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ESOL SIOP TEST > SIOP Textbook > Flashcards

SIOP Textbook Flashcards

1
Q

What is the purpose of SIOP?

A

Observational Protocol for classroom which uses Sheltered Instruction for ELLs (K-12).

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2
Q

What is language objectives?

A

lesson objectives that are specifically designed to promote students’ language development through all four language domains: reading, writing, speaking and listening

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3
Q

How do language objectives relate to content objectives?

A

Content objectives describe what the students will learn during the lesson.
Language objectives describe how the students will learn the content of the lesson.

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4
Q

Lesson Preparation

Feature 1

A

Content Objectives Clearly Defined, Displayed, and Reviewed with Students

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5
Q

Lesson Preparation

Feature 2

A

Language Objectives Clearly Defined, Displayed, and Reviewed with Students

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6
Q

Lesson Preparation

Feature 3

A

Content Concepts Appropriate for Age and Educational Background Level of Students

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7
Q

Lesson Preparation

Feature 4

A

Supplementary Materials Used to a High Degree, Making the Lesson Clear and Meaningful (Computer Programs, Graphs, Models and Visuals)

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8
Q

Lesson Preparation

Feature 5

A

Adaptation of Content (Text and Assignment) to All Levels of Student Proficiency

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9
Q

Lesson Preparation

Feature 6

A

Meaningful Activities that Integrate Lesson Concepts (surveys, Letter Writing, Simulations, Constructing Models) with Language Practice Opportunities for Reading, Writing, Listening, and/or Speaking

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10
Q

Building Background

Feature 7

A

Concepts Explicitly Linked to Students’ Background Experiences

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11
Q

Building Background

Feature 8

A

Links Explicitly Made Between Past Learning and New Concepts

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12
Q

Building Background

Feature 9

A

Key Vocabulary Emphasized (Introduced, Written, Repeated, and Highlighted for Student to See)

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13
Q

Comprehensible Input

Feature 10

A

Speech Appropriate for Students’ Proficiency Levels (Slower Rate, Enunciation, and Simple Sentence Structure for Beginners)

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14
Q

Comprehensible Input

Feature 11

A

Clear Explanation of Academic Tasks

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15
Q

Comprehensible Input

Feature 12

A

A Variety of Techniques Used to Make Content Concepts Clear (Modeling, Visuals, Hands-On Activities, Demonstrations, Gestures, and Body Language)

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16
Q

Strategies

Feature 13

A

Ample Opportunities Provided for Students to Use Learning Strategies

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17
Q

Strategies

Feature 14

A

Scaffolding Techniques Consistently Used Assisting and Supporting Student Understanding (Think-Alouds)

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18
Q

Strategies

Feature 15

A

A Variety of Questions or Tasks that Promote Higher-Order Thinking Skills (Literal, Analytical, and Interpretive Questions)

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19
Q

Interaction

Feature 16

A

Frequent Opportunities for Interaction and Discussion Between Teacher/Student and among Students, Which Encourage Elaborated Responses about Lesson Concepts

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20
Q

Interaction

Feature 17

A

Grouping Configurations Support Language and Content Objectives of the Lesson

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21
Q

Interaction

Feature 18

A

Sufficient Wait Time for Student Responses Consistently Provide

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22
Q

Interaction

Feature 19

A

Ample Opportunities for Students to Clarify Key Concepts in L1 as Needed, with Aide, Peer or L1 text

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23
Q

Practice and Application

Feature 20

A

Hands-On Materials and/or Manipulative Provided for Students to Practice Using New Content Knowledge

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24
Q

Practice and Application

Feature 21

A

Activities Provided for Student to Apply Content and Language Knowledge in the Classroom

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25
Q

Practice and Application

Feature 22

A

Activities Integrate All Language Skills (Reading, Writing, Listening and Speaking)

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26
Q

Lesson Delivery

Feature 23

A

Content Objectives Clearly Supported by Lesson Delivery

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27
Q

Lesson Delivery

Feature 24

A

Language Objectives Clearly Supported by Lesson Delivery

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28
Q

Lesson Delivery

Feature 25

A

Students Engaged Approximately 90% to 100% if the Period

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29
Q

Lesson Delivery

Feature 26

A

Pacing of the Lesson Appropriate to Students’ Ability Levels

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30
Q

Lesson Delivery

Feature 27

A

Comprehensive Review of Key Vocabulary

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31
Q

Lesson Delivery

Feature 28

A

Comprehensive Review of Key Concepts

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32
Q

Lesson Delivery

Feature 29

A

Regular Feedback Provided to Students on Their Output (language, content, and work)

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33
Q

Lesson Delivery

Feature 30

A

Assessment of Student Comprehension and Learning of All Lesson Objectives (Spot Checking, Group Responses) throughout the lesson

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34
Q

Think-Pair-Share the Objectives

A

Purpose: Content Objectives Clearly Defined, Displayed, and Reviewed with Students

  1. Present objectives.
  2. Give think time to rephrase the objectives in their own words.
  3. students share their thoughts to a partner
  4. call on a few students to restate neighbors revised objective
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35
Q

What are the four principles of Activity-based language teaching & learning? (Chapter 1)

A

Active Engagement, Cultural Relevance, Collaboration, Learning Strategies

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36
Q

Principle 1: Active Engagement

A

Learners play enjoyable, engaging, active roles in the learning experience.
Active engagement are practices when language is learned while also doing something with it.
Example: food pyramid- students keep a written/pictorial food diary and then use word source tools to list in English the foods they ate. Next, students made word cards of the foods and taught their classmates. Finally, students classified all the foods they had eaten two ways: by locating them on a map of the world.

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37
Q

Principle 2: Cultural Relevance

A

Classrooms respect and incorporate the cultures of learners in those classes while helping them to understand the new culture of the community, teh school, and the classroom.
Teachers play the most important role. Teachers model and the students follow which creates a climate of trust.
Parent involvement plays an important role in students’ school achievement and social development, an in literacy development in particular.
Creating a culturally responsive and culturally relevant classroom goes beyond parental involvement and requires thoughtfulness and effort on the part of teachers to learn about students’ cultures from students themselves, families, community members….
Example: integrate a multicultural perspective on the daily lie of the classroom instead of viewing the differences between cultures or focusing on holidays, foods and customs.

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38
Q

Principle 3: Collaboration

A

Instruction should be organized to facilitate interaction and collaborate. Learners should solve problems, negotiate meaning, and demonstrate what they have learned.
Example: elbow buddy, pair-share, numbered heads together activities.

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39
Q

Principle 4: Learning Strategies

A

Use a variety of language and learning strategies to expand learning beyond the classroom and to become independent, lifelong learners.
These strategies can be observable behaviors, steps, or techniques.
Example: S3R (survey, read, recite, review) on a literacy lesson.

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40
Q

What are the features of culturally responsive instruction? (Chapter 3)

A

Communication of High Expectation for All Learners, Learning within an Affirming Cultural Context, Culturally Responsive Instructional Practices, Teacher as Cultural Mediator

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41
Q

Communication of High Expectation for All Learners

A

Students who feel a disconnect with the dominant school culture experience emotional and psychological distress leading to poor school achievement, behavioral problems, low motivation, and dropout status. Research indicates that the racial, ethnic, and gender stereotypes that lessen motivation in learners can be eased through simple teacher manipulations.

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42
Q

Learning within an Affirming Cultural Context

A

By creating a sense of cultural acceptance in the classroom, teachers validate their students’ self-worth and show respect for their languages. Cultural dissonance that occurs when our deeply held values come into conflict with other, differing values leads to an uncomfortable sense of discord, confusion, conflict, and anxiety. The goal for our students is acculturation- the ability to be bicultural and live in a world viewed through two sets of cultural lenses.

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43
Q

Culturally Responsive Instructional Practices

A

Culturally responsive instruction recognizes and utilizes students’ language and culture. Teachers acknowledge their students’ differences as well as their commonalities. They plan for instruction based on student experiences and strengths. Factors: motivate students to participate actively in their learning, challenge students to strive for excellence, promote equity and mutual respect in the classroom.

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44
Q

Teacher as Cultural Mediator

A

Cultural organizers: creating a variety of learning environments in the classroom to reflect the styles and preferences of the learners. Cultural mediators: honoring other cultures, clarifying new cultural concepts, combating prejudice, and talking about cultural differences. Orchestrators of social contracts: helping children adapt to the culture of the classroom while creating a classroom culture that is compatible to the learners.

45
Q

What are the different types of involvement? (Chapter 3)

A

Parenting, Communicating, Volunteering, Learning at Home, Decision Making, Collaborating with the Community

46
Q

Parenting (specific strategies)

A

Discuss the school lunch and invite parents’ comments on its appropriateness for their child.
If necessary, talk about climate changes and the clothing required.
Inform parents of necessary school supplies.
Encourage parents to read from native language children’s literature at bedtime.
Suggest appropriate amounts of sleep for the age of the child.

47
Q

Communicating (specific strategies)

A

Conduct at least two parent conferences per year.
Provide translations for oral and written communication as needed (determine literacy levels in the home).
Alert parents by telephone, e-mail, or in person of their child’s successes and of upcoming classroom events.
Alert parents to important school wide events such as school picnics, shows, music concerts, and so on.

48
Q

Volunteering (specific strategies)

A

Invite parents to assist in a classroom project, activity, or field trip.
Invite parents to share a special skill with the children in the classroom.
Invite parents to share stories, photos, and artifacts from their culture.
Survey family and community members for prospective volunteers.
Provide access to English language programs for parents at night.

49
Q

Learning at Home (specific strategies)

A

Encourage parents to talk to their children about their school experiences and peer relationships.
Encourage parents to review finished homework each night.
Encourage parents to ask their children to explain topics studied in the classroom.
Explain expectations for school behavior and learning.

50
Q

Decision Making (specific strategies)

A

Encourage ELL parents to attend PTA meetings.
Develop networks of parents to work with teachers on school-related projects such as advisory councils.
Encourage involvement from every segment of the school community.

51
Q

Collaborating with the Community (specific strategies)

A

Provide opportunities for staff, families, and community members to learn together.
Bring together families, schools, and community organizations for mutual benefit.
Develop schools as community learning centers.

52
Q

How can teachers connect to the homes and families of their students?

A

Make home visits, send home news letters in first language, hold parent/teacher nights, provide translators at parent teacher conferences

53
Q

Chapter 4:

What conditions do you need to ensure for successful group work?

A

Provide clear and explicit directions
Talk is a required part of the activity
Group work has a clear outcome
The group work is cognitively appropriate
The task involves content and language learning
All children are involved in the group
Children are taught how to accomplish group work
Provide enough time for learning and language to develop

54
Q

Explain the similarities and differences between Field sensitive and Field independent learner styles.

A

In the field-dependent/independent model of cognitive or learning style, a field-independent learning style is defined by a tendency to separate details from the surrounding context. It can be compared to a field-dependent learning style, which is defined by a relative inability to distinguish detail from other information around it. Theorists define these two cognitive styles in terms of how they are psychologically different - which makes this a useful model for teachers trying to understand their learners.

55
Q

What are the characteristics of a Field Sensitive learner

A

Enjoys working with others to achieve a common goal, assists others and is sensitive to their feelings, seeks guidance and direction from teacher, learns concepts more easily in a humanized story format, prefers communicative activities, seeks patterns

56
Q

What are the characteristics of a Field Independent learner

A

Enjoys working independently, competes with others, interacts with teacher only when necessary, prefers to learn specific details

57
Q

What are the 5 cooperative learning strategies?

A

Numbered heads together, stand and deliver, round robin, carousel brainstorming, line-ups

58
Q

What is the procedure for numbered heads together?

A

A cooperative learning strategy in which students in small groups each receive a number. Teachers then ask a question of the class. Students in each group put their heads together to confirm the correct answer. The teacher then spins a dial, tosses dice, or pulls a number card to find a student with that number to answer the question.

59
Q

What is the procedure for stand and deliver?

A

Pose a question or a topic to the class. Ask students to think about their response. Wait 5 to 7 seconds. Ask students to stand up and find a buddy to share answers. Ask students to share their responses with entire class.

60
Q

What is the procedure for round robin?

A

This activity is useful for brainstorming, writing, and reviewing concepts and vocabulary learned. Write the topic on the board. The first student responds, the next students adds to the description but cannot repeat something already said. Students continue to add responses until the teacher calls time.

61
Q

What is the procedure for carousel brainstorming?

A

Start by writing a series of questions to review/review content that learners read and study. Form groups of about 4 students. Assign each group a chart. Give each group a different colored marker. Groups review their question and discuss their answers. Then one person writes the group’s response. After five to ten minutes, each group rotates to the next station.

62
Q

What is the procedure for line-ups?

A

Have learners line up in order along some continuum. Teach the language they will need to determine the order. Go down the line.. (Ex: What number do you have?)

63
Q

What are the conditions for Oral Language Learning?

A

Language learning is social learning.
Language learning proceeds most rapidly when the environment is supportive and accepting
Language learning proceeds incrementally, starting from what the learner already knows from prior cultural and linguistic experiences
Language learning requires plentiful comprehensible input:
Language learning requires that students use the language:
Language learning is purposeful, authentic, and important to the learner:
Language learning integrates and explores the development of subject matter, cognition, and language.

64
Q

What is academic language learning?

A

CALP: language that is cognitively demanding, decontextualized, and relying on a broad knowledge of specific vocabulary, specialized grammar, and academic discourse structures. Textbooks are written in academic language, and standardized tests are designed to measure it.
7 years is needed to become proficient in this language.
Students become adept to academic language usage through their interactions with their teachers, course materials, and their peers.

65
Q

What are the 5 stages of oral language development?

A

Level 1 Starting: ELLs can communicate basic needs and use high-frequency vocabulary.
Level 2 Emerging: ELLs can communicate about routine experiences and use generalized academic vocabulary, phrases, and short sentences.
Level 3 Developing: ELLs can communicate on familiar matters and use some specialized academic vocabulary and expanded sentences in writing.
Level 4 Expanding: ELLs can use language in abstract situations and for new experiences and specialized vocabulary as well as a variety of sentence lengths with varying complexity.
Level 5 Bridging: ELLs can use a wide range of texts and recognize implicit meaning and use technical academic vocabulary in a variety of sentence lengths and with varying linguistic complexity.

66
Q

What are the teacher tools for oral language development?

A

Learning buddies, round the clock learning buddies, think-pair-share, paired verbal fluency, paraphrase passport, talking chips or talking tokens, stir the class.

67
Q

What are the different types of assessment?

A

Criterion-referenced, norm-referenced, language proficiency, academic proficiency, direct performance, indirect performance

68
Q

What is criterion-referenced?

A

Student performance is compared and rated against a set of predetermined criteria. the criteria might be determined by a state or content standard, a teaching objective, a performance indicator, or a teacher-created rubric.

69
Q

What is norm-referenced?

A

Student performance is compared and ranked relative to similar populations in the state or the country.

70
Q

What is language proficiency assessment?

A

Student language performance is assessed globally in regard to listening, speaking, reading, and writing skills

71
Q

What is academic proficiency assessment?

A

Student performance of curricular content and skill is assessed.

72
Q

What is direct performance assessment?

A

Student performance for specific knowledge is assessed through a demonstration of ability. an example is an oral report or a written essay.

73
Q

What is indirect performance assessment?

A

Student performance gains are assumed through assessment of one aspect of a skill. For example, answering comprehension questions or taking a vocabulary quiz assesses aspects of reading. Often, listening comprehension is assessed indirectly.

74
Q

What are the fundamental principle of classroom-based assessment for ELLs?

A

provide fair, reliable, and valid information.
inform teaching and improve learning.
use multiple sources of information.
use familiar instructional techniques.

75
Q

What are some techniques to assess oral language?

A

Point to the answer, picture, or object.
Draw a picture.
Use a signal to respond.

76
Q

What are some techniques to assess reading?

A

Record concepts on a graphic organizer.
Record concepts on a T-list.
Listen and respond to a recorded book.
Engage in buddy reading.

77
Q

What are some techniques to assess writing?

A

Record new learning in a journal.
Write to the teacher.
Engage in writing as a process.

78
Q

What are some techniques to assess content?

A

Create a poster or mural.
Label a graphic organizer.
Role-play to show understanding

79
Q

What are some other types of assessments?

A

Self-assessment.
Portfolio assessment.
Skills and strategies checklists.

80
Q

What are the elements of good lessons?

A

Teacher directed instruction, heterogeneous grouping, appropriate content, attention to language, supported practice, corrective feedback.

81
Q

What are some strategies for activating prior knowledge?

A

Semantic mapping,K-W-L chart, Wordsplash, Corners, Carousel Brainstorming,
Picture reviews, buddy talk, open-ended questions, line ups, stir the class,

82
Q

What are some strategies for checking comprehension? (guided practice)

A 
Reciprocal reading
One question quiz- teacher asks a summarizing question.
Thumbs up- a signal response
Slates
Signal cards
Sort tasks
Line-ups
Cooperative learning groups
Numbered heads together
83
Q

Fundamental principles of classroom-based assessment for ELLs

A

provide fair, reliable, and valid information.
inform teaching and improve learning.
use multiple sources of information.
use familiar instructional techniques.

84
Q

Oral Techniques for assessment

A

Point to the answer, picture, or object.
Draw a picture.
Use a signal to respond.

85
Q

Reading Techniques for assessment

A

Record concepts on a graphic organizer.
Record concepts on a T-list.
Listen and respond to a recorded book.
Engage in buddy reading.

86
Q

Writing Assessment

A

Record new learning in a journal.
Write to the teacher.
Engage in writing as a process.

87
Q

Content Assessment

A

Create a poster or mural.
Label a graphic organizer.
Role-play to show understanding

88
Q

Other Assessments

A

Self-assessment.
Portfolio assessment.
Skills and strategies checklists.

89
Q

CELLA

A

Used in Lee County, Measures English proficiency, must be administered within 20 days.

90
Q

STAR

A

(administered after CELLA), for spanish speaking students, measures reading & math K-12, what level is the student at?

91
Q

Aprenda

A

Charter schools only, measures reading & math k-12, is the on student grade Level

92
Q

EKA

A

measures student reading level, creole speaking students

93
Q

WIDA

A

For testing LY students, listening, speaking, reading and writing, can student exit program, 4 reading, 4 overall

94
Q

CALP

A

Cognitive Academic language Proficiency (academic 5-7yrs)

95
Q

BICS

A

Basic Interpersonal communication skills (conversational 6m-2y)

96
Q

MTSS

A

Multi-Tiered System of Supports

97
Q

Predict Learning Outcomes Using Sentence Frames Activity

A

Purpose: Feature 1
a. Under the posted objectives, list the following sentence frames: •
I predict that the objective____________ill be easy for me to learn because______________ •
I predict that the objective__________________________will be difficult for me to learn because_____________.
b. Save these sentence frames for review of the objectives at the end of the lesson

98
Q

Discuss What You Know activity

A

Purpose: concepts explicitly linked to students’ background experiences
Pair students heterogeneously.
Provide a list of questions about the content and language objectives designed to help students make personal connections
Provide visual for questions to supoort the discussions.
The partners will work together to answers the questions.
Allow students to clarify the questions.
Give think time. Ask the student that spoke the most to stand up.
Ask the standing student to summarize what their partners said using “I heard you say…. Is that correct?”
Continue until the groups have made connections between personal schema and the lesson objectives.

99
Q

Pair-Share-Chart

A

Purpose: concepts explicitly linked to students’ background experiences
Partner students up and have them talk about what they already know about a topic or concept.
After a few minutes have the students share their conversation with the whole class.
Record the students thoughts on a chart paper.
Use the chart of responses to introduce a new concept and help students make connections.
Save and add to the chart throughout the lesson.

100
Q

Apps for Pronunciation Practice

A

Purpose: A variety of Techniques Used to Make Content Concepts Clear
Provide the technology
Make use app is already installed.
Provide vocab or phrase bank like a word wall
Model acceptable behavior and discuss unacceptable behavior
Set a timer for 5 minutes and tell the students to record the first word on the chosen app and play it back for the group. The app allows the voice to change so have student switch up the voices.
At the end of 5 minutes have students save their last pronunciation practice to share with the class.
Allow students as each table to share with the whole class.

101
Q

Scavenger Hunt

A

Purpose: A variety of Techniques Used to Make Content Concepts Clear

  1. Have students look around the classroom or school for objects.
  2. Ask students to use a checklist to check off objects they found
  3. Debrief the class by having students share their checklists.
  4. Make connections between the objectives and the lesson’s concepts.
102
Q

Ask a Clarifying Question

A
  1. Partner discussion about what to do in class with they are uncertain about a concepts or directions.
  2. Give time to discuss then share to whole group. While students share create a chart of students ideas.
  3. Explain to student that an effective way to ask for help is to paraphrase what someone said by saying “I think I heard you say ____ is that correct?”
  4. Model this technique.
  5. Have students practice.
103
Q

Learn to Define the Word

A

Purpose: Ample Opportunities Provided for Students to Use Learning Strategies

  1. Display each vocabulary word one at a time. Make a list depending on grade level. Some words new the everyone, some a bit familiar and a few familiar to everyone. (Words should come for a piece of text you’ll be reading)
  2. Ask students to define any words they know and talk together about the definitions of new words.
  3. Have students record words in a journal.
  4. Review what context clues are. Then read the text.
  5. After reading have students go back into the reading to find the list of words. Have students define words using context clues.
  6. Provide a graphic organizer that had a picture for each word. Have students record definitions on this organizer.
  7. Once students finish have them join another group to talk about their organizer.
104
Q

Interaction: Buzzing

A

Purpose: Frequent Opportunities for Interaction and Discussion between Teacher/Student and among students, which encourage elaborated responses about lesson concepts

  1. Model how to engage in Buzzing, emphasizing that students should whisper when they “buzz,” and listen carefully to their buzzing partners.
  2. Ask students a question, or direct them to talk about a topic or picture.
  3. Have students sit facing one another. If students are sitting on the rug or on a mat, ask them to sit elbow-to-elbow, knee-to-knee.
  4. Student #1 buzzes (whispers) to student #2 about the assigned topic for 30 seconds.
  5. After 30 seconds, student #2 buzzes to student #1 for 30 seconds.
  6. If an English learner doesn’t understand his buzzing partner, clarification in the L1 may be offered, if available.
  7. Provide sentence frames to students who may need extra support. You can add rebus pictures (draw them or use clip art) in sentence frames to further support beginning English speakers and reader
105
Q

Interaction: Chart and Share

A

Purpose: Frequent opportunities for interaction and discussion between teacher/ student and among students, which encourage elaborated responses about lesson concepts.

  1. Students work in groups to investigate a topic.
  2. Give each group a large piece of chart paper for recording the groups findings.
  3. Tell students to chart their results (conclusions, main ideas, Internet research, or solutions).
  4. Have each group member practice orally summarizing the poster so that all are prepared to participate.
  5. Once all of the posters are completed, ask students to form a large circle around the room and hold up their posters for all to see.
  6. Have groups take turns summarizing their posters. After each group has summarized, ask a few guiding questions to kick-start the conversation.(Provide sentence strips so students have ideas on questions to ask peers.)
106
Q

Practice and Application: File Folder Vocabulary Games

A

Purpose: Hands-on materials and/or manipulatives provided for students to practice using new content knowledge
Use file folders to create games. Examples:
• Antonyms: Print pairs of antonyms, with one antonym on a card and the other in a square on the file folder, e.g., hot/cold; fast/slow, etc.
• Synonyms: Print synonym pairs, one on a card and the other on the file folder, e.g., sad/unhappy; excited/enthusiastic, etc.

107
Q

Practice and Application: Read and Respond Paper Toss

A

Purpose: Hands-on materials and/or manipulatives provided for students to prac- tice using new content knowledge
1. Ask students to finish a sentence frame.
2. Students stand up and form a circle.
3. Each students crumples sentence frame into a ball.
4. All balls get tossed into the center of circle.
5. All students pick up a ball. Then reads the paper to the group.
6. Another student responds to the student speaking with “I think I heard you say ___ is that correct?”
Then continue.

108
Q

Lesson Delivery: All Eyes on the Objectives

A

Purpose: Content and language objectives supported by lesson delivery

  1. Always keep objectives posted for both teacher and students to see.
  2. Refer to the objectives throughout the lesson.
  3. Incorporate the language of the objectives into the lesson.
109
Q

Lesson Delivery: Talking Tokens

A

Purpose: Language objectives clearly supported by lesson delivery

  1. Arrange students in pairs.
  2. Prepare questions about the content
  3. Ask students to discuss the first posted question.
  4. Monitor students while they discuss then give the student that contributed the most a talking token. Have the student with the token stand at the end of discussion time.
  5. Have the student with talking token summarize their conversation to the class. (Can provide sentence frames

ESOL SIOP TEST (1 decks)

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