SIOP Strategies SIOP Made Easy

Today’s Objectives

CONTENT OBJECTIVES

Explore how the SIOP Model and IPOTS can be used to promote higher order thinking skills (HOTS) with Ss of all proficiency levels.

LANGUAGE OBJECTIVES

Discuss the importance of asking HOT questions with your group.

Why SIOP and IPOTS?Instruction in the five key components of reading as defined by the National Reading Panel

Phonemic awareness Phonics Fluency Vocabulary Text comprehension

is necessary but not sufficient to teach ELLs to read and write proficiently in English.

What is missing?Oral language proficiency is needed also, so ELLs need instruction in this area.

Research Findings from the National Literacy Panel on Language-Minority Children and Youth

Today’s IPOTs1-Turn & Tell2-Favorite Numbers3-All of your Names4-Favorite Room5-Imaginary Photo

Album6-Adding to Circle7-Creating Own Folk Tale8-Puppets9-Starting at the End10-Concentric Circles11-Parallel Lines12-Roaming Reporters

13-Carousel Charts14-Numbered Card

Impromptus15 Discovery Channel16-Cloze Activity with Peer17-Gap-Filling Tango18-Matching with Manipulatives19-Classifying & Sequencing20-Creating Poetry21-Chants, Rap, and Songs22-Hot Onion Review* Kagan - Numbered Heads

Together

The SIOP Model(Echevarria, Vogt, & Short, 2008)

Preparation Building BackgroundComprehensible InputStrategies

InteractionPractice & ApplicationLesson DeliveryReview & Assessment

QUADRANT FOUR INSTRUCTION

Why SIOP and IPOTS? High-quality instruction for English learners

is similar to high-quality instruction for other, English-speaking students.

What is different? ELs need instructional accommodations

and support to fully develop their English skills.

English learners need enhanced, explicit vocabulary development.

Research Findings from the National Center for Research on Education, Diversity, & Excellence.

STRATEGIES

VARIETY OF

QUESTION

TYPES / H.O.T.S

Questioning Strategy – Numbered Heads Together

MATERIALS / GROUPING CONFIGURATION Form groups of 4-6.

PRODEDURES

Questions are asked of the group.

Groups work together to answer the question so that all can verbally answer the question.

Teacher calls out a number (two) and each two is asked to give the answer.

Of the 8,000 questions the average teacher asks annually, _________ are at the Literal of Knowledge Level. A) 40% B) 60% C) 80% D) 95%

Why Should We Use More Higher Order Thinking Skills - HOTS?

Source: Gall, 1984; Watson & Young, 1986

How Do I Promote HOTSwith my ELs?

Why Wait Time?

Reason Why #1: ELLs need time to translate, often in

their head.

Reason Why #2 ELLs need additional time to formulate

the phrasing of their thoughts, because they are processing ideas in a new language.

 

IPOT – GAP-FILLING TANGOGrouping Configuration: Partners

Materials: Strategies Handout (Partner A and Partner B)

Procedure:

Type targeted information on numbered lines. Partner A receives page with gaps on even lines. Partner B receives page with gaps on odd lines. Partners sit shoulder-to-shoulder facing opposite

directions Students take turns reading for partner to fill in

gaps.

Interaction – Wait Time Strategies

50-50 : Ts gives Ss 2 choices to choose from. Phone a Friend : Ss can ask another student in the classroom for help. Count 10 seconds : Ts count 10 seconds in their heads to give students more wait time.Pause and repeat the question : Wait a minute, repeat the question, and then pause again. Write it down : Tell Ss who are quick and eager to respond to write it down, so you can walk over to them and give them a “silent” affirmation. Build in wait time, “On the count of 3” Count to 3 : As part of your classroom management procedure, when eliciting a group response, teach Ss to wait until your count of 3 before all responding together. Hint : Give students a hint reminding them of previous units/lessons.

Why SIOP / IPOTS / HOTS?

TODAY’S QUESTIONING STRATEGIES

HOTS STRATEGY1 –Differentiated question prompts for ELs

EXAMPLE FROM A SCIENCE LESSON ON PLANT REPRODUCTION:

Are seeds sometimes carried by the wind? (KNOWLEDGE)

Which of these seeds would be more likely to be carried by the wind: the round one, the smooth one , or this one that has fuzzy hairs?Why do you think so?(ANALYSIS)

GOOD SIOP TEACHERS

Consciously plan and incorporate questions at a variety of levels

(SIOP FEATURE 15 – A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills)

HOTS Strategy 2 - Canned Questions (Vogt, 99 Ideas and Activities for Teaching English Learners with the SIOP Model

Ss will be placed into groups (partnered groups at a minimum) in order to provide support for all students.

Ss will draw slips of paper from a can which pose various questions from the various levels of Bloom's Taxonomy about the intended topic.

Ss will answer these questions in their groups, allowing the entire class to hear their answers.

HOTS Strategy 3 - QAR (Vogt, 99 Ideas and Activities for Teaching English Learners with the SIOP Model)

QAR (Question-Answer Relationships) Grades 3-12:

Ss learn to distinguish between “Right here” (literal) questions “Think and Search” “Author and Me” (inferential) “On My Own” (from experience) questions and they know where to find the answers.

Grades K-2 “On the Page” “In My Head”