English Learners

EESL 650 University of Alabama at Birmingham Summer-2010

Pieces of the PuzzleIPOTs/Interaction

Candace FerrellAve Jack

Lyn MacqueenEmily Murray

Objectives

• Participants will– discuss the featured IPOTs with

partners– record ideas for using IPOTs in their

classroom using a graphic organizer

Talk-to-Learn

• Purposeful talk supports oral language development

• Better oral language skills associated with– more and better use of L2 – ability to use complex language

learning strategies– HOTS developed– better grasp of content area vocabulary

Kersaint, Thompson, and Petkova (2009)

Purposeful and Consistent Talk

• All teachers incorporate interactive peer-to-peer oral techniques (IPOTs)– part of every lesson– use lesson concepts to practice

vocabulary and language structure– small group or partner– everyone talks and listens

Short, Vogt, and Echevarria (2011)Spezzini (2009)

Familiar IPOTs

• Think-pair-share• Turn and Talk• Adding to the Circle

RUSD (u.d.)Spezzini (2009)

Parallel Lines

• Grade Levels: all• Grouping Configuration: groups,

whole class• Time Involved: varies• Materials: index cards or graphic

organizer• Preparation Level: moderate

Short, Vogt, and Echevarria (2011)Spezzini (2009)

Parallel Lines

• Procedure:– students form two lines– line one: read question to line two

partner– line two: answer question– line one: confirm/correct– line two: move one space– continue until line two answers all

questions– lines switch roles

Spezzini (2009)

Parallel Lines: Language Arts

• Objective: define key terms in book/story/play

• Activity Purpose: review vocabulary

• Preparation: index card for each term with term and definition on opposite sides

Hot Onion

• Grade Levels: all• Grouping Configuration: medium

groups (6 – 8), whole class • Time Involved: varies• Materials: paper strips of

prompts/questions to form onion/ball

• Preparation Level: moderateRUSD (n.d.)

Hot Onion

• Procedure:– students form circle– hot onion: ball formed from question

strips– students toss/catch hot onion– catcher: peels off top strip and responds– students assist/verify/correct responses– catcher tosses hot onion– continue until onion is peeled

RUSD (n.d.)

Hot Onion: Math

• Objectives: demonstrate computational fluency; communicate math concepts

• Activity Purpose: practice/explain computational technique after introduction

• Preparation: hot onion made from one strip for each practice exercise

Milling to Music

• Grade Levels: all• Grouping Configuration: partners• Time Involved: 5 – 10 minutes• Materials: music and speakers

loud enough for the class to hear• Preparation Level: minimal

Short, Vogt, and Echevarria (2011)

Milling to Music

• Procedure:– students get discussion material – music starts, students walk– music stops, students find partner– teacher gives prompt– students share with partner– music starts, students walk– music stops, find new partner– repeat until all questions answered

Short, Vogt, and Echevarria (2011)

Milling to Music: Science

• Objectives: use periodic table to determine basic information about elements; communicate science concepts

• Activity Purpose: practice using periodic table

• Preparation: list of promptsShort, Vogt, and Echevarria (2011)

Wandering Interviews

• Grade Levels: all• Grouping Configurations: whole

class• Time Involved: varies• Materials: list of questions• Preparation Level: moderate

RUSD (n.d.)

Wandering Interviews

• Procedure:– distribute question sheet 1/student– students move around class and ask

questions – student answers and initials

questioner’s sheet (can sign a questioner’s sheet only once)

– can sign own sheet once– sit when all questions initialed– debrief

RUSD (n.d.)

Wandering Interviews:Social Studies

• Objectives: compare development of early world religions and their beliefs; use key terms to describe historical events

• Activity Purpose: review• Preparation: list of questions

Heads Up!

Hot Onion

References• Kersaint, G., Thompson, D. , & Petkova, M. (2009).

Teaching mathematics to English language learners. New York, NY: Routledge.

• Riverside Unified School District English Learner Services (n.d.). Interactive strategies descriptions. Retrieved from http://englishlearners.rusd.k12.ca.us/Documents/7- 12%20ELS/Interactive%20Strategies%20Descriptions.doc.

• Short, D. J., Vogt, M. E. , & Echevarria, J. (2011). The SIOP model for teaching science to English learners. Boston, MA: Pearson Education, Inc.

• Spezzini, S. (2009). Fostering language in English language learners through grammaring and IPOTs. Focus on Teacher Education,9 (3), 5- 6.