Review and Assessment

1. Review and Assessment SIOP Model Making Content Comprehensible for English Language Learners

2. Content Objectives • Select techniques for reviewing key concepts. • Incorporate a variety of assessment techniques into lessons • Describe the challenges in assessing the content learning of students with limited English profiency.

3. Language Objectives • Write a lesson plan that includes review of key vocabulary • Orally provide feedback to ELs that enhances language development • Use oral, written, and physical means to provide specific feedback to students on their performance

4. Remember: other than Preparation, there is no hierarchy or order to the SIOP components. • Review and assess throughout each lesson and again as the lesson concludes. • Throughout the lesson we have the opportunity to assess students’ progress towards the content and language objectives.

5. Review is essential • During a class period , ELs may receive between 50 to 90 minutes of input in a new language. • Teachers need to highlight what is important and review key information.

6. Review of new vocabulary • Multiple exposures to new terminology builds familiarity, confidence, and English proficiency. • It is ineffective to teach vocabulary only with the “word list.” • The more exposures students have to a new word, especially if the vocabulary is taught through different modalities, the more likely the word will be remembered and used. • See diagram page 169.

7. Review of new vocabulary • Sample ways to review (page 170) • Word Study Books/Personal Dictionaries • Word Walls • Act out words • Four Square • Draw a picture • Scaffolding • Make a list of vocabulary review activities at table. • Share with whole group.

8. Review of Key Concepts • Understandings should be scaffolded throughout the lesson. Stop and briefly summarize what the class has learned so far. • Students may summarize with partner, write in journal, or list key ideas on board. • Use outcome sentences at end of lesson (pg 170) • I wonder… • I discovered… • I still want to know… • I learned… • I still do not understand…

9. Feedback • Provide specific academic feedback. • Feedback should clarify and correct misconceptions. • Paraphrasing supports the student’s understanding and validates answers. • Feedback can be oral, written, or physical.

10. Process • Review and assessment is an ongoing process. • Assessment and evaluation are not the same. • Assessment is the gathering of information about a students learning. • Evaluation is making judgments about a students learning. • The process of assessment can be seen as progressive: first should come assessment and then evaluation.

11. Video • What types of assessments can you identify? • How did the teacher review her objects with the class?

12. Use ABCD cards • Content objectives are • Statements that identify what a student should know. • Statements about the language used during a class. • Statements that identify assessments. • Statements that evaluate.

13. Use ABCD cards • SIOP stands for: • A. Secondary Illiterate Obese Pigeons • B. Sheltered Instruction Observation Performance • C. Sheltered Instruction Observation Protocol • D. Shelties Indigently Orally Purr

14. Complete SIOP Puzzle Review • Put together “puzzle”. • Check for accuracy.

15. Pizza Slice • Count off by 16. • Get together with your group (only your number). • Create a pizza slice for your topic. The slice should include words and pictures. • 1 and 9 = Lesson Preparation • 2 and 10 =Building Background • 3 and 11= Comprehensible Input • 4 and 12 = Strategies • 5 and 13 = Interaction • 6 and 14= Practice/Application • 7 and 15 = Lesson Delivery • 8 and 16 = Review and Assessment • Present your slice.

16. Get together with school • Create a list of obstacles that could get in your way of implementing SIOP. • Create “cures” for obstacles.

17. What next? • This year…. • Complete evaluation.