SIOP
INTERACTION
Review Homework: Mix Freeze Pair
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2.
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6.
Stand up!
Walk around the room and greet the other members of
our SIOP cadre. Give them a quick and honest
compliment.
When I give the signal word and motion of “interaction”
partner up to the closest person to you.
Be prepared to share something you have learned
thus far in SIOP classes.
The person with the smallest sized shoes on today goes
first.
Do the signal word of “interaction” and the motion
with your partner after you have shared.
Today’s Learning Targets:
 Content Objective: (WHAT)
You will be able to understand at least 2 grouping
considerations and 2 engagement strategies that you
can use to increase interaction in your classroom
 Language Objective: (HOW)
You will be able to share (speak) with a colleague
about how you want to implement at least one of
today’s strategies
What does SIOP say about Interaction?
 Frequent opportunities for interactions and/or
discussion between teacher/student and among
students that encourage elaborated responses about
lesson concepts
 Grouping configurations support language and
content objectives of the lesson
 Sufficient wait time for student response
 Ample opportunities for students to clarify key
concepts in L1 as needed with aide, peer, or L1 text
Grouping Considerations
 Students choose
 Teacher chooses
 Consider pairing/grouping as a means of scaffolding
 Consider language proficiency
 Consider social elements
 Gender
 Etc.
 Try to be intentional when forming groups and reconfigure
them often
Engagement strategies to create pairs or groups
 Numbered heads strategy- Kagan engagement strategies
 Popsicle sticks
 Pizza partners
 Use rank ordered lists per academic subject to create leveled
groups (highs with mediums & lows with mediums- Kagan
book)
 Use Selector Tools CD
 Team Timer device
 Use proficiency levels for ELLs to create groups (ask your
building’s ELL teacher for this info.)
Take a Stand…
 SIOP Book Page #116
 The teacher needs to have a set of questions prepared
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ahead of time.
This can be done in small groups (or individually).
Students will stand if they agree.
Students will need to stay seated if they disagree.
All students will need to be prepared to share “why”
they got that answer and possibly persuade their class
mates to side with them.
A variation can have the students generate the
statements posed to the class.
Timed Pair Share
 Start with the person who watched the least
amount TV this week (then go clockwise)
 For 2 minutes, briefly share with your group an
idea about how you may be able to use the “Take a
Stand” strategy in your content area
 Be prepared that you may get more than one turn
to share
Find Your Match (modified)
 SIOP Book Page # 112
 *Use math or literacy vocabulary cards (need two sets
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with as many cards per set for half of your class)introduce the cards before starting the activity
Take your math card and begin reading the word and
definition that is written on your card.
When the teacher gives the cue of the signal word and
motion, stand up and begin walking around the room
looking for your “match” by doing the motion that
goes with your card.
When you find your match, do a cheer of your choice.
Then, reread the word & definition together,
finally do the motion one more time. Tell them “you
were a great partner!”
Give the cards back to the teacher.
Jot Thoughts
 Each person at a table needs a pencil and
some small sticky notes
 Take turns writing, or drawing about how
vocabulary cards can be used in (your)
classroom.
 Do one idea per sheet.
 Think multi-disciplinary and multi-grade
level
 Write or draw until you hear the signal
word/motion from the teacher.
 Read and classify what ideas your group
came up with. (Be prepared to share with
the group!)
Wait time…
 Remember the 5-2-1 and the 10 & 2?
 Processing time is important for thinking for all kids
 Processing time may also be translating time for
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ELLs.
At least 7 seconds of wait time is necessary
Variations of think-pair-share
Using timing tools
Kagan strategies
Writing
Review Learning Targets…
 Content Objective: (WHAT)
You will be able to understand at least 2 grouping
considerations and 2 engagement strategies that you
can use to increase interaction in your classroom
 Language Objective: (HOW)
You will be able to share (speak) with a colleague
about how you want to implement at least one of
today’s strategies
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 note sheets.