SIOP Interaction/Practice and

Application
With Miss Angela and Miss Christy
Objectives

Identify methods that promote student interaction.

Identify the importance of practice and application

activities.
Interaction
According to the
https://www.youtube.com/watch?v=Gj
video, how can OrFN6PEDg

teachers promote
interaction in the
classroom?
Frequent Opportunities for Interaction

Sufficient Wait Time

Grouping Configurations

Clarifying Concepts
Opportunity
It is important to provide the students with frequent
opportunities for interaction and discussion.

Structure lessons to promote student discussion:

- Ask students to expand upon their answers (“tell

me more..what else..what do you mean…”).
- Ask students to provide further information
(“how do you know...why is that important…”).
- Ask for restatements.
Interaction
Does not always need to be oral:

- Dialogue journals
- Electronic exchanges

Games are also great ways for promoting

interaction:

- Rewriting lyrics in familiar songs in

teams or pairs as a content review
- Dinner Party
Wait Times
Two wait times: Time between asking the
question and the answer AND the time after the
student answers the question (allows for an
extended response)

Providing frequent opportunities for students to

collaboratively process information and content.

Teach students to provide each other with

sufficient wait time to produce adequate
responses.
Wait Times Continued
Do not resort to simply giving the student the
answer! Use “television techniques”:

- “50-50” - ask the student to choose between

two possible responses provided by the
teacher
- “Phone a friend” - ask a classmate for help

The original student must give the final answer and

reasoning to the teacher
Grouping
Change up the groups
Things to consider when creating groups:
Introduce the information, concepts, or modeling as an
Size of the groups
entire group or class
Responsibility of each member of the group
THEN
Level of ability of each member of the group
Break the students up into smaller groups to encourage
collaboration
Always be clear about the objective of the groups!
Groups might be broken up by:

- ELL Language Proficiency

- Background
- Gender
- Ability (prevent significant gaps)
- Interest
Grouping configurations should
always support the language and
content objectives of the lesson.
Clarifying Concepts

Students might need to clarify

concepts in their L1.

Important support for the

academic learning of those
students who are not yet
proficient in English.
 Discussion:
What are some specific techniques you can use to
encourage students to elaborate on their thoughts fully?
What can you do to ensure sufficient wait time for
students to formulate and express their thoughts?
Practice and
Application
 What are some https://www.youtube.com/watch?v=_Z

practice and H2wsh6gD4

application methods
you noticed while
watching this video?
Hands-On Practice

Application of Content and Language Knowledge

Integration of All Language Skills

Hands-On Practice
A short meaningful amount of material should be
practiced at one time.

New learning concepts should be practiced several

times close together.

Older concepts should be practice farther and farther

apart.

Be sure to give specific feedback to students

throughout practice!
Application of Content and Language Knowledge
Give different opportunities for the students to
demonstrate and apply their knowledge.
Application for acquiring a new language is
important because discussing and “doing” make
abstract concepts.
Application can occur in many ways; clustering,
graphic organizers, writing a journal, engaging in
discussion circles and many other meaningful
activities.
For ELL students, application must also include
opportunities for them to practice language
knowledge in the classroom.
Social interaction enhances language development.
Examples; discussion, working with peers, small
group work and “reporting” out information both
orally and in writing.
The teacher can ask the student to explain a process
using newly learned sentence structure. Examples;
describing results of an experiment, listing steps in a
process and more.
Integration of All Language Skills
Integrate language skills (reading, writing, speaking,
listening).
We move through these processes in natural ways;
reading what we write, discussing what we read and
listening to others discussions about what they have
read, wrote or seen.
Most children become grammatically competent in
their home language by the age of 5 and their
continuing language development relates to
vocabulary.
ELL students achieve competence in written
language earlier than oral language. They do not
need to be proficient speakers before they read or
write.
Effective sheltered teachers understand the need to
create many opportunities for ELL students to
practice and use all four language processes in an
integrated manner.
Learning Styles:
Auditory
Conceptual
Visual
https://create.kahoot.it/kahoots/my-kah
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References

Echevarria, J., Vogt, M., & Short, D. (2017). Making content comprehensible for

English learners: The SIOP Model. Boston: Pearson