CHAPTER 6: INTERACTION
FEATURE 16
Discussion Between Teacher/Student and Among Students.
The SIOP emphasize the importance of balancing linguistic turn-taking between teacher and students. (And among students)
Encourage long responses rather than short yes/no answers. (Even for young learners)
Reading skills and writing skills are positively correlated with oral language proficiency in English.
How to be an effective SIOP teacher:
Teach students rules for engaging in high-quality discussions to ensure they take turns.
Structure their lessons in way that promote discussion.
Encourage extended expression from students when discussing the lessons concepts.
FEAUTURE 17
GROUPING CONFIGURATIONS SUPPORT LANGUAGE AND CONTENT OBJECTIVES OF THE LESSON
-GROUPING BY ABILITY
-LOW ACHIEVING GROUPS
-WHOLE-CLASS GROUPS
FEATURE 19
AMPLE OPPORTUNITY FOR STUDENTS TO CLARIFY KEY CONCEPTS IN L1 AS NEEDED WITH AIDE, PEER, OR L1 TEXT
SIOP instruction involves teaching subject-matter material in English, students are given the opportunity to have a concept or assignment explained in their L1 as needed.
One strategy for accommodating impatient students is to have them write down their responses while waiting, and then they can check their answers against the final answer
While effective SIOP teachers provide sufficient wait time for English learners
they also work to find a balance between wait time and moving a lesson along.
FEATURE 18
SUFFICIENT WAIT TIME FOR STUDENT RESPONSES CONSISTENTLY PROVIDED
A review of studies on wait time revealed that after a teacher asks a question,
Students must begin a response within an average time of one second. If they do not, the teacher repeats, rephrases, asks a different question, or calls on another student.
Many teachers in U.S. schools are uncomfortable with the silence that follows their questions or comments, and they immediately fill the void by talking themselves.
Moving from whole class to small group, whole class to partners, and small group to individual assignments allows students to work together to critique or analyze material, create graphic representations of vocabulary terms or concepts, or summarize material makes information more meaningful and increases learning.n
This situation may be especially pertinent in SIOP classes where English learners need extra time to process questions in English, think of an answer in their second language, and then formulate their responses in English.
Significant controversy surrounds the use of L1 for instructional purposes, but we believe that clarification of key concepts in students’ L1 by a bilingual instructional aide, peer, or through the use of materials written in the students’ L1 provides important support for the academic learning of those students who are not yet fully proficient in English.