SIOP-Review-and-Assessment

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Sheltered Instruction Observation Protocol
SIOP Component # 8
Find someone with the same
number of buttons you have.
 Share at least one activity that you tried in your
classroom since our last meeting.
 Share what you think worked well and what you would
change to produce better results.
Lesson Objectives
 Content Objective – You will be able to incorporate a
variety of assessment techniques into lessons.
 Language Objective – You will use oral, written and
physical means to provide specific feedback to
students about their performance.
Comprehensive Review of Key Vocabulary
Comprehensive Review of Key Content Concepts
Regular Feedback Provided to Students About Their
Performance
Assessment of Student Comprehension and Learning
of All Lesson Objectives
Comprehensive Review of Key
Vocabulary
 We can help develop academic language and key
vocabulary by teaching and then reviewing
terminology and concepts through analogy – the
process of relating new words to other words with the
same structure or pattern. (photo/light – photography,
photosynthesis, etc.)
 Multiple exposures to new terminology also builds
familiarity, confidence and English proficiency.
 Words and concepts may be reviewed through
paraphrasing, such as “Let me reiterate, or say again…”
Key Vocabulary cont.
 Key vocabulary can also be reviewed more systematically
but research clearly shows that word lists and dictionary
definitions alone do not promote vocabulary and language
development.
 The more exposures students have to new words, the more
likely they are to remember and use them, especially if the
vocabulary is reinforced through multiple modalities.
 An effective way to incorporate ongoing vocabulary study
and review is through the use of individual Word Study
Books organized by topic, language structure, etc.
Key Vocabulary cont.
 Helping students review and practice words in non-print
ways is beneficial as well. They may draw pictures or use
physical gestures to remember a word. Using Pictionary or
a charade-like game at the end of a lesson or unit can
stimulate an engaging review of vocabulary.
 We also need to help students become comfortable with
academic language by introducing and modeling academic
tasks throughout lessons and units. Increasingly, our ELs
need exposure, practice and review of terms used in lessons
(discussion, share ideas) and in test directions or question
prompts.
Mix and Match
(p. 181)
 Write a word on one index card and the definition on
the other.
 Each student chooses a card.
 Students mix and say, “I have (term),what do you
have?” Other student answers with definition.
 If students match with term and definition, they move
to the outside of the group.
 When all words have been matched, collect, shuffle
and repeat.
Comprehensive Review of Key
Content Concepts
 It is essential that ELs have key content concepts
reviewed during and at the end of a lesson.
Understandings are scaffolded when you stop and
briefly summarize, along with students’ help, the key
content covered to that point.
 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.
Outcome Sentences
 I wonder…
 I discovered…
 I still want to know…
 I learned…
 I still don’t understand…
 I want to know more about…
 I will ask a friend about…
 This lesson makes me think of…
Simultaneous Round Table
(p. 178)
 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.
Regular Feedback Provided
to Students
 Periodic review of language, vocabulary and content
enables teachers to provide specific academic feedback
to students that clarifies and corrects misconceptions
and misunderstandings.
 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.
Assessment of Student Comprehension
and Learning of All Lesson Objectives
 Assessment is defined as “the gathering and
synthesizing of information concerning students’
learning” and evaluation is “making judgments about
students’ learning”.
 Assessment must be linked to the instruction and it
needs to target the lesson objectives.
 Toward the end of the lesson, students’ progress is
assessed to see whether it is appropriate to move on or
whether it is necessary to review and reteach.
Informal Assessment
 On-the-spot, ongoing opportunities for determining
student learning
 Teacher observations
 Anecdotal reports
 Teacher-to-student, student-to-student conversations
 Quick-writes
 Brainstorming
 Other tasks that occur within instruction and aren’t
intended to be evaluated according to set criteria
Authentic Assessment
 Students are engaged in meaningful tasks that take
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place in real-life contexts
Written pieces
Audiotapes
Student and parent interviews
Videotapes
Observations
Creative work and art
Discussions
Oral group responses
Performances
Group Responses
 Thumbs up/thumbs down
 Number Wheels
 Number 1-3 for self-assessment
 Response Boards (p. 185)
 Each student, pair or group is given a response board.
 The teacher poses a problem for the students to solve.
 A designated student writes and displays the response
board after conferencing with the others.
 The teacher can see if the class is ready to move on.
Creating Response Boards
 Laminated file folders
 Laminated tag board
 White boards (Lowes and Home Depot will cut boards
to size)
 Chalkboards
 Paper and pencil
Lesson Objectives
 Content Objective – You will be able to incorporate a
variety of assessment techniques into lessons.
 Language Objective – You will use oral, written and
physical means to provide specific feedback to
students about their performance.
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