1. SIOPSIOP #8: Review and Assessment

2. Assessment & Review Content Select techniques for reviewing key content concepts Incorporate a variety of assessment techniques into lessons Describe the challenges in assessing the content learning of students with limited English proficiency Content Select techniques for reviewing key content concepts Incorporate a variety of assessment techniques into lessons Describe the challenges in assessing the content learning of students with limited English proficiency Language Write a lesson plan that includes review of key vocabulary Teach a lesson with group response technique Orally provide feedback to ELs that enhances language development Use oral, written, and physical means to provide specific feedback to students on their performance Language Write a lesson plan that includes review of key vocabulary Teach a lesson with group response technique Orally provide feedback to ELs that enhances language development Use oral, written, and physical means to provide specific feedback to students on their performance

3. How have you been doing? 1. Lesson Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Lesson Delivery 7. Practice & Application 8. Review and Assessment 1. Lesson Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Lesson Delivery 7. Practice & Application 8. Review and Assessment Share the good, the bad, and the ugly!

4. 4 Features Feature #27: Comprehensive Review of Key Vocabulary Feature #28: Comprehensive Review of Key Content Concepts Feature #29: Regular Feedback Provided to Students on Their Output Feature #30: Assessment of Student Comprehension and Learning of All Lesson Objectives Feature #27: Comprehensive Review of Key Vocabulary Feature #28: Comprehensive Review of Key Content Concepts Feature #29: Regular Feedback Provided to Students on Their Output Feature #30: Assessment of Student Comprehension and Learning of All Lesson Objectives

5. Develop Lesson Using Assessment, Standards and SIOP Model Teach Lesson Assess Student Comprehension and Student Work Review Key Concepts and Vocabulary Make Adjustments to Improve Student Comprehension Reteach Effective Teaching Cycle for English Learners

6. REVIEW!REVIEW! How many new words does a LEP student need to learn each day in order to catch up to native language peers?

7. 17 How many new words does a LEP student need to learn each day in order to catch up to native language peers? REVIEW!

8. How many times does a student need to interact with a word in order to own it?

9. REVIEW! 85 How many times does a student need to interact with a word in order to own it?

10. Reviewing Vocabulary & Concepts introducingmodeling We need to help students become comfortable with academic language by introducing and modeling academic tasks throughout lessons and units exposurepractice review Our ELLs need exposure, practice and review of terms used in: lessons test directions question prompts word problems introducingmodeling We need to help students become comfortable with academic language by introducing and modeling academic tasks throughout lessons and units exposurepractice review Our ELLs need exposure, practice and review of terms used in: lessons test directions question prompts word problems

11. At the beginning of class/beginning of the day Continuously throughout your lesson Then again at the end of the lesson Some teachers use the review as an exit ticket in the upper grades At the beginning of class/beginning of the day Continuously throughout your lesson Then again at the end of the lesson Some teachers use the review as an exit ticket in the upper grades Reviewing Vocabulary & Concepts

12. before Reviewing key vocabulary before a unit is important for the ELLs We want them to use their vocabulary Multi exposure to the words helps them to become familiar with the words and more confidence before Reviewing key vocabulary before a unit is important for the ELLs We want them to use their vocabulary Multi exposure to the words helps them to become familiar with the words and more confidence Reviewing Vocabulary & Concepts

13. before the discussion If you are having a discussion, review the vocabulary words before the discussion so the students know which vocabulary words to use in the discussion. Leave the list of words up on the on your word wall. before the discussion If you are having a discussion, review the vocabulary words before the discussion so the students know which vocabulary words to use in the discussion. Leave the list of words up on the on your word wall. Reviewing Vocabulary & Concepts

14. during end It is essential that ELLs have key content concepts reviewed during and at the end of a lesson briefly summarize key content Understandings are scaffolded when you stop and briefly summarize, along with students’ help, the key content covered to that point. during end It is essential that ELLs have key content concepts reviewed during and at the end of a lesson briefly summarize key content Understandings are scaffolded when you stop and briefly summarize, along with students’ help, the key content covered to that point. Reviewing Vocabulary & Concepts

15. A review might involve students summarizing with partners, writing in a journal, or listing key points on the board. It is important to link the review to the content objectives to stay focused on essential content concepts. A review might involve students summarizing with partners, writing in a journal, or listing key points on the board. It is important to link the review to the content objectives to stay focused on essential content concepts. Reviewing Vocabulary & Concepts

16. SEESAY WRITESPELL OWN The more the students SEE the words, SAY the words, WRITE the words, and SPELL the words, the more they OWN the words. COMPLETE SENTENCES Ask students to respond in COMPLETE SENTENCES. If they can not respond, then you model the complete sentence and have the student repeat it back. The more opportunities the students have in speaking with academic vocabulary, the more confidence they build. SEESAY WRITESPELL OWN The more the students SEE the words, SAY the words, WRITE the words, and SPELL the words, the more they OWN the words. COMPLETE SENTENCES Ask students to respond in COMPLETE SENTENCES. If they can not respond, then you model the complete sentence and have the student repeat it back. The more opportunities the students have in speaking with academic vocabulary, the more confidence they build. Reviewing Vocabulary & Concepts

17. Complete Sentences I should review academic vocabulary during my lesson in order to….. In order to review academic vocabulary during my lesson, I will….. I should review academic vocabulary during my lesson in order to….. In order to review academic vocabulary during my lesson, I will…..

18. Introduce Teach Review Introduce Teach Review How many exposures to the new vocabulary words do your ELLs have throughout the lesson? How many exposures will they have throughout the unit? How will you assess the understandings of these words? In what ways will they be expected to use them? Reviewing Vocabulary & Concepts

19. Regular Feedback Periodic review of language, vocabulary and content enables teachers to provide specific academic feedback to students that clarifies and corrects misconceptions and misunderstandings.

20. Regular Feedback Feedback also helps develop students’ proficiency in English when it’s supportive and validating. Specific feedback is generally given orally or in writing, but teachers can also provide it through facial expressions and body language. Students can also provide feedback for each other.

21. REMEMBERREMEMBER Research findings clearly state that… Isolated word lists and dictionary definitions alone DO NOT promote vocabulary and language development Students DO NOT learn vocabulary words when teachers just only orally introduce and define them. Research findings clearly state that… Isolated word lists and dictionary definitions alone DO NOT promote vocabulary and language development Students DO NOT learn vocabulary words when teachers just only orally introduce and define them.

22. Simultaneous Round Table Take a piece of paper and pencil and put your table number on it. Take one minute to write as many words or phrases connected to the SIOP training you’ve received. When one minute is over, pass your list to the person on your left. Read the items on the list and add any additional ideas. When all members of the group have seen every list, the groups report to the whole group. Take a piece of paper and pencil and put your table number on it. Take one minute to write as many words or phrases connected to the SIOP training you’ve received. When one minute is over, pass your list to the person on your left. Read the items on the list and add any additional ideas. When all members of the group have seen every list, the groups report to the whole group.

23. ASSESSMENTASSESSMENT Limited English Proficient Students

24. Does the teacher always have to do the assessing? Is there value in self- assessments?

26. How do you assess content knowledge of the child who doesn’t speak English?

27. AssessmentAssessment When teachers use multiple indicators to assess learning, students are more likely to respond in diverse ways that honor their English proficiency levels.

28. AssessmentsAssessments When you scaffold your lessons with active assessments built in, you create a foundation of basic knowledge and skills from which your students can build their own understanding.

29. Forms of Assessment Brainstorm alternate forms of assessing LEP students Think outside the box! Create a graphic that represents an alternative form of assessment Share with the group Brainstorm alternate forms of assessing LEP students Think outside the box! Create a graphic that represents an alternative form of assessment Share with the group

30. Assessment Use the foundation you’ve created with the previous scaffolding and weave more cooperative assessments into the lesson itself. Use cooperative assessment strategies during the teaching of the lesson, such as: small group T-charts, cooperative concept maps, partner Cornell notes Use the foundation you’ve created with the previous scaffolding and weave more cooperative assessments into the lesson itself. Use cooperative assessment strategies during the teaching of the lesson, such as: small group T-charts, cooperative concept maps, partner Cornell notes

31. Assessment Instead of simply teaching along a straight line - use small and creative assessments along the way - weave an interactive web of knowledge, connecting the points for students in their minds in ways that are unique and useful to each of them.

32. AssessmentAssessment Sprinkle in a variety of small assessments to help students better build and retain information.

33. Assessment Adaptations Adaptations for Assessments Range – give the ELLs a range of items to do. The evens or the odds. They do not have to do all of the items that they other students have to complete Time – adapt the amount of time an ELL student has for completing a task depending on their amount of English that they know Level of Support – Ask for an aide, parent volunteers, or peer tutors to come for support to read the test to the student, explain the project, or help with the activity. AVID, Student Council, and NJHS are great organizations that can help support student learning. Adaptations for Assessments Range – give the ELLs a range of items to do. The evens or the odds. They do not have to do all of the items that they other students have to complete Time – adapt the amount of time an ELL student has for completing a task depending on their amount of English that they know Level of Support – Ask for an aide, parent volunteers, or peer tutors to come for support to read the test to the student, explain the project, or help with the activity. AVID, Student Council, and NJHS are great organizations that can help support student learning.

34. Assessment Adaptations Difficulty- do not lower the expectation, but make it easier for the student to demonstrate his understanding. Example: Allowing the student to use a dictionary, notes, calculator, simplify the sentences, on the word problem, simplify the directions. Product – Adapt a type of response for the ELL student. Instead of student writing about the cell system, have the student draw a picture of the cell system. Participation – have the students help in creating the rubrics for the assignment, have cooperative groups, give the students choice answers when they participate in class Difficulty- do not lower the expectation, but make it easier for the student to demonstrate his understanding. Example: Allowing the student to use a dictionary, notes, calculator, simplify the sentences, on the word problem, simplify the directions. Product – Adapt a type of response for the ELL student. Instead of student writing about the cell system, have the student draw a picture of the cell system. Participation – have the students help in creating the rubrics for the assignment, have cooperative groups, give the students choice answers when they participate in class

35. A Shift in Teaching & Learning Increase Experiential, inductive, hands-on learning Active learning in the classroom Diverse roles for teachers Decrease Only whole-class, teacher-directed instruction Teaching without reviewing and assessing

36. We thank you for a wonderful year of SIOP!