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ED 326 SIOP
Summer 2013
Opening Prayer
2 Credit Hours
Rasmussen
Lesson
Preparation
Review and
Assessment
Building
Background
THE SIOP
MODEL
Lesson
Delivery
Practice
and
Application
Comprehensible
Input
Strategies
Interaction
Lesson
Preparation
Review and
Assessment
Building
Background
THE SIOP
MODEL
Practice
and
Application
Comprehensible
Input
Strategies
Interaction
Lesson
Preparation
Review and
Assessment
Building
Background
THE SIOP
MODEL
Lesson
Delivery
Practice
and
Application
Comprehensible
Input
Strategies
Review and
Assessment
Building
Background
THE SIOP
MODEL
Lesson
Delivery
Practice
and
Application
Comprehensible
Input
Strategies
Interaction
Lesson
Preparation
Review and
Assessment
Lesson
Delivery
Building
Background
THE SIOP
MODEL
Comprehensible
Input
Strategies
Interaction
Lesson
Preparation
Review and
Assessment
Building
Background
THE SIOP
MODEL
Lesson
Delivery
Practice
and
Application
Interaction
Comprehensible
Input
Indicators of
Review/Assessment
Content Objectives
 I will identify several techniques for reviewing key
vocabulary and concepts.
 I will identify several techniques for assessing
students.
Language Objectives
 I will write a lesson plan which includes ALL 8 SIOP
components.
 I will teach and reflect on the above lesson
Review Lesson
Objectives
Key
Vocabulary
Key Content
Concepts
Assess Lesson
Objectives
Regular
Feedback on
Student Output
Assess Student
Comprehension of
Objectives
Scheduling time for review and assessment is often
difficult. However, effective teachers realize that
throughout a lesson and particularly at the end, it is
important to determine how well students have learned.
Background
During class, students are receiving 40-50
minutes of input through a new language. Unless
the teacher takes the time to highlight and review
key information, and explicitly indicate what
students should focus on and learn, they may not
know what is important.
Students need to know, of all they have tried
to process during the lesson, which pieces are
most important, which pieces they need to
focus on and remember.
In the end, you must have enough
information to evaluate the extent to which
students have mastered your lesson’s
objectives, both while you teach, and at the
end before you move on.
This teach, assess, review,
and reteach process is
cyclical and recursive.
Teach
Assess
Reteach
Review
Effective Teaching Cycle for English Learners
Develop
Lesson
Teach
Lesson
Reteach
Make Adjustments to
Improve Student
Comprehension
Assess Student
Comprehension
and Student Work
Review Key
Concepts and
Vocabulary
Review of Key Vocabulary
Teach and review terminology and concepts:
 Through analogy—relating new words and terms to
known words and terms with the same structure of
pattern.
 By drawing attention to tense, parts of speech, and
sentence structure.
 Repeat and reinforce key words and language patterns.
 Learn to define words and terms in the same sentence
you use them.
Review of Key Vocabulary (cont.)
 Remember, word lists with definitions are the least




effective way to learn new vocabulary.
Have students keep a personal Word Study Book,
which can be organized many different ways: by topic,
parts of speech, letter patterns, graphic organizers, etc.
Remember the difference between Tier 1, 2, and 3
words.
Be sure students know the language of schooling.
Use cooperative learning structures to summarize and
review.
Quick Write:
With your partner, discuss and list as many ways as
you can think of to review key vocabulary.
Class Share
Review of Key Concepts
Review and summarize by using “Outcome Sentences.”
Put outcome sentences (or sentence starters) on the
board and students take turns selecting one and
completing an outcome sentence orally or in writing.
1. “I wonder…”
2. “I discovered…”
3. “I still want to know…”
4. “I learned…”
5. “I still don’t understand…”
Think, Pair, Share
1.
2.
3.
4.
5.
“I wonder…”
“I discovered…”
“I still want to know…”
“I learned…”
“I still don’t understand…”
Class Share
Providing Feedback on Student Output
Teachers can model correct English usage when
restating a student’s response: “Yes, you are correct,
the scientists were confused by what they thought was
a baby’s skull lying next to the mummy.” or ‘You are
right! Embalming is the process of preserving bodies.”
Repeat – Correct – Expand – Recontextualize
Assessment of Lesson Objectives
Informal Assessment involves on-the-spot, ongoing
opportunities for determining the extent to which
students are learning content.
Teacher observation
Anecdotal reports
Quick-writes
Brainstorming
Guided practice
Cooperative learning activities
Assessment of Lesson Objectives
Authentic Assessment is characterized by its application to
real life, where students are engaged in meaningful tasks
that take place in real-life contexts.
Written pieces
Audiotapes
Interviews
Videotapes
Observations
Creative work and art
Discussion
Performance
Assessment of Lesson Objectives
Group responses…
Thumbs up/thumbs down – for questions designed to
elicit agree/disagree, true/false, yes/no responses
Number wheels – students can indicate their response
to multiple-choice items
Response boards – small chalk boards or small dry
erase boards on which students can write a response
Content Objectives
 I will identify several techniques for reviewing key
vocabulary and concepts.
 I will identify several techniques for assessing
students.
Language Objectives
 I will write a lesson plan which includes ALL SIOP
components.
 I will teach and reflect on the above lesson
Final Assignment
 Complete a lesson plan which contains ALL 8 SIOP
components.
 Teach the lesson
 Write a short reflection as to how the lesson went.