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 video, how
can teachers https://www.youtube.com/watch?v=

promote
GjOrFN6PEDg

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
Always be clear about the objective of the groups! encourage collaboration

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
practice and
application https://www.youtube.com/watch?v=
_ZH2wsh6gD4
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-k
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References

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

English learners: The SIOP Model. Boston: Pearson