1. COMPONENT #6 PracticeandApplication SIOP

2. Review Homework 1. Share with the people at your table your plans for_______________. 2. The person staying in town will begin sharing first and then will follow in a clockwise manner 3. Share what strategy you used and how it went. 4. Listen carefully as you may be asked to share what your group mates have said!

3. Today’s Learning Targets: Content Objective: (WHAT) You will be able to understand, discuss, and engage in activities which support practice and application for students in classroom Language Objective: (HOW) You will be able to share (speak) about how you will implement at least one of today’s strategies.

4. For English Proficiency English Learners need to be provided the opportunity for comprehensible input, but also targeted output (oral and written practice). English Learners need to be provided the opportunity for comprehensible input, but also targeted output (oral and written practice). ELL learners are most likely to use the language used to deliver instruction in their interactions with peers and teachers immediately after exposure.

5. Features of Practice and Application Provide HANDS-ON MATERIALS and/or MANIPULATIVES for students to practice using new content and knowledge. Provide HANDS-ON MATERIALS and/or MANIPULATIVES for students to practice using new content and knowledge. Activities provided for students to APPLY CONTENT AND LANGUAGE KNOWLEDGE in the classroom. Activities provided for students to APPLY CONTENT AND LANGUAGE KNOWLEDGE in the classroom. Activities integrate all LANGUAGE SKILLS! Activities integrate all LANGUAGE SKILLS! APPLICATION APPLICATION The ideal place to DIFFERENTIATE! The ideal place to DIFFERENTIATE!

6. Jigsaw What You Know (pg. 113) Each group is given a different teaching scenerio. Each group is given a different teaching scenerio. #4’s of the group will come to the expert table. #4’s of the group will come to the expert table. Each member will independently read the scenerio and assign a rubric score to the teacher. You will have approximately 5 minutes to complete this activity. Each member will independently read the scenerio and assign a rubric score to the teacher. You will have approximately 5 minutes to complete this activity. Heads Together! (pg 151 variation) Heads Together! (pg 151 variation) You will now share with other members of your group the score you gave and why. The group will need to decide what score they will give. All members are responsible for how/why they gave the score they did. You will have approximately 5 minutes to complete this task.

7. Jigsaw continues…. Now all the 1’s, 2’s, 3’s, and 4’s will meet to discuss the scenario and the scores given. Listen for where you will be going. Now all the 1’s, 2’s, 3’s, and 4’s will meet to discuss the scenario and the scores given. Listen for where you will be going. Three’s will be the first to share. Briefly explain your scenerio and share the Hands-on materials rubric results with an example from the scenerio as to why your group chose that answer. Three’s will be the first to share. Briefly explain your scenerio and share the Hands-on materials rubric results with an example from the scenerio as to why your group chose that answer. The ‘expert group’ will share the reasons why the scores were given at each scenerio table. The ‘expert group’ will share the reasons why the scores were given at each scenerio table. You will continue until everyone has shared. You will continue until everyone has shared. If time allows, move on to the apply content, and language skills. Follow the same format as above. If time allows, move on to the apply content, and language skills. Follow the same format as above.

8. Language Objective (s) ~ Grade 3: Students will be able to write a letter to the school nutritionist to support healthy food choices for the lunch menu. Teacher might: * Whole-class brainstorm of pros and cons. * Advanced learners: Independent letter. * Intermediate learners: With a partner * Beginning learners: Group letter with teacher This is where teachers incorporate activities that explore the multiple intelligences, project-based learning, or other methods to meet the language needs of students.

9. How Else Can I Get Them To Practice and/or Apply? Song or Chant Song or Chant Are You Sleeping? (pg. 131) Are You Sleeping? (pg. 131) Adapted to our reading classroom for reading strategies (I’m a little piece of tin….cadence) Adapted to our reading classroom for reading strategies (I’m a little piece of tin….cadence) Students can create a song that goes with important vocabulary, content, or key concepts related to the task. Practice with us Practice with us

10. Other Ideas… Bingo (pg. 130) Vocabulary-Go-Fish (pg. 153) Virginia Reel (pg. 149)

11. Quiz ~ Quiz ~ Trade with Virginia Reel Math Vocabulary Review Math Vocabulary Review Using the math cards we practiced with last week you will quiz your partner using the “Virginia Reel” (pg 132). Using the math cards we practiced with last week you will quiz your partner using the “Virginia Reel” (pg 132). Form two lines facing each other, one line has the vocabulary word and definition, the other will be the responder. Form two lines facing each other, one line has the vocabulary word and definition, the other will be the responder. Give a “Howdy Partner Shake” Give a “Howdy Partner Shake” Quiz until you hear the timer… Quiz until you hear the timer… each time your partner is correct… tell them “yee ha”, if they are incorrect…tell them to “try again cowboy” each time your partner is correct… tell them “yee ha”, if they are incorrect…tell them to “try again cowboy”

12. Objective Review Content Objective: (WHAT) You will be able to understand, discuss, and engage in activities which support practice and application for students in classroom. Language Objective: (HOW) You will be able to share (speak) about how you will implement at least one of today’s strategies… Jigsaw, Virginia Reel, Heads Together, Chant/Song, Quiz, Quiz, Trade, Bingo, Vocabulary- Go-Fish Jigsaw, Virginia Reel, Heads Together, Chant/Song, Quiz, Quiz, Trade, Bingo, Vocabulary- Go-Fish

13. Think, Pair, Write, Share Think about today’s language objective, share with your table mates what you think you’ll try in your classroom this week! Feel free to record your thoughts on the purple sheets. Think about today’s language objective, share with your table mates what you think you’ll try in your classroom this week! Feel free to record your thoughts on the purple sheets. That’s all folks! That’s all folks! See you next week for Lesson Delivery! See you next week for Lesson Delivery!