PowerPoint for Reciprocal TeachingPowerPoint for Reciprocal Teaching

TheThe SIOP ModelSIOP Model

Making Content Comprehensible for English Making Content Comprehensible for English LearnersLearners

Assessment of Student Assessment of Student ComprehensionComprehension

Taylor SandersTaylor SandersEDBE 3453EDBE 3453

Purpose of SIOP Assessment

To guide teaching and re-teaching Inform decision making Lead to supportive feedback Provide for fair and comprehensive

judgments about student performance

To make sure each student is understanding and comprehending the information being taught

Content Objectives for Assessment

Select techniques for reviewing key content concepts

Incorporate a variety of assessment techniques into lessons

Describe the challenges in assessing the content learning of students with limited proficiency

Language Objectives for Review and Assessment

Write a lesson plan that includes review of key vocabulary

Teach a lesson with group response techniques

Orally provide feedback to ELL students that enhance language development

Use oral, written, and physical means to provide specific feedback to students on their performance

Assessment

The gathering and synthesizing of information concerning a student’s learning that occurs throughout a lesson.

Examples of Assessment Thumbs Up/Thumbs Down (Y/N, T/F, A/D) Pencils Up/Pencils Down (older) Number Wheels Dry-erase boards Tests/Quizzes Ask the group as a whole In the end, assess with students holding up 1,2,

or 3 with fingers: 1- Did not understand the lesson 2-Did not understand the lesson, but made some

progress 3-Fully understood the lesson

What is the best way to assess English language learners?

A. Thumbs up/Thumbs DownB. Number WheelsC. Tests or QuizzesD. Dry erase boardsE. There is not a “best” way to assess

English language learners because each child is unique.

Why are group response assessments effective? Teachers can quickly determine how many students

understand and comprehend the information. It is obvious if students are having problems with

language and content concepts.

Remember:• Teachers need to be able to determine whether the

problem is with the content or the lack of English proficiency.

• Most of the time, they know the information, but language proficiency issues keep them from demonstrating their knowledge.

References

Echevarria, J (2007). Making Content Comprehensible for English Learners: The SIOP Model. Boston, MA: Pearson Education, Inc..

Short, D.J. Center for Applied Linguistics. The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development. California State University (1999).

Conclusion

In conclusion, teachers need to be familiar with a student’s proficiency levels before and after lessons in order to determine student growth. Assessments help guide teaching and re-teaching and provide teachers with ways of knowing whether their instructional methods are effective in the classroom.

The EndThe End