Welcome
Opening Prayer
Lesson
Preparation
Review and
Assessment
Building
Background
THE SIOP
MODEL
Lesson
Delivery
Practice
and
Application
Comprehensible
Input
Strategies
Interaction
Interaction: Assignment
Choose a lesson plan you will be teaching in the next
week.
2. Include two different grouping structures to provide
students the opportunity to interact with each other.
3. Teach the lesson.
4. Write a one paragraph reflection stating
1.
a.
b.
c.
How the students respond?
Were the learning objectives met? How do you know?
If you were to teach the lesson again, what would you do
differently?
5. Turn in a copy of the lesson plan and the reflection to
Sister Rasmussen.
6. Due Thurs. July 4, 2013
Content Objectives:
 I will identify a variety of ways for students to enhance
their learning through hands on practice.
 I will create application activities that extend the
learning in new ways.
Language Objectives:
 I will discuss and write the answers to the four
questions to remember when planning lessons
involving hands on activities.
Practice/Application
New Language and Content
Knowledge Presented In Lesson
F20: Hands-On Practice
with New Knowledge
F 22: Integration
of Language Skills
Content
F 21: Application
of New
Knowledge in
New Ways
Language
Guided Practice
“When learning to ride a bicycle, play the piano, or
articulate how convex lenses differ from concave,
students have a greater chance of mastering
content concepts and skills when they are given
multiple opportunities to practice in relevant,
meaningful ways.”
Do you agree or disagree? Turn and talk to your
neighbor and be prepared to share.
F 20: Hands-On Practice
Questions and Answers!
(From the work of Madeline Hunter)
1. How much material should be presented at one time?
Answer: A short, meaningful amount. Always use
meaning to divide your content into parts.
2. How long in time should a practice period be?
Answer: A short time so he student exerts intense effort
and has intent to learn.
Hands-On Practice Questions
and Answers! (continued…)
3. How often should students practice?
Answer: New learning, massed practice. Older learning:
distributed practice. (Hunter explains that massed practice means
several practice periods scheduled close together. Distributed practice
means several practice periods farther and farther apart, such as when
we review previously learned material.)
4. How will students know how well they have done?
Answer: Give immediate and specific knowledge of
results.
“Although all students benefit from guided
practice, English learners make more rapid
progress … when they are provided with
multiple opportunities to practice with handson materials and/or manipulatives. These may
be organized, created, counted, classified,
stacked, experimented with, observed,
rearranged, dismantled, and so forth.
Manipulating learning materials is important
for ELs because it helps them connect abstract
concepts with concrete experiences.”
Practice the real thing!!!
Just think about the difference between talking about
riding a bike, and actually riding it.
Think about the difference between a how-to guide on
playing the piano, and actually playing it.
“The difference between knowing how
something should be done and being
able to do it is the quantum leap in
learning.”
F21: Activities Provided for Students to Apply
Content and Language Knowledge
•“Discussing” and “DOING” make abstract concepts concrete.
•Application or “DOING” must also include opportunities for them to
practice language knowledge (Reading, Writing, Speaking, Listening) in
the classroom.
•The classes we remember best are the ones in which we applied our new
knowledge in meaningful ways.
Think, Pair, Share
Think about a class you have taken. What is one activity you remember
well? Did it involve different learning styles? Now think about a lesson
you have recently taught. Was there an activity that would be
memorable for the students? If not, how could the activity have been
more engaging and unforgettable?
F 22: Activities Integrate All Language Skills
Provide opportunities for social interaction, such
as:
 Discussion/working as a class, in a small group, or in
pairs
 “Report out” orally or in writing
 Explain a process to a peer using the language of
instruction—the new learning
 Describe the results of an experiment
 Tell why a character reacted in a particular way
 List the steps in a process
Big, Important Question
When, under what circumstances, do you correct
students’ language errors? In their ZPD…
“Zone of
Level of
Proximal
development
Development”
Current
level of
development
(can be learned
with
“scaffolding”)
currently out of
reach
Integration of Language Skills
Effective teachers understand the need to create many
opportunities for students to practice and use all four
language processes in an integrated manner.
Read about the content
Listen to peers’ ideas
Write about what is being learned
Talk about ideas with a partner or in a group
The Frame Up
 Draw a frame about 1 inch from the outside edge
 Write “Practice and Application” in the Center
 On each of the four sides of the frame write:
1.
How much?
2. How long?
3. How often?
4. How will I know?
 With your partner, discuss and write the answers to the

four questions.
Be prepared to share your answers with the class, along
with examples.
Summary
1) Practice and application are needed to
learn new material.
2) Hands-on activities and materials enable
students to forge connections between
abstract and concrete concepts.
3) Students make these connections most
effectively when using all four language
processes during learning.
Practice/Application Assignment
 Choose 3 content/language objectives
 Create an application activity that will extend the learning
in a new way.
For example:
LO: I will discuss and write the answers to the four questions to
remember when planning lessons involving hands on activities
Activity: Using the “Frame Up” Activity – The teachers will write
the four questions on each side of the paper frame. They will
write the answers to the questions inside the frame.
Content Objectives:
 I will identify a variety of ways for students to enhance
their learning through hands on practice.
 I will create application activities that extend the
learning in new ways.
Language Objectives:
 I will discuss and write the answers to the four
questions to remember when planning lessons
involving hands on activities.