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The SIOP Model: practice/application

The SIOP Model: practice/application . Laura Nailor & Morgan Owen . Practice & application. Content Objectives: Identify a variety of ways for students to enhance learning through hands-on practice.

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The SIOP Model: practice/application

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  1. The SIOP Model: practice/application Laura Nailor & Morgan Owen

  2. Practice & application • Content Objectives: • Identify a variety of ways for students to enhance learning through hands-on practice. • Create application activities that extend the learning in new ways and relate to language or content objectives.

  3. Practice & application • Language Objectives: • Design activities that integrate different language skills as students practice new content knowledge. • Discuss the importance of linking practice and application activities to specific lesson objectives.

  4. Practice & application

  5. Practice & application • Just like riding a bike… • Training wheels • Talking about experience • Listening to others describe the experience • Observing others • Help from others • Independent practice

  6. Practice & application • Practice helps master skills • Reading • Writing • Listening • Speaking • Proficiency depends on opportunities for comprehensible input and targeted output

  7. Practice & application • Carefully choose activities in lesson • Activities must support students’ progress • Must target objectives • Differentiation

  8. SIOP feature 20 • Hands-on materials/manipulatives • Makes practice more relative & meaningful • Increases chances of mastery • Enhances overall practice session • Connects abstract to the concrete Hands-on materials AbStrAcT Concrete

  9. SIOP feature 20 Questions to consider Answers to remember • How much material should be covered at once? • How long in time should practice periods be? • Small, meaningful amounts of material • Short practice times

  10. SIOP feature 20 Questions to consider Answers to remember • How often should students practice? • How will students know how well they have done? • New material • Practice frequently • Old material • Space sessions • Give specific feedback

  11. Kindergarten money activity part 1 • While we are passing out materials discuss the following question with your partner: • Can you remember the first time when you were able to purchase something with your own money?

  12. SIOP feature 21 • Activities to apply content & language knowledge • Discussing and “doing” make concepts concrete • Involvement in relevant & meaningful application

  13. SIOP feature 21 • What about errors? • Level of development • L1 • Questions to consider: • Does the error impair meaning? • Are others making the same/similar mistakes? • Is a mini-lesson necessary?

  14. Kindergarten money activity part 2 • With a partner… • Take turns rolling the money dice • Distinguish the coin on the dice • Place the dice in the corresponding tray • Question and discuss decisions and other options • We will know you are finished when the coins are all used.

  15. SIOP feature 22 • Activities integrate all language skills • Reading, writing, listening & speaking • Read what we write • Talk about what we read • Listen to others talk about they read

  16. SIOP feature 22 • L1 – speaking & listening acquired first • L2 – reading & writing acquired first • All skills are interconnected • Different learning styles

  17. SIOP feature 22 Reading Writing Language Speaking Listening

  18. Kindergarten money activity part 3 • Answer the writing prompt individually. • Discuss with your partner once you are finished.

  19. SIOP feature 22 • “…although all identified language objectives in a lesson need to be practiced & applied as the lesson advances, not all language skills that are practiced need to be tied to an objective…” • P.143

  20. Discussion Questions • What adjustments & techniques can a teacher use to provide ELs with successful experiences while they read, write, listen, & speak about new information? • What materials could you use in your classroom to meet all language skills? • Think back to a lesson you have given or been a part of. What could have been done differently to ensure meaning for all learners?

  21. Conclusion • Integrate 4 language components • Practice & application are essential for mastery • Patience with errors • Enhance with hands-on activities • Not all skills are linked to an objective

  22. Teaching scenarios • Read the scenario, evaluate, and discuss the lesson • Mr. Nguyen, page 144 • Ms. Dowden, page 145 • Miss Delgado, page 146

  23. Teaching scenarios • SIOP evaluation

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