PracticeApplication

1
Practice/Application

• Connect abstract concepts with concrete
  experiences

2
Content Objective

• Participants will be able to
• Provide hands-on application activities that can
  lead to mastery of content knowledge

3
Language Objective

• Participants will be able to
• Discuss the use of integrated language skills to
  practice new content knowledge

4
Practicing and Applying Content Knowledge
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Key Definitions

• Practice refers to the opportunities provided
  to English language learners to become familiar,
  analyze and/or experiment with content and
  language topics.
• Application refers to the ways in which
  learners apply what they have learned in
  different contexts or situations.

6
Practice and Application
Tools Purpose

• Hands-on materials
• and/or manipulatives
• Language and content knowledge-rich activities
• Language skills-integrated activities

• For students to practice with new content
  knowledge
• For students to apply
• learning in the classroom
• For students to develop reading, writing,
  listening and speaking skills

7
Restate the following

• The authors book was rather
• sesquipedalian. Clinching the
• piece before the end of the
• volation nonplused us
• to say the least.

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Answer

• The authors book was full of long
• words. Finishing the piece before
• the end of the flight surprised us
• to say the least.

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Defenestrate
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Echinated
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Purchase
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Restate the following

• When the lights suddenly went out, I purchased
  the nearest thing an echinated vine!  Such was
  my distress that I immediately defenestrated the
  plant.

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Talk/Write about these 2 experiences

• List 5 different strategies that were used.
• Tell a partner how you felt.
• Draw pictures of the words you remember.
• Tell your group about a time you purchased an
  echinated object.
• What else could you do with this?

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Practice
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Application

• In the video scene, what did the man
  defenestrate?
• Tell about a time when you purchased an echinated
  object.
• Make your own sentence or story using the 3 new
  words.

16
Self-Evaluation and Quick Write

• How do you integrate hands-on activities in your
  classes?

17
Foldable
Help Students Learn How to Organize ALL their
Information with a
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USE FOOD!
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Differentiated Instruction

• High Language Low Language

High Math Low Math
21
Differentiated Instruction

• High Language Low Language

Problem 1
High Math Low Math
22
Differentiated Instruction
Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order?
23
Differentiated Instruction

• High Language Low Language

Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order?
Problem 2
High Math Low Math
24
High Math / Low Language
Hakim and 11 friends will each eat 3 pieces of
pizza. Each pizza has 8 slices. How many
pizzas do they need to order?
25
Differentiated Instruction

• High Language Low Language

Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order?
Hakim and 11 friends will each eat 3 pieces of
pizza. Each pizza has 8 slices. How many pizzas
do they need to order?
High Math Low Math
Problem 3
26
Low Math / High Language
Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order? Hakim 11 friends
____ boys Multiply number of boys times number of
slices they will each eat. Divide the new number
by the number of slices in a pizza. Now you know
how many pizzas to order!
27
Differentiated Instruction

• High Language Low Language

Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order?
Hakim and 11 friends will each eat 3 pieces of
pizza. Each pizza has 8 slices. How many pizzas
do they need to order?
High Math Low Math
Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order? Hakim 11 friends
____ boys Multiply number of boys times number of
slices they will each eat. Divide the new number
by the number of slices in a pizza. Now you know
how many pizzas to order!
Problem 4
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Low Math / Low Language
Hakim has 11 friends. Hakim 11 friends ____
boys Each boy eats 3 pieces of pizza. ___ X ____
____slices needed Each pizza has 8 slices.
_____ ? _______ ______ pizzas to order How
many pizzas do they need to order?
29
Differentiated Instruction

• High Language Low Language

Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order?
Hakim and 11 friends will each eat 3 pieces of
pizza. Each pizza has 8 slices. How many pizzas
do they need to order?
High Math Low Math
Hakim is having 11 friends spend the night at his
house on Saturday. He will order pizza for
dinner. He thinks that each boy will eat 3
pieces. A pizza has 8 slices. How many pizzas
does Hakim need to order? Hakim 11 friends
____ boys Multiply number of boys times number of
slices they will each eat. Divide the new number
by the number of slices in a pizza. Now you know
how many pizzas to order!
Hakim has 11 friends. Hakim 11 friends ____
boys Each boy eats 3 pieces of pizza. ___ X ____
____slices needed Each pizza has 8 slices.
_____ ? _______ ______ pizzas to order How
many pizzas do they need to order?
30
Differentiated Instruction

• High Language Low Language

High Math Low Math
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Reflection

• Please take five minutes to reflect on the
  questions on page 2 and write your thoughts on
  the handout.
• Turn to a partner and share your ideas for
  overcoming the challenges in the second question.
  

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Time to practice and apply

• Separate into elementary and secondary.
• Elementary move to the right wall
• Secondary move to the left wall.
• Separate into content or grade groups
• math
• language arts
• science
• social studies
• grade level
• other

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Task 1

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

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Task 2

• Select a topic covered in the NC Standard Course
  of Study in a specific course or grade level.
• Identify hand-on activities you could use to help
  students practice and apply content and language
  objectives.
• Adapted from Center for Applied Linguisitics

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Respond to the following questions

• 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?

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Content Objective

• Participants will be able to
• Provide hands-on application activities that can
  lead to mastery of content knowledge

37
Language Objective

• Participants will be able to
• Discuss the use of integrated language skills to
  practice new content knowledge