®
The SIOP Model
REVIEW & ASSESSMENT
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.
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.
Review and Assessment Features
Review Key
Vocabulary
Review Key
Content
Concepts
On-going
Assessment of All
Lesson Objectives
Provide
Regular
Feedback
Effective Classroom Assessment …
TEACH A LESSON
RETEACH. MAKE
ADJUSTMENTS TO
IMPROVE STUDENT
COMPREHENSION
Indicates
on-going
formative
assessment
ASSESS STUDENT
LEARNING
REVIEW CONCEPTS
AND VOCABULARY
Review and Assessment Features
Review Key
Vocabulary
Review Key
Content
Concepts
On-going
Assessment of All
Lesson Objectives
Provide
Regular
Feedback
10,000 PYRAMID
1:30
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.
Social Studies Example
Review and Assessment Features
Review Key
Vocabulary
Review Key
Content
Concepts
On-going
Assessment of All
Lesson Objectives
Provide
Regular
Feedback
Outcome Sentences
•
•
•
•
•
•
I wonder…
I discovered…
I still want to know…
I learned…
I still don’t understand…
Something I will remember is…
Floor Graphic Organizers
Review and Assessment Features
Review Key
Vocabulary
Review Key
Content
Concepts
On-going
Assessment of All
Lesson Objectives
Provide
Regular
Feedback
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?
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 ____.
Review and Assessment Features
Review Key
Vocabulary
Review Key
Content
Concepts
On-going
Assessment of All
Lesson Objectives
Provide
Regular
Feedback
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
Techniques for Review & Assessment
Carousel Activity
Carousel Activity
1.
2.
3.
4.
5.
6.
Divide into 5 groups.
Assign each group 1 chart paper location.
In 2 minutes list as many ideas as you can on the chart
paper.
On signal, rotate clockwise to next chart and again list
as many ideas as you can.
Repeat until each group has listed their ideas on each
chart.
When group returns to starting position select one
technique to share and one question the group may
have.
Modifying Assessments
for English Language Proficiency
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
In Other Words…
___________ cars ___ __ __ ___ top __ ___
first ____ __ _ _____. ____ ______ _____ ___
car ___ ___ ____ __ ___ ____. ___ ______
down ___ first ____ ______ __ ______ _____
___ ___ cars __ ___ __ ___ ____ ____ ___ __
__ _____ ___ end ___ ___ ____.
Texas Education Agency, 2005
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
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
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.
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
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.
B.
C.
D.
Its motor
Its weight
A chain
Gravity
Texas Education Agency, 2005
Modify Language Demands
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.
Example
Growth of Royal Power in Medieval Europe
England
Role of Monarch
(King’s Power)
Role of Nobility
(Nobles’ Power)
Existing Economic
Conditions (What
life was like)
Significant
Personalities
(People to know)
France
Spain
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 _____.
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
Example
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
Dalton
Color
Rutherford
Bohr
Mass
Weight
Moseley
Number
Mendeleev
The bottom line . . .
Review & assessment must
match student readiness and
instructional practices.
Sample SIOP Lesson Plan
Owning Review & Assessment
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.
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
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.
Your Feedback!
PLUS
What
worked well?
DELTA
What could
be done
differently?
Wrap-Up
•
•
•
•
•
•
I wonder…
I discovered…
I still want to know…
I learned…
I still don’t understand…
Something I will remember is…