TED 4312 Exam 2 SIOP Features
Component 5 - Answer-Interaction: opportunities to interact with one another, with the teacher, and at
times with their native language(s). Has never been more important to provide students with
opportunities for talking, listening, and thinking in class about concepts, ideas, and information
Comp 5 Feature 16 - Answer-Frequent Opportunities for interaction and discussion b/w
teacher/student and among students: >importance of balancing linguistic turn-talking between the
teacher and students and among students.
>highlights the practice of encouraging students to elaborate their responses rather than accepting
yes/no and one-word answers
Comp 5 Feature 17 - Answer-Group configurations support language and content objectives of the
lesson:
>organize students into small groups for instructional purpose
>allowing students to work together to critique or analyze material, create graphic representation, or
summarize material
>changing grouping structures and activities enhances learning
>scaffolded learning style
Comp 5 Feature 18 - Answer-Sufficient wait time for student responses consistently provided:
>very important for ELL students
, >length of time that teachers wait for students to respond before interrupting them, answering the
question themselves or calling on someone else
>after asking 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 ?, or calls on another student
>ELL students are taking in the information, translating it in their langauge, and then back to English
>effective SIOP teachers consciously allow children to express their thoughts fully without interruption
Comp 5 Feature 19 - Answer-Ample opportunity for students to clarify key concepts in L1:
>L1 is their first langauge
>teaching academic skills in English, children are given opportunity to have this information clarified in
their L1 either by a bilingual teacher aide, peer, or through materials that have been translated into the
students L1
>All classrooms should be allowing EL's access to their L1 through mechanical translating devices or
bilingual dictionaries
Chapter summary (comp 5) - Answer->plan for targeted discussions in which students are taught a
variety of discussion strategies
>with supervision, students can interact with each other through a class electronic list, shared research
files on school network, or planned pen pal e-mail
>start class each day with students in pairs and telling one another the day's content objectives
Component 6 - Answer-Practice/ Application: talking about the experience, listening to someone else
describe it, observing others, and practicing yourself.
Comp 6 Feature 20 - Answer-Hands-On materials and/or manipulative provided for students to practice
using new content knowledge:
>greater opportunity of mastering a concept and skill when given multiple opportunities to practice in
meaningful ways
>young ELL students should have regular practice with hands-on experiences
Component 5 - Answer-Interaction: opportunities to interact with one another, with the teacher, and at
times with their native language(s). Has never been more important to provide students with
opportunities for talking, listening, and thinking in class about concepts, ideas, and information
Comp 5 Feature 16 - Answer-Frequent Opportunities for interaction and discussion b/w
teacher/student and among students: >importance of balancing linguistic turn-talking between the
teacher and students and among students.
>highlights the practice of encouraging students to elaborate their responses rather than accepting
yes/no and one-word answers
Comp 5 Feature 17 - Answer-Group configurations support language and content objectives of the
lesson:
>organize students into small groups for instructional purpose
>allowing students to work together to critique or analyze material, create graphic representation, or
summarize material
>changing grouping structures and activities enhances learning
>scaffolded learning style
Comp 5 Feature 18 - Answer-Sufficient wait time for student responses consistently provided:
>very important for ELL students
, >length of time that teachers wait for students to respond before interrupting them, answering the
question themselves or calling on someone else
>after asking 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 ?, or calls on another student
>ELL students are taking in the information, translating it in their langauge, and then back to English
>effective SIOP teachers consciously allow children to express their thoughts fully without interruption
Comp 5 Feature 19 - Answer-Ample opportunity for students to clarify key concepts in L1:
>L1 is their first langauge
>teaching academic skills in English, children are given opportunity to have this information clarified in
their L1 either by a bilingual teacher aide, peer, or through materials that have been translated into the
students L1
>All classrooms should be allowing EL's access to their L1 through mechanical translating devices or
bilingual dictionaries
Chapter summary (comp 5) - Answer->plan for targeted discussions in which students are taught a
variety of discussion strategies
>with supervision, students can interact with each other through a class electronic list, shared research
files on school network, or planned pen pal e-mail
>start class each day with students in pairs and telling one another the day's content objectives
Component 6 - Answer-Practice/ Application: talking about the experience, listening to someone else
describe it, observing others, and practicing yourself.
Comp 6 Feature 20 - Answer-Hands-On materials and/or manipulative provided for students to practice
using new content knowledge:
>greater opportunity of mastering a concept and skill when given multiple opportunities to practice in
meaningful ways
>young ELL students should have regular practice with hands-on experiences
