Review and Assessment

1
Review and Assessment

• SIOP Model
• Making Content Comprehensible for English
  Language Learners

2
Content Objectives

• Select techniques for reviewing key concepts.
• Incorporate a variety of assessment techniques
  into lessons
• Describe the challenges in assessing the content
  learning of students with limited English
  profiency.

3
Language Objectives

• Write a lesson plan that includes review of key
  vocabulary
• Orally provide feedback to ELs that enhances
  language development
• Use oral, written, and physical means to provide
  specific feedback to students on their performance

4
Remember other than Preparation, there is no
hierarchy or order to the SIOP components.

• Review and assess throughout each lesson and
  again as the lesson concludes.
• Throughout the lesson we have the opportunity to
  assess students progress towards the content and
  language objectives.

5
Review is essential

• During a class period , ELs may receive between
  50 to 90 minutes of input in a new language.
• Teachers need to highlight what is important and
  review key information.

6
Review of new vocabulary

• Multiple exposures to new terminology builds
  familiarity, confidence, and English proficiency.
• It is ineffective to teach vocabulary only with
  the word list.
• The more exposures students have to a new word,
  especially if the vocabulary is taught through
  different modalities, the more likely the word
  will be remembered and used.
• See diagram page 169.

7
Review of new vocabulary

• Sample ways to review (page 170)
• Word Study Books/Personal Dictionaries
• Word Walls
• Act out words
• Four Square
• Draw a picture
• Scaffolding
• Make a list of vocabulary review activities at
  table.
• Share with whole group.

8
Review of Key Concepts

• Understandings should be scaffolded throughout
  the lesson. Stop and briefly summarize what the
  class has learned so far.
• Students may summarize with partner, write in
  journal, or list key ideas on board.
• Use outcome sentences at end of lesson (pg 170)
• I wonder
• I discovered
• I still want to know
• I learned
• I still do not understand

9
Feedback

• Provide specific academic feedback.
• Feedback should clarify and correct
  misconceptions.
• Paraphrasing supports the students understanding
  and validates answers.
• Feedback can be oral, written, or physical.

10
Process

• Review and assessment is an ongoing process.
• Assessment and evaluation are not the same.
• Assessment is the gathering of information about
  a students learning.
• Evaluation is making judgments about a students
  learning.
• The process of assessment can be seen as
  progressive first should come assessment and
  then evaluation.

11
Video

• What types of assessments can you identify?
• How did the teacher review her objects with the
  class?

12
Use ABCD cards

• Content objectives are
• Statements that identify what a student should
  know.
• Statements about the language used during a
  class.
• Statements that identify assessments.
• Statements that evaluate.

13
Use ABCD cards

• SIOP stands for
• A. Secondary Illiterate Obese Pigeons
• B. Sheltered Instruction Observation Performance
• C. Sheltered Instruction Observation Protocol
• D. Shelties Indigently Orally Purr

14
Complete SIOP Puzzle Review

• Put together puzzle.
• Check for accuracy.

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Pizza Slice

• Count off by 16.
• Get together with your group (only your number).
• Create a pizza slice for your topic. The slice
  should include words and pictures.
• 1 and 9 Lesson Preparation
• 2 and 10 Building Background
• 3 and 11 Comprehensible Input
• 4 and 12 Strategies
• 5 and 13 Interaction
• 6 and 14 Practice/Application
• 7 and 15 Lesson Delivery
• 8 and 16 Review and Assessment
• Present your slice.

16
Get together with school

• Create a list of obstacles that could get in your
  way of implementing SIOP.
• Create cures for obstacles.

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What next?

• This year.
• Complete evaluation.