SIOPSheltered Instruction Observation Protocol

Component Four: Strategies

Professional Development

It takes a whole village to raise a child.

(African Proverb)

All educational personnel assume responsibility for the education of ESOL

students.(TESOL’s Vision of Effective Education

for All Students)

SIOP

Sheltered Instruction Observation Protocol—Strategies

A presentation by GH ESL Team based on the SIOP Model book: “Making Content Comprehensible for English Language

Learners” by Jana Echevarria, MaryEllen Vogt, and Deborah J. Short—Pearson Education Inc., 2008

Objectives of this PDContent objectives:• Participants will review the SIOP model• Participants will expand their knowledge of

learning strategies for ELLs

Language Objectives:• Participants will cooperatively complete the

Brace Map• Participants will view and listen to a presentation

about SIOP Component #4--Strategies

SIOP Components

1.Preparation 2.Building Background3.Comprehensible Input4.Strategies5.Interaction6.Practice/Application7.Lesson Delivery8.Review/Assessment

On-line resources: http://www.misd.net/bilingual/ELL.pdf

SIOP REVIEW ACTIVITY

At your table, please fill out the Brace Map.

Content objective: Cooperatively, review the first 2 components of SIOP

Language Objectives: Read the components and feature strips and place them on the Brace Map.

You have 5 minutes to complete this activity.

SIOP

1. Lesson preparation Content objectives…Language objectives…Content concepts appropriate

for age..Supplementary materialsAdaptation of contentMeaningful activities …

2. Building background Concepts linked to students’ background

Links made between past learning and new concepts

Vocabulary emphasized

3. Comprehensible input4. Strategies (…)

Component #4: Strategies

Features:

13. Ample opportunities for students to use learning strategies

14. Scaffolding techniques consistently used15. A variety of questions or tasks that promote

higher-order thinking skills

“Techniques and methods for learning and retaining information are systematically taught, reviewed, and assessed in effective SIOP classrooms.” (Echevarria, page 95)

STRATEGIES

Learning Strategies Scaffolding Techniques H.O. Questioning

Metacognitive Verbal

Cognitive Instructional

Social/Affective

CALLA (Cognitive Academic Language Learning Approach) suggests making color –coded strategy posters: blue represents calmness and control; green represents growth; orange is a warm color

Component #4: Strategies

Metacognition is the process of purposefully monitoring our thinking.

Metacognition is characterized by:

Matching thinking and problem solving strategies to particular learning situations

Clarifying purposes for learningMonitoring one’s own comprehension through self-

questioningTaking corrective action if understanding fails

Component #4: Strategies

Cognitive strategies help students organize the information they are expected to learn through the process of self-regulated learning. (Paris, 2001, quoted in Echevarria, page 96)

Examples of cognitive strategies:

Previewing text before readingEstablishing a purpose for readingMaking connections between personal experiences and a

storyTaking notes during a lectureCompleting a graphic organizer or Thinking MapCreating a semantic map

Component #4: Strategies

Social/affective strategies are

identified as the social and affective influences on learning.

particularly important in second language acquisition

Examples:

Questioning for clarificationCooperationSelf-talk

A continuum of strategies (Muth and Alvermann)

Teacher-Centered Teacher-Assisted

Peer-Assisted Student-Centered

(Please see handouts—SIOP Strategies bookmark; Learning Strategies in the Classroom; Learning Strategies--bookmarks)

STRATEGIES

The ultimate goal is for students to develop independence in self-monitoring and self-

regulation through practice with peer-assisted and student-centered strategies.

Strategies should be 1. taught through explicit instruction2. carefully modeled3. Scaffolded

(See handout—How to Teach Learning strategies)

A repertoire of strategies found to be effective with second language learners

A memory system often involving visualization and/or acronyms

Online mnemonics

STRATEGIES

STRATEGIES

Rehearsal strategies are used when verbatim recall of the

information is needed.

Examples:

• Visual aids such as flash cards

• Underlining and note-taking (cognitive strategies) also help students commit information to memory

STRATEGIES

SQP2RSurveying

Questioning

Prediction

Reading

RespondingOnline posters

More posters

STRATEGIES

CALLACOGNITIVE ACADEMIC LANGUAGE

LEARNING APPROACH

Chamot & O’Malley

CALLA (pronounced kala) is an instructional system designed to develop academic language skills in English for students in upper elementary and secondary schools.

Preparation: Develop students’ awareness through a variety of activities.

Presentation: Teach the strategy explicitly.

Practice: Provide opportunities for practicing the strategy in varied contexts.

Evaluation: Teach students to evaluate their own strategy use.

Expansion: Encourage students to apply the strategies in other learning areas.(See handout: How to teach learning strategies)

Source: CALLA

GIST is a summarization

procedure that assists students in “getting the gist” from larger

texts.

Step 1: Students and teacher read a section of text and underline 10 or more most important words or concepts.

Step 2: Together write a summary statement or two, using the underlined words.

Step 3: Repeat the process through subsequent sections of the text.

Step 4: Write an overall summary sentence for the entire text.

STRATEGIES

Component #4: Strategies

Features:

13. Ample opportunities for students to use learning strategies

14. Scaffolding techniques consistently used, assisting and supporting student understanding

Scaffoldingis a term associated with Vygotsky’s (1978) notion of Zone of Proximal Development (ZPD).

Teachers scaffold instruction when they provide substantial amounts of support and assistance in the earliest stages of teaching a new concept or strategy, and then gradually decrease the amount of support. (Vacca, 2002)

Two types of scaffolding can be used effectively with ELLs: Verbal scaffolding Procedural scaffolding

Scaffolding Techniques

Verbal Scaffolding

Teachers use • prompting• questioning, and • elaboration

to facilitate students’ movement to higher levels of language proficiency

Teachers promote confidence when scaffolding is geared to a student’s language competence

Scaffolding TechniquesExamples of verbal scaffolding:

Paraphrasing in order to model correct English usage and more sophisticated academic language

Using “think-alouds” to model how effective strategy users think and monitor their understandings

Reinforcing contextual definitions

Providing correct pronunciation by repeating students’ responses

Slowing speech, increasing pauses, and speaking in phrases; allow students the wait time they may need to process information in English

Scaffolding TechniquesExamples of procedural scaffolding:

Using an instructional framework that includes explicit teaching, modeling, and practicing opportunities with others

One-on-one teaching, coaching, and modeling

Small group instruction with students practicing a newly learned strategy with another more experienced student

Partnering or grouping students for reading activities

Component #4: Strategies

Features:

13. Ample opportunities for students to use learning strategies

14. Scaffolding techniques consistently used

15. A variety of questions or tasks that promote higher-order thinking skills

A variety of questions or tasks that promote higher-order thinking skills

Multiple knowledge taxonomies:• Bloom Taxonomy—a continuum of knowledge(1956)• Krathwohl (2001)—a revision of Bloom’s taxonomy• Webb’s “Depth of Knowledge”• Marzano’s four levels of the cognitive system• Daggett’s application model

• Rigor/Relevance Framework• Rigor and Relevance Worksheets

Whatever taxonomy teachers choose to use for their lessons, it is important that they carefully plan higher-order questions prior to lesson delivery. It is just too difficult to think of higher-order questions “on your feet.”Echevarria, page 103

A variety of questions or tasks that promote higher-order thinking skills

Bloom’s Taxonomy across stages of language acquisition (online resource)(See handout)

YES, it is possible to reduce linguistic demand of responses while still promoting higher levels of thinking. Example (study of plan reproduction):

1. Are seeds sometimes carried by the wind?2. Which of these seeds would be more likely to be carried by the

wind: the round one or smooth one? Or this one that has fuzzy hairs? (…) Why do you think so?

Which question promotes higher level thinking skills and why? Volunteer?

A variety of questions or tasks that promote higher-order thinking skills

Answer:

2. Which of these seeds would be more likely to be carried by the wind: the round one or the smooth one? Or this one that has fuzzy hairs?

A variety of questions or tasks that promote higher-order thinking skills

Strategies:

QAR (Question-Answer Relationship)SQP2RS (Survey-Question-Predict-Read-Respond-Summarize)QtA (Questioning the Author)

A variety of questions or tasks that promote higher-order thinking skillsQAR—Question-Answer Relationship

When students are able to determine levels of questions, they can be taught to ask their own questions of varying levels.

A variety of questions or tasks that promote higher-order thinking skills

QAR—Question-Answer Relationship Resources

A Step-by-Step Guide for Teaching QARPosters and signs

A variety of questions or tasks that promote higher-order thinking skills

Questioning the Author—QtA can be used to develop students’ comprehension of textbook materials

Works well with both narrative and informational texts

QtA ResourcesThis site includes information, technology tools, and much more!

Objectives of this PDContent objectives:• Participants will review the SIOP model• Participants will expand their knowledge of

learning strategies for ELLs

Language Objectives:• Participants will cooperatively complete the

Brace Map• Participants will view and listen to presentation

about SIOP Component #4--Strategies

Education brings daybreak; ignorance-a long, long night.

Maya Angelou

Thank you!

Multumesc!

Danke!Hartelijk bedankt!