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    • SIOP Lesson Preparation >
      • SIOP Feature 1 Write content objectives clearly for students
      • SIOP Feature 2 Write language objectives clearly for students
      • SIOP Feature 4 Identify Supplementary Materials to Use
      • SIOP Feature 6 Plan meaningful activities that integrate lesson concepts with language practice
    • SIOP Building Background >
      • SIOP Feature 7 Explicitly link concepts to students backgrounds and experiences
      • SIOP Feature 8 Explicitly link past learning to new concepts
      • SIOP Feature 9 Emphasize key vocabulary for students
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      • SIOP Feature 10 Use Appropriate Speech for Students Proficiency Level
      • SIOP Feature 11 Explain Academic Tasks Clearly
      • SIOP Feature 12 Use a variety of techniques to make concepts clear
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      • SIOP Feature 13 Provide ample opportunities for students to use strategies
      • SIOP Feature 14 Use scaffolding techniques consistently throughout lesson
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      • SIOP Feature 16 Provide frequent opportunities for interaction and discussion
      • SIOP Feature 17 Use Group Configurations that support language and content objectives
      • SIOP Feature 18 Provide sufficient wait time
    • SIOP Practice and Application >
      • SIOP Feature 20 Provide hands-on materials and/or manipulatives for students to practice using new content knowledge
      • SIOP Feature 21 Provide activities for students to apply content and language
      • SIOP Feature 22 Provide activities that integrate all language skills >
        • Four Domains of Language Speaking
        • Four Domains of Language Listening
        • Four Domains of Language Writing
        • Four Domains of Language Reading
    • SIOP Lesson Delivery >
      • SIOP Feature 25 Engage Students 90-100% of the Time
      • SIOP Feature 26 Pace the Lesson Appropriately to the Students Ability Level
    • SIOP Review and Evaluation >
      • SIOP Feature 27 ​Give a comprehensive review of key vocabulary
      • SIOP Feature 29 Provide feedback to students regularly on their output
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SIOP Feature 27 ​Give a comprehensive review of key vocabulary​

Review key vocabulary terms is an critical part of teaching and an vital aspect of SIOP.  When teachers give a comprehensive review of important terms, students have the opportunity to notice which ones they own and which ones need more attention. Teachers are also able to see which vocabulary terms are easy and which ones still pose problems.

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Reviewing Vocabulary is Important

It's not sufficient to teach vocabulary at the beginning of the lesson never to work with it again. Students need multiple opportunities to interact with vocabulary at multiple stages during a lesson. Providing students with a comprehensive review of the terms that are important accomplishes a number of objectives:
​
  1. Reviewing vocabulary sends the signal to the students that those terms are important.
  2. Reviewing vocabulary gives students one more opportunity to own it.
  3. Reviewing vocabulary helps students determine the degree of comfort and ownership they have with each term.
  4. Reviewing vocabulary gives teachers the chance to gauge how well students understand and can use the vocabulary on their own.
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Vocabulary Reviewing Strategies

SIOP challenges educators to make vocabulary learning a more conscious act for both teachers and learners. Just glancing at the components and features hints at the important role vocabulary plays (it is directly mentioned at least 5 times). Reviewing is a vital step in teaching and in learning. Thus, the question is not "should I review vocabulary?" but, rather, "how should I review vocabulary?" 
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Strategy #1: Review the vocabulary a different way than you taught it.

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This is important for a number of reasons.  First, if students aren't engaged with the way the review is happening, it's probably not worth doing it. Student engagement is critical, and students tend to pay less attention to something that has already been done.

Next, if the way you taught it didn't work the first time, the chances are that it won't work the second time. Lastly, students attain true ownership when they can use their vocabulary knowledge in new ways and under new circumstances.

​Giving students a review of vocabulary in a different way than was taught is a strategy that sets students up for success.

Strategy #2:  Get students to use the vocabulary to describe the content.

First, As you know, there are four components to vocabulary ownership:
  • Form - how the word looks, is spelled, changes, etc.
  • Usage - how the word is used in context.
  • Meaning - what the word signifies.
  • Pronunciation - how the word is pronounced.
Of these four, usage is the most powerful.  When students can use the word (in speaking and/or in writing), they demonstrate that they can use the word in context. Their understanding of the word solidifies.

Next, when students use the vocabulary to interact with the content, they also have the opportunity to review the content. This keeps both the students and their teacher focused on the academic application of the phrases they have been learning.
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Strategy #3: Students need to know where they stand.

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At some point during the review, students should be given the opportunity to clearly recognize which terms they own and which ones they are still renting. There are a number of reasons why this is so important:
  • Learners are ultimately the only ones who can do the learning. Giving them a chance to "take their own pulse" gives them the chance to increase both responsibility and accountability.
  • Determining the ease at which you use vocabulary taps into the metacognitive powers of the mind.  "Thinking about your own thinking" lets the brain know that the vocabulary task is important.
  • Before completing a final, formal assessment, reviewing where students stand with the vocabulary empowers them to do something to improve their understanding of the vocabulary terms.

TESOL Trainers can turn you into a SIOP Jedi

If you are interesting in own the principles of SIOP, contact TESOL Trainers today.

We have both remote and traditional PD that will help any teacher transform how they approach teaching and learning.

Our professional development workshops are engaging and empowering. People complete our training with the inspiration to implement the practical strategies and techniques in their classroom contexts.

Contact John Kongsvik, PhD today to learn more.
John Kongsvik PhD - Director of TESOL Trainers
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Written by Dr. John Kongsvik - TESOL Trainers
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