SIOP INTERACTION AND

PRACTICE/APPLICATION
 OBJECTIVES

• Students will identify and discuss key aspects of interaction with the SIOP
model.
• Students will be able to identify and discuss key aspects of practice/application
with the SIOP model.
• Students will be able to apply the concepts of interaction and
practice/application.
 Need to provide English Learners
structured opportunities to
practice using the language

Teachers dominate the linguistic

INTRO TO part in many classrooms
INTERACTION

Need to focus on the quality not

just quantity
 USE OF GROUPS

• Grouping students together is a very useful teaching technique

• Homogenous grouping does not work all of the time
• You should use groups to critique or analyze material
 TYPES OF GROUPS

• Whole Group- the entire class, good for new information, modeling, review
• Small Group- 3-5 students, promote development of multiple perspectives,
COLLABORATION IS KEY
• Partnering- provides practice opportunities, scaffolding, and assistance for
classmates
 QUESTION?

How much do you think a teacher should talk in a classroom?

 TEACHER TALK

• There needs to be a balance between teacher talk and student talk

• You cannot dominate the conversation or lesson
• Encourage students to elaborate
• Restate student answers if they are correct or incorrect
 WAAAAAIIIIIIIITTTTTTTT

• Just wait….
• The silence is not a bad thing it means that students are thinking and
formulating a response
• If you are not satisfied with a students response maybe ask “Why?” or “What
else?”
 STUDENT RESPONSES

• You can have students respond to you in a variety of ways

• You can have the “50/50 Method” , “Phone a Friend” , “Mr. Judge’s Twitter
Space”
• However you decide to do it make sure that students do respond orally to you
• Also you can if necessary allow for students to use their first language
 These strategies are all for
furthering students content Brain Stimulation
and language goals

It also helps students

progress with their Increased Motivation
academic language

Some other benefits

WHY DO THIS include:
Reduced Risk

More Processing Time

Increased Attention
QUESTIONS
 Practice needs to aim for all 4
language skills

PRACTICE/ The practice stage is important

A P P L I C AT I O N for language development

High Proficiency =
comprehensible input + targeted
output
 GUIDED PRACTICE

• Is when a teacher leads students through practice sessions prior to independent

applications
• Guided Practice and hands on material together work well for new content
knowledge
 GUIDED PRACTICE

1. Students should practice short meaningful amounts, dividing the content into
parts based on meaning
2. Use short practice times so students exert intense effort and has intent to learn
3. New learning should be mass practiced while old learning should have
distributed practice
4. Give students specific feedback
 A SPORTS EXAMPLE

https://www.youtube.com/watch?v=194gqX41S0Q
 GUIDED PRACTICE SUMMARY

• All students benefit from guided practice • Where do you think you can use the
but ELL’s especially abstract concrete connection? And How?
• Because of the hands on material/
manipulatives
• It creates a connection between abstract
concepts and concrete experiences
• Also reduces the language load
 APPLICATION/PRACTICE

• The difference between knowing how something should be done and being
able to do it is the quantum leap in learning
• Mistakes at the beginning of learning can have long lasting problems
• Apply new info. And concepts in a personally relevant way
 THINGS YOU CAN DO

• Use groups or partners when it is appropriate

• Be careful how you correct student mistakes and when
• Depends on language proficiency level
https://www.tiktok.com/@lilihayes/video/6899264005265739013?lang=en
• Explore different ways of incorporating both content and language objectives
 WHY USE GROUPS/PARTNERS?

• Talk amongst each other and think about why social interaction when learning
is good for ELL’s
 GROUPS/PARTNERS

• Social Interaction helps language development

• It is especially good for ELL’s furthering their academic language progression
• Things like discussions, small groups, partners, “reporting information” all work well
 DIFFERENTIATION/INTEGRATION

• Effective teachers create as many opportunities as possible to practice the 4

language skills
• Not all skills that are practiced need to be tied to an objective
• In SIOP you can have your language objective be writing but still practice
speaking, reading, and listening skills
• The important difference is that you are assessing your objective
 CAN YOU THINK OF ANY EXAMPLES?

• Think of an example of using

 TAKEAWAYS

What are two things that you have taken away from this?
Or believe is important to know in the future?
 LEARNING STYLES

• Auditory, visual, conceptual, verbal, social, pragmatic

• Much of the lesson includes the students listening and discussing about what I
am teaching them
• There is also a few visuals to help the students better conceptualize the
concepts.
• The students also had a social component where they would discuss with each
other
 LINKS/SOURCES

• All of the pictures came from Microsoft’s stock images

• All of the information used came from our textbook ”Making Content
Comprehensible for English Learners”