1. The SIOP ® Model REVIEW & ASSESSMENT

2. Content Objectives We will: Identify techniques for reviewing key vocabulary and content concepts. Distinguish appropriate feedback from other teacher comments. Examine ways to modify language demand on formal assessment.

3. Language Objectives We will: Process the key words in a viewed activity to identify a strategy for reviewing vocabulary with a partner. Use negotiating language (I agree, what about) to identify techniques to post for review & assessment with your group. Produce a complete sentence to explain how a text has been modified to meet the proficiency level of ELs.

4. Review and Assessment Features Review Key Vocabulary Review Key Content Concepts On-going Assessment of All Lesson Objectives Provide Regular Feedback

5. Effective Classroom Assessment … Indicates on-going formative assessment

6. Classroom Context

7. Review and Assessment Features Review Key Vocabulary Review Key Content Concepts On-going Assessment of All Lesson Objectives Provide Regular Feedback

8. 10,000 PYRAMID 1:30

9. Marzano’s Classroom Instruction That Works “…You [teachers] can teach vocabulary without ever mentioning a definition. Another misconception is that teaching vocabulary is teacher-centered—where the teacher recites definitions and students dutifully record and memorize them. Teaching vocabulary doesn’t have to work this way. In fact, the process can be a highly student-centered, constructivist activity.” Marzano, R. J., Norford, J.S., Paynter, D.E., Pickering, D.J., & Gaddy, BB. (2001). A handbook for classroom instruction that works. ASCD: Alexandria, VA.

10. Social Studies Example

11. Review and Assessment Features Review Key Vocabulary Review Key Content Concepts On-going Assessment of All Lesson Objectives Provide Regular Feedback

12. Outcome Sentences I wonder… I discovered… I still want to know… I learned… I still don’t understand… Something I will remember is… p. 217

13. Floor Graphic Organizers

14. Review and Assessment Features Review Key Vocabulary Review Key Content Concepts On-going Assessment of All Lesson Objectives Provide Regular Feedback

15. Feedback, Praise, Advice, or Evaluation Good start! Well-organized! In your paper I only see one reference to the text to support your position. The others seem to be your personal opinion. Try to make your introduction more interesting. Broccoli and salad are good examples of healthy food. Can you think of any more? What food do you eat?

16. Students Providing Feedback Teacher models how to give peer feedback. Sentence frames assist students. What you said was interesting, because _____. One word that you used that helped me understand your point was _____. One question I have about what you said is ____.

17. Review and Assessment Features Review Key Vocabulary Review Key Content Concepts On-going Assessment of All Lesson Objectives Provide Regular Feedback

18. Language Assessment is Essential Give students a global response on their use of English at the top of the page (such as checks, √+,√, √-). Give students two grades: one for content and one for their use of English. Use activities that provide effective feedback. Self-Evaluation Checklist Writing Conference Checklist Editing Log

19. Techniques for Review & Assessment Carousel Activity

20. 1.Divide into 5 groups. 2.Assign each group 1 chart paper location. 3.In 2 minutes list as many ideas as you can on the chart paper. 4.On signal, rotate clockwise to next chart and again list as many ideas as you can. 5.Repeat until each group has listed their ideas on each chart. 6.When group returns to starting position select one technique to share and one question the group may have.

21. Modifying Assessments for English Language Proficiency

22. What Might an Entering Student Understand in English? Roller-coaster cars are pulled to the top of the first hill by a chain. Then gravity moves the car for the rest of the ride. The plunge down the first hill builds up enough speed for the cars to get up the next hill and so on until the end of the ride. Texas Education Agency, 2005

23. In Other Words… ___________ cars ___ __ __ ___ top __ ___ first ____ __ _ _____. ____ ______ _____ ___ car ___ ___ ____ __ ___ ____. ___ ______ down ___ first ____ ______ __ ______ _____ ___ ___ cars __ ___ __ ___ ____ ____ ___ __ __ _____ ___ end ___ ___ ____. Texas Education Agency, 2005

24. What Might a Developing Student Understand in English? Roller-coaster cars are pulled to the top of the first hill by a chain. Then gravity moves the car for the rest of the ride. The plunge down the first hill builds up enough speed for the cars to get up the next hill and so on until the end of the ride. Texas Education Agency, 2005

25. In Other Words… _________ cars ___ ______ __ ___ top of the first hill ___ _ _____. Then _______ moves the car for the rest of the ____. The _____ down the first hill ______ __ enough speed for the cars __ ___ __ the next hill ___ ___ __ _____ the end of the ____. Texas Education Agency, 2005

26. What Might an Expanding Student Understand in English? Roller-coaster cars are pulled to the top of the first hill by a chain. Then gravity moves the car for the rest of the ride. The plunge down the first hill builds up enough speed for the cars to get up the next hill and so on until the end of the ride. Texas Education Agency, 2005

27. In Other Words… Roller-coaster cars are pulled to the top of the first hill by a chain. Then gravity moves the car for the rest of the ride. The _____ down the first hill _____ __ enough speed for the cars to ___ __ the next hill and __ __ until the end of the ride. Texas Education Agency, 2005

28. Let’s Imagine… Roller-coaster cars ___ ______ __ ___ top of the first hill ___ _ _____. Then _______ moves the car for the rest of the ____. The _____ down the first hill ______ __ enough speed for the cars __ ___ __ the next hill ___ ___ __ _____ the end of the ____. According to the text, what causes a roller coaster to go fast? A.Its motor B.Its weight C.A chain D.Gravity Texas Education Agency, 2005

29. 1.Use clear vocabulary Use language of instruction Teach synonyms 2.Simplify sentence structure Reduce sentence length  The party is going to be held on Friday. VS. The party is Friday. Use present tense  On Friday the boy will be 10. VS. The boy is 10 on Friday. Modify Language Demands

30. Example EnglandFranceSpain Role of Monarch (King’s Power) Role of Nobility (Nobles’ Power) Existing Economic Conditions (What life was like) Significant Personalities (People to know) Growth of Royal Power in Medieval Europe

31. Example Cloze Activity: The main character in the novel is _____. He has two daughters named Mia and Kate. _____ is young and athletic, while Mia is older and more creative. They do enjoy being able to _________________ with their brother, James. James works as a _____ in the local store. The girls enjoy visiting him to get _____.

32. Modify Language Demands Reduce Language Limit number of items and foils Lessen gaps in required knowledge Cut into smaller chunks Accept receptive knowledge Add pictures/visuals Reduce irrelevant data Scaffold Allow oral, pictorial, or physical responses Use resources  Word banks  Highlighted words / sentence starters  Page numbers  Translations

33. Example

36. 1.The first periodic table was developed (made) by _______. He arranged the periodic table according to increasing atomic _______. 2. The modern periodic table is now arranged in order of increasing atomic _______. _______ was the scientist whose discoveries made this rearrangement possible. Word Bank DaltonColorRutherford BohrMass Weight MoseleyNumberMendeleev

37. The bottom line... student readiness Review & assessment must match student readiness and instructional practices.

38. Sample SIOP Lesson Plan

39. Continue to write a lesson plan you can use including the features of Review & Assessment. Provide specific provisions for ELs at varying levels. Plan multiple indicators throughout the lesson that will enable you to assess on-the-spot progress toward meeting the lesson’s content objectives. Determine what you will do for (1) independent or partner work for students who are ready to move on, and (2) a re-teaching or review mini-lesson for those who need additional assistance. Owning Review & Assessment

40. Content Objectives How did we: Identify techniques for reviewing key vocabulary and content concepts Distinguish appropriate feedback from other teacher comments Examine ways to modify language demand on formal assessment

41. Language Objectives How did we: Process the key words in a viewed activity to identify a strategy for reviewing vocabulary with a partner Use negotiating language (I agree, what about) to identify techniques to post for review & assessment with your group Produce a complete sentence to explain how a text has been modified to meet the proficiency level of ELs.

42. Your Feedback! PLUS DELTA What worked well? What could be done differently?

43. Wrap-Up I wonder… I discovered… I still want to know… I learned… I still don’t understand… Something I will remember is…