I made the first step too! It wasn't that hard either. I thought the book study was very productive. I learned a few new gestures. Can anyone give me a thumbs up?
Is this the Educational Twitter? I have tried the "locking it in" gesture with my students. They love making the clicking sound. Thanks, Lynn. I have given my ELL students each a spiral notebook to start a dialogue journal with me. It is private ONLY between us. They have really enjoyed sharing things with me that they normally would not say in class. I write them back, and I can see the smiles on their faces. I allow them to write in it anytime they get a spare moment. It has really set a personal tone between us. TWO THUMBS UP!!!
For the past week, I have been trying to incorporate more HOT questions and allowing students to ellaborate by asking "Why do you think that?" At times, it has been a challenge for me to give the appropriate amount of wait time to answer. When do you know if the hesitation is because they are trying to put the words together or just don't have the vocabulary/language to answer. It can be tricky, but I have learned a lot about my students and the way they think.
We have a faculty meeting on April 5th. I want the team members to share what you have been doing in your classroom which you learned in the book study.
I think I am blogging for the first time! Traci I would love to read some of your dialog journals. My practice with strategies has come from planning with the first grade and the new reading series. One thing we are purposefully planning is the wait time for responding.
I have put a lot of thought into some different techniques and I have tried a couple. I think my favorite one is the "buddy system" like we talked about in our last meeting. This is great for turn and talk time too. Since our meeting, I have put much more thought into how I chose partners for my classroom.
Okay Mrs. Nelson, I am definitely way out of my box. I have my blogging hat on and that is helping :). I learned a lot today in our meeting. I love to hear the strategies that other teachers are using. I plan to use several in my classroom. I want to put more examples in my stations to show my expectations and to help those who struggle. I also want to play the game that Mrs. O'Dell shared with the lifelines. Wow- this hat really works. If anyone needs to borrow it- just let me know.
Sharing ideas is a wonderful way to connect across the building. I love it! Great job ladies. There were some interesting strategies discussed yesterday. I especially enjoyed "lock it" from Mrs. Edwards. I believe I will try that today!
This is great! Whenever you ladies get through with the book study, I'd like to borrow someone's book, please. Also, if you have any "must read" PD books for creative writing, differentiating instruction, other student engagement books, or basic tips on improving organization in the classroom, please send me the titles/books. Debbie Simpson has always had a wealth of good information. Debbie, it's time for another "Martha Stewart" workshop, please.
I think this is a GREAT way for all of us to share ideas. I tried the whisper the answer in your hand, hold it, and let it go. The kids LOVED it!! They are begging me to use it now. Thanks for that idea.
Our last faculty sharing was great. Although I had studied the ideas from our book study, seeing and hearing about it from real teachers with real kids "locked it in" for me! I have a renewed sense of urgency to try more strategies due to listening to my co-teacher friends.
I have also used several of the ideas discussed at our faculty meeting! They were fantastic!! My students' favorite is still the table cloth!
Well, this week was a much needed break for sure!! I have traveled to Arkansas to see my sister and brother-in-law and back. Even ventured off my route in Tupelo on the way back to see where the King was born!!! The boys were not as excited as I was needless to say!!! It was great! I miss everyone and my students and am always ready to get back to a normal routine!! See you all Monday!!
Okay I'm doing my homework! LOL! I learned so much from this last meeting. I love the whisper in your hand, hold it and share out. It works great with our sight words. I also named my group of partners. We are using different words each week to match the season or holiday. Last week they were beach balls and flip flops. This week they are surfboards and sun glasses. They love that change most of all. I just had partner 1 and partner 2. So thanks for sharing with us! Tammy
I have been trying several of the strategies that we discussed in the meeting. I have been doing the "hot potato" that Mrs. Reeder mentioned. This has worked well and the students are waiting on their partner to pass the potato to them before they speak. I have also been having the students lock in their answer before speaking. This gives them that extra think time which is always important and it helps with management.
Wow, after so many tries, I have finally gotten on this.I've done bookstudies with several of my 3rd and 4th grade classes and found that the "Chunk and Chew" activity worked well for them. After a while of reading, we would pause to reflect and discuss. Sometimes we would use the tablecloth activity or quick write to reflect on something specific. Other times we would do "think-pair-share". This helped to clear up any confusion the students might have had about the story, so it was great for their comprehension.
A teacher should not worry that her on level students will be bored if she uses the SIOP Model because all students will benefit from the activities.SIOP is not something extra or apart from what the teacher is already teaching. It is just an adjustment in the way content is presented. Simplifying the language of instruction, writing objectives and assignments on the board, modifying assignments and/or assessments, providing concrete examples, using graphic organizers,think-alouds, and gesturing are just a few scaffolding techniques teachers can use to help ELLs be active learners without changing the content for the on level students. SIOP allows students to be actively involved in their learning through interaction in whole group, small groups,or pairs. Children are too engaged in apply learning strategies to be bored.
(First time blogger here! Bare with me! I'm blogging to the question, "Would native English speakers get bored in a classroom where the SIOP model is being used?". The SIOP model uses good instructional practices for ELL's as well as native English speakers in order to make content comprehensible. It keeps all students actively engaged. My on-level students love the engagement.
A strategy that my students enjoy and are engaged in is "Mirror". I use it when giving directions to reading or math stations. You use gestures to explain the directions and the students mirror your movements. I usually say "Mirror On" and "Mirror Off" for the cue. It makes the directions "stick" with the students.
I often have my math students "role play" to problem solve if they are having difficulty on a problem that is lengthy. Sometimes pretending to hold "137 jellybeans" or "walking around a table" to represent a trip of 12 miles helps them think it through. also..... While studying angles recently, I cut old grammar transparencies in half for my students to use as overlays. I traced (with red ink) the right angles that were printed on the grammar t-charts, and my students were able to clearly see if an angle was greater than or less than a right angle. This worked much better than using an edge of a piece of paper, and my students LOVED having their own transparency.
I saw Mrs. Reeder's students tossing the hot potato back and forth and wondered if somehow that activity could be used to practice fact fluency with addition or multiplication so the idea of "automatic" is understood. Any ideas if that would work?
The SIOP Model helps native English students as well as ELL students. I have learned fun strategies to add to my instruction in the classroom. The SIOP Model keeps all students actively engaged whether individually, in pairs, in small groups, or in whole group. Using some strategies from the SIOP Model this past year added excitement to learning in the classroom for all of my students.
Well, I have to say that I am WWWAAAYYY out of my box doing this blogging thing!!!! As a kindergarten teacher, using many of these strategies are just a part of our normal day. Our children naturally learn by using gestures, picture clues,etc and being actively engaged is a necessity. So our ELL children fit in very well with our normal day. The SIOP Model has been confirmation to me that we are doing exactly what we need to be doing. I have learned so many new ideas that I really love and I want to incorporate them more next year. The SIOP Model is a great model for EVERY LEARNER!!
As an early childhood education major and now as a kindergarten teacher, I feel like the SIOP model IS the explicit teaching that is necessary to reach ALL students. The simple speech and modeling is key for students to follow directions. As I have said before, I really like the benefits I see from the partnering of ELL students with native students. They all gain something from this partnership. I look forward to using more strategies that I have learned and becoming more comfortable with them. As I continue to develop as an educator, I know this SIOP model will benefit ALL of my students!!!
Engagement is engagement. It makes any student "want" to learn. The SIOP model benefits all learners because the strategies give students the drive to explore and learn to accomplish the task or activity. We all learn through experience, and if we provide the strategy for our students, they gain the experience and thus the knowledge that comes with it.....pieces of knowledge in various sizes depending on the student. Either way ALL students benefit!!
I am giving this blogging thing a try. Please let me know if this is working.
ReplyDeleteI enjoyed the discussion at the Book Study yesterday.
I made the first step too! It wasn't that hard either. I thought the book study was very productive. I learned a few new gestures. Can anyone give me a thumbs up?
ReplyDeleteIs this the Educational Twitter? I have tried the "locking it in" gesture with my students. They love making the clicking sound. Thanks, Lynn. I have given my ELL students each a spiral notebook to start a dialogue journal with me. It is private ONLY between us. They have really enjoyed sharing things with me that they normally would not say in class. I write them back, and I can see the smiles on their faces. I allow them to write in it anytime they get a spare moment. It has really set a personal tone between us. TWO THUMBS UP!!!
ReplyDeleteFor the past week, I have been trying to incorporate more HOT questions and allowing students to ellaborate by asking "Why do you think that?" At times, it has been a challenge for me to give the appropriate amount of wait time to answer. When do you know if the hesitation is because they are trying to put the words together or just don't have the vocabulary/language to answer. It can be tricky, but I have learned a lot about my students and the way they think.
ReplyDeleteGreat Job ladies. We are blogging. I love the ideas you are trying in your classroom.
ReplyDeleteWe have a faculty meeting on April 5th. I want the team members to share what you have been doing in your classroom which you learned in the book study.
ReplyDeleteI think I am blogging for the first time! Traci I would love to read some of your dialog journals. My practice with strategies has come from planning with the first grade and the new reading series. One thing we are purposefully planning is the wait time for responding.
ReplyDeleteI have put a lot of thought into some different techniques and I have tried a couple. I think my favorite one is the "buddy system" like we talked about in our last meeting. This is great for turn and talk time too. Since our meeting, I have put much more thought into how I chose partners for my classroom.
ReplyDeleteI enjoyed listening to each of you sharing your ideas at the meeting today.
ReplyDeleteOkay Mrs. Nelson, I am definitely way out of my box. I have my blogging hat on and that is helping :). I learned a lot today in our meeting. I love to hear the strategies that other teachers are using. I plan to use several in my classroom. I want to put more examples in my stations to show my expectations and to help those who struggle. I also want to play the game that Mrs. O'Dell shared with the lifelines. Wow- this hat really works. If anyone needs to borrow it- just let me know.
ReplyDeleteSharing ideas is a wonderful way to connect across the building. I love it! Great job ladies. There were some interesting strategies discussed yesterday. I especially enjoyed "lock it" from Mrs. Edwards. I believe I will try that today!
ReplyDeleteWay to go Ladies. I enjoyed all the sharing. You are doing a great job.
ReplyDeleteThis is great! Whenever you ladies get through with the book study, I'd like to borrow someone's book, please. Also, if you have any "must read" PD books for creative writing, differentiating instruction, other student engagement books, or basic tips on improving organization in the classroom, please send me the titles/books. Debbie Simpson has always had a wealth of good information. Debbie, it's time for another "Martha Stewart" workshop, please.
ReplyDeleteI think this is a GREAT way for all of us to share ideas. I tried the whisper the answer in your hand, hold it, and let it go. The kids LOVED it!! They are begging me to use it now. Thanks for that idea.
ReplyDeleteOur last faculty sharing was great. Although I had studied the ideas from our book study, seeing and hearing about it from real teachers with real kids "locked it in" for me! I have a renewed sense of urgency to try more strategies due to listening to my co-teacher friends.
ReplyDeleteI have also used several of the ideas discussed at our faculty meeting! They were fantastic!! My students' favorite is still the table cloth!
ReplyDeleteWell, this week was a much needed break for sure!! I have traveled to Arkansas to see my sister and brother-in-law and back. Even ventured off my route in Tupelo on the way back to see where the King was born!!! The boys were not as excited as I was needless to say!!! It was great! I miss everyone and my students and am always ready to get back to a normal routine!! See you all Monday!!
Okay I'm doing my homework! LOL! I learned so much from this last meeting. I love the whisper in your hand, hold it and share out. It works great with our sight words. I also named my group of partners. We are using different words each week to match the season or holiday. Last week they were beach balls and flip flops. This week they are surfboards and sun glasses. They love that change most of all. I just had partner 1 and partner 2. So thanks for sharing with us! Tammy
ReplyDeleteI am a first time blogger!! I hope this is working right, maybe it will get easier the next time!! Lots of great ideas! :)
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteI have been trying several of the strategies that we discussed in the meeting. I have been doing the "hot potato" that Mrs. Reeder mentioned. This has worked well and the students are waiting on their partner to pass the potato to them before they speak. I have also been having the students lock in their answer before speaking. This gives them that extra think time which is always important and it helps with management.
ReplyDeleteWow, after so many tries, I have finally gotten on this.I've done bookstudies with several of my 3rd and 4th grade classes and found that the "Chunk and Chew" activity worked well for them. After a while of reading, we would pause to reflect and discuss. Sometimes we would use the tablecloth activity or quick write to reflect on something specific. Other times we would do "think-pair-share". This helped to clear up any confusion the students might have had about the story, so it was great for their comprehension.
ReplyDeleteA teacher should not worry that her on level students will be bored if she uses the SIOP Model because all students will benefit from the activities.SIOP is not something extra or apart from what the teacher is already teaching. It is just an adjustment in the way content is presented. Simplifying the language of instruction, writing objectives and assignments on the board, modifying assignments and/or assessments, providing concrete examples, using graphic organizers,think-alouds, and gesturing are just a few scaffolding techniques teachers can use to help ELLs be active learners without changing the content for the on level students. SIOP allows students to be actively involved in their learning through interaction in whole group, small groups,or pairs. Children are too engaged in apply learning strategies to be bored.
ReplyDelete(First time blogger here! Bare with me! I'm blogging to the question, "Would native English speakers get bored in a classroom where the SIOP model is being used?". The SIOP model uses good instructional practices for ELL's as well as native English speakers in order to make content comprehensible. It keeps all students actively engaged. My on-level students love the engagement.
ReplyDeleteA strategy that my students enjoy and are engaged in is "Mirror". I use it when giving directions to reading or math stations. You use gestures to explain the directions and the students mirror your movements. I usually say "Mirror On" and "Mirror Off" for the cue. It makes the directions "stick" with the students.
I often have my math students "role play" to problem solve if they are having difficulty on a problem that is lengthy. Sometimes pretending to hold "137 jellybeans" or "walking around a table" to represent a trip of 12 miles helps them think it through.
ReplyDeletealso.....
While studying angles recently, I cut old grammar transparencies in half for my students to use as overlays. I traced (with red ink) the right angles that were printed on the grammar t-charts, and my students were able to clearly see if an angle was greater than or less than a right angle. This worked much better than using an edge of a piece of paper, and my students LOVED having their own transparency.
I saw Mrs. Reeder's students tossing the hot potato back and forth and wondered if somehow that activity could be used to practice fact fluency with addition or multiplication so the idea of "automatic" is understood. Any ideas if that would work?
ReplyDeleteThe SIOP Model helps native English students as well as ELL students. I have learned fun strategies to add to my instruction in the classroom. The SIOP Model keeps all students actively engaged whether individually, in pairs, in small groups, or in whole group. Using some strategies from the SIOP Model this past year added excitement to learning in the classroom for all of my students.
ReplyDeleteWell, I have to say that I am WWWAAAYYY out of my box doing this blogging thing!!!! As a kindergarten teacher, using many of these strategies are just a part of our normal day. Our children naturally learn by using gestures, picture clues,etc and being actively engaged is a necessity. So our ELL children fit in very well with our normal day. The SIOP Model has been confirmation to me that we are doing exactly what we need to be doing. I have learned so many new ideas that I really love and I want to incorporate them more next year. The SIOP Model is a great model for EVERY LEARNER!!
ReplyDeleteAs an early childhood education major and now as a kindergarten teacher, I feel like the SIOP model IS the explicit teaching that is necessary to reach ALL students. The simple speech and modeling is key for students to follow directions. As I have said before, I really like the benefits I see from the partnering of ELL students with native students. They all gain something from this partnership. I look forward to using more strategies that I have learned and becoming more comfortable with them. As I continue to develop as an educator, I know this SIOP model will benefit ALL of my students!!!
ReplyDeleteEngagement is engagement. It makes any student "want" to learn. The SIOP model benefits all learners because the strategies give students the drive to explore and learn to accomplish the task or activity. We all learn through experience, and if we provide the strategy for our students, they gain the experience and thus the knowledge that comes with it.....pieces of knowledge in various sizes depending on the student. Either way ALL students benefit!!
ReplyDelete