
How much material should be covered at once?
How long in time should practice periods be?
Small, meaningful amounts of material
Short practice times

13. SIOP feature 20 How often should students practice?
Questions to consider
Answers to remember
How often should students practice?
How will students know how well they have done?
New material
Practice frequently
Old material
Space sessions
Give specific feedback

14. Practical Application - Graffiti
In the version of graffiti described here, each group uses a different colored marker so that everyone can identify which group made which contribution to the charts.
After a specified period (usually no more than three to five minutes), and at a specific signal, each group rotates to the next chart page until the group has traveled full circle and arrived back at its page.
The rotation and recording aspect of the strategy should take about 15 to 20 minutes. If groups have too much time at any chart page, there won’t be anything for subsequent groups to write.
Subsequent groups may put checkmarks beside ideas to agree with them, may write disagreements beside items already recorded, or may add new information and ideas to the chart page.

15. SIOP feature 21 Activities to apply content & language knowledge
Discussing and “doing” make concepts concrete
Involvement in relevant & meaningful application

16. What is meaningful practice…?
Practice that is directly tied to a standard

17. Carousel Brainstorming
Post charts on the wall with key questions or ideas at the top.
Groups are formed and one person scribes for the group and adds to the chart as they brainstorm.
Groups move to a new chart, read other groups’ responses and then add to the chart.
Teams may use a different color of felt pen.

18. SIOP feature 21 What about errors? Questions to consider:
Level of development L1
Questions to consider:
Does the error impair meaning?
Are others making the same/similar mistakes?
Is a mini-lesson necessary?

19. SIOP feature 22 Activities integrate all language skills
Reading, writing, listening & speaking
Read what we write
Talk about what we read
Listen to others talk about they read

20. SIOP feature 22 L1 – speaking & listening acquired first
L2 – reading & writing acquired first
All skills are interconnected
Different learning styles

21. SIOP feature 22
Reading
Writing
Language
Speaking
Listening

22. SIOP feature 22
“…although all identified language objectives in a lesson need to be practiced & applied as the lesson advances, not all language skills that are practiced need to be tied to an objective…”
P.143

23. Discussion Questions
What adjustments & techniques can a teacher use to provide ELs with successful experiences while they read, write, listen, & speak about new information?
What materials could you use in your classroom to meet all language skills?
Think back to a lesson you have given or been a part of. What could have been done differently to ensure meaning for all learners?

24. Conclusion Integrate 4 language components
Practice & application are essential for mastery
Patience with errors
Enhance with hands-on activities
Not all skills are linked to an objective

25. Teaching scenarios Read the scenario, evaluate, and discuss the lesson
Mr. Nguyen, page 144
Ms. Dowden, page 145
Miss Delgado, page 146

26. Teaching scenarios SIOP evaluation Mr. Nguyen 2 3 Ms. Dowden 4
Hands-on materials & manipulatives
Activities for language & content
Integration of all language skills
Mr. Nguyen 2 3
Ms. Dowden 4
Miss Delgado 1