Practice/Application

Connect abstract concepts with concrete experiences

Content Objective

Participants will be able to:

• Identify and prepare activities that apply and practice new content and language knowledge of subject areas

Language Objective

Participants will be able to:• Discuss the use of integrated language skills to

practice new content knowledge • In groups, list hands-on materials and

manipulatives needed to teach content area subjects to ELLs

• Reflect and respond to questions about what you currently do to help ELLs practice and apply new content and language knowledge

Practicing and Applying Content and Language Knowledge

Integration of AllLanguage Skills

Hands-onPractice with

New Knowledge

Application of New Knowledge in

New Ways

NC Guide to the SIOP Model DVD

Watch:

Kim Reece: High School (Civics & Economics)

Think about while you watch:

What does this teacher do to help students practice and apply language and content objectives?

Practice

• All students need opportunities for practice.

• Marzano identified “practice” in Classroom Instruction as a strategy that works to significantly increase student achievement.

• It is one of nine high yield strategies correlated to student achievement.

Marzano’s Classroom InstructionStrategies correlated to student achievement:• Practice• Identifying similarities & differences• Summarizing & note-taking• Reinforcing effort/recognition• Nonlinguistic representation• Cooperative learning• Setting objectives/feedback• Cues/questions & advanced organizers• Generating/testing hypothesis

ELLs need….

• More than comprehensible input

• Targeted output that focuses on the content, concepts and language of the lesson.

• Practice in both listening and discussing important content concepts

• Opportunities to write about content information.

Why practice language?

• A person must encounter a word 12 times in order to improve comprehension (Beck).

• For second language learners this must be comprehensible and with scaffolds as necessary.

• Manipulatives & hands-on materials are a means of making the content comprehensible and providing meaningful practice.

Example Practice & Application Activities

James Madison

-3 branches

-bicameral Congress

-population based

NEW JERSEY PLANVIRGINIA PLAN

small state plan

-equal voting

-group executive

-promoted state’s rights

COMPROMISES

-Great Compromise

House

Senate

-3/5 Compromise

-Slave Trade Compromise

CIVICS & ECONOMICS,SLHS Nov. 2007

Burnett/Wilkes

Biology-Biochemistry(carbs, nucleic acids, lipids, proteins)

- Intro vocab and info about carbs (for example) – note-takingenergy polysaccharides monosaccharides

glucose starch

fructose cellulose

glycogen

- Demo foodstuffs/products containing carbs

Vocabulary Word Wall

- Gap-filling informational text (guided practice)

Carbohydrates are organic molecules that ___________ carbon, hydrogen, and oxygen. Cells ________ these molecules for energy.

The simplest sugars ____________ monosaccharides.

GLUCOSE

Glucose is a monosaccharide. Plants __________ glucose during the process of photosynthesis. Plants _______ energy from the sun, water, and carbon dioxide to make glucose.

FRUCTOSE

Fruits _______ sweet because they contain fructose. Fructose is also a monosaccharide.

The complex sugars___________ polysaccharides.

Examples ________ starch, cellulose, and glycogen._________________________________________________________________Use these VERBS to complete the paragraphs:.produce. are called .make .store .taste .include

Paired Reading, Round Robin& Comprehension Check Questioning

Info transferred to a graphic organizer

Info transferred to a graphic organizer

Summarize to show understanding (Pair work)

• Write a description of lipids in 1-3 paragraphs

• Include key vocabulary words and verbs from graphic organizer

• Provide examples of lipids in common products/items (use pictures if desired)

Supermarket “shopping” activity – sorting items, identify & explain properties

(four corners)

Review 1Biomolecules

• Word Sort • Compare & discuss

connections in pairs• Give examples of

products/food stuffs containing the biomolecule

Review 2Biomolecules

• Groups of 3, use a maximum of 15 key words related to your assigned biomolecule and design a graphic organizer to show what you know about the topic.

• Include verbs/function words to connect the vocabulary words

• Share the graphic organizer with the class.

More Examples of Practice & Application of Content & Language

Knowledge

Physical Science, June 2008

Crowley/Wilkes

Physical Sc, June 2007 Crowley/Wilkes

Biology, SLHS May 2008

Poston/Wilkes

-Group Vocabulary-Write sentences connecting words/ideas

Biology, SLHS, Nov 2007

Poston/Wilkes

Let’s Practice & Apply …

• Use the following content and language knowledge you have gained today and prepare a graphic organizer to demonstrate your understanding

• Write ONE vocabulary word on a sticky note to include in your graphic organizer

• When finished, share with a neighboring table (same grade span, if possible)

WORD BANKWords can be used more than once

content apply output orallanguage manipulatives reading comprehensiblespeaking acquisition scaffolded listeningwriting student achievement hands-oncomprehensible input written

Practice, Apply and Reflect

• Please take 10-15 minutes to apply and complete the information shared so far about Practice & Application on the worksheet. – Use the Word Bank to fill in the gaps on page1– Work with a partner if needed.

• Reflect on the questions on page 2 and write your thoughts on the worksheet.

• Turn to a partner and share your ideas for overcoming the challenges in the 2nd question on page 2

Whole Group Reflection

• So, during the activities you just did, what language skills did you practice? What did you do to practice those skills?

• How many times have you been able to practice and apply the content and language knowledge of this SIOP component so far?

REMEMBER-practice should:

• be divided into short, meaningful amounts

• incorporate both content and language concepts of the lesson/topic/unit

• be introduced using clear, sequential steps and directions

• be modeled to ensure students understand what to do

DON’T FORGET TO INCORPORATE LANGUAGE!

• ELLs need social interaction to have opportunities to integrate language and successfully master content and language objectives.

• Activities that support this include: cooperative learning, partner work, discussion, and reporting out after group work.

• Sheltered English teachers integrate the four language processes.

Time to practice and apply:

• We will separate into 8 groups.• We will need to separate into elementary

and secondary first.• Elementary move to the right wall• Secondary move to the left wall.• Separate into 4 content areas of math,

language arts, science and social studies.• All other distribute yourselves evenly—

moving from strength to weakness.

Task 1

• Consider your content area and grade span.

• Brainstorm a list of appropriate hands-on materials and manipulatives needed to teach your content area to ELLs.

• Record on chart paper

• 5 minutes

• Report out to the content beside you

Task 2

• Select a topic covered in the NC Standard Course of Study in a specific course or grade level of your content area.

• Identify hands-on activities you could use to help students practice and apply content and language objectives.

• Find partner by birthday month and share your group’s ideas with your partner

Adapted from Center for Applied Linguisitics

TASK 3Discuss the following questions with

your clock buddy:

• What do ELLs need differently in practicing and applying from the rest of your students?

• What do you already do well according to SIOP?

• What could you do differently?

• What do you want to know now?

WRAP UPSummary & Review of Objectives

• Summarize what you have learned from this session on practice and application.

• Share one idea with a partner at your table

• Review the objectives for this component