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MISD Bilingual/ESL Department
SIOP Strategies
Review
Provide one statement about the following: Sheltered Instruction Lesson Preparation Building Background Comprehensible Input
What have you been doing?
Language Objectives on the board? Content Objectives on the board? Vocabulary activities? Pictures provided as visuals for vocabulary words?
Today’s Content Objectives
Select learning strategies appropriate to a lesson’s objectives.
Incorporate explicit instruction and student practice of metacognitive and cognitive strategies in lesson plans.
Recognize the value of scaffolding instruction and identify techniques to scaffold for verbal, procedural, and instructional understanding.
Today’s Language Objectives
Identify language learning strategies to use with students.
Discuss the importance of asking higher-order questions to students of all proficiency levels.
Write a set of questions with increasing levels of difficulty on one topic.
Question?
How do we teach students to access information in memory?
How do we help students make connections between what they know and what they are learning?
How do we assist students in problem solving? How do we promote retention of newly learned
information?
Research Says…
Information is connected and retained in the brain through “mental pathways” that are linked to an individual’s existing schema.
Learning Strategies are special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information.
Teaching students a variety self regulating strategies improves student learning and reading.
3 Strategies
1. Metacognitive Strategies2. Cognitive Strategies3. Social/Affective Strategies
Metacognitive Strategies
Purposefully monitoring our thinking1. Matching thinking and problem solving to
learning situations2. Clarifying purposes for learning3. Monitoring one’s own comprehension through
self questioning4. Taking corrective action if understanding fails
Cognitive Strategies
Organized learning through self-regulated learning
Directly related to individual learning tasksUsed when learners physically and mentally
manipulate materialUsed when students apply a specific technique
to a learning task
Examples of Cognitive Strategies
Previewing a story prior to readingEstablishing a purpose for readingConsciously making connections between
personal experiences and what is happening in the story
Taking notes during a lectureCompleting a graphic organizerCreating a semantic map
Social/Affective Strategies
Social and affective influences on learningExamples
When students interact with each other to clarify a confusing point
Participation in group discussions or cooperative learning groups to solve a problem
Continuum of Strategies Teacher-Centered
Lecture Direct Instruction Demonstration Recitation
Teacher-Assisted Drill and practice Discovery Learning Brainstorming Discussion Peer-Assisted
Role playing Peer tutoring Reciprocal teaching Cooperative learning
Student-Centered StrategiesRehearsal Strategies
Repeated readings Selective underlining Two-column notes
Organizational strategies Clustering Graphic organizers Outlining
Elaboration Strategies Guided imagery Creating analogies Mental imagery
The Goal for Students
To develop independence in self-monitoring and self-regulation through practice with peer-assisted and student-centered strategies
What goals do we have for our students?
To use English in social settings To use English to achieve academically in all
content areas To use English in socially and culturally
appropriate ways
Suggested Behaviors for Teachers Focus on the “big picture” Build on what students already know and what is familiar Know how to “fix it” when comprehension is impeded Self-assess one’s competence and knowledge Imitate the behaviors of native English speakers to complete
tasks successfully Know when to use native language resources (human and
material) to promote understanding
Teaching Strategies
Mnemonics
A memory system often involving visualization and/or acronyms.
Pi Mnemonics – the number of letters in each word correspond to a digit. How I wish I could
calculate pi.
Order of planets My Very Easy
Method: Just Set Up Nine Planets.
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto
SQP2RS
An instructional framework for teaching content with expository texts, that includes steps.1. Surveying – scanning the text to be read for 1 – 2 minutes.2. Questioning – having students generate questions likely to be
answered by reading the text, with teacher guidance3. Predicting – stating 1 – 3 things students think they will learn
based on the questions that were generated4. Reading – searching for answers to questions and formulating
new ones for the next section of text to be read.5. Responding – Answer questions with partners/groups and
formulate new questions for next section of reading6. Summarizing – Orally or in writing summarizing the text’s key
concepts
GIST
Summarization procedure assists students in “getting the gist” from extended text
1. Students and teacher read a section of text printed on a transparency
2. After reading, assist students in underlining 10 or more words or concepts that are deemed “most important”
3. List words on the board4. Together, write a summary statement or two using as many
words as possible.5. Write a topic sentence to precede summary sentences.
Rehearsal Strategies
Used when verbatim recall information is needed
Visual aids (flash cards) Underlining Note-taking
Graphic Organizers Graphic representation of key concepts and
vocabulary Teachers present as schematic diagrams Students use them to organize information Venn diagrams Timelines Flow charts Semantic maps
Comprehension Strategies
Enhanced when teachers incorporate instruction that includes strategies
Prediction, self-questioning, monitoring, determining importance, summarizing
The more they are taught explicitly and practiced, the more likely students will use them.
Scaffolding Techniques From Vygotsky’s Zone of Proximal Development ZPD is the difference between what a child can
accomplish alone and what a child can accomplish with assistance of a more experienced individual.
2 types of scaffolding Verbal Scaffolding Procedural Scaffolding
Verbal Scaffolding
Use of prompting, questioning, and elaboration to facilitate students’ movement to higher levels of language proficiency, comprehension, and thinking.
Verbal Scaffolding Examples Paraphrasing – restating a students’ response in
order to model correct English usage Using “think-alouds” – carefully structured models of
how effective strategy users think and monitor their understanding
Reinforcing contextual definitions – placing the definition of a word within the statement
Procedural Scaffolding1. Explicit teaching, modeling, and practice
opportunities with others, and expectations for independent application
2. One-on-one teaching, coaching, modeling3. Small group instruction with children practicing
new strategies with another experienced student4. Partnering or grouping students for activities with
more experienced readings assisting those with less experience
Scaffolding Model to Increase Independence
Apply
Practice
Model
Teach
Scaffolding Model to Increase Independence
Partners
Small Group
Whole Class
Questioning
Ask questions that promote critical thinking Bloom’s Taxonomy
B
l
o
om
C
i
r
l
c
e
Questions Special attention should be given to those at the
top four levels of Bloom’s Taxonomy Researchers have found that of approximately
80,000 questions the average teacher asks annually, 80 percent of them are at the knowledge level.
Teachers are encouraged to assist students in becoming strategic when they teach them how to determine levels of questions they are asked.
Summary
“Just because they can’t speak English proficiently doesn’t mean they can’t think!”
By conscientiously scaffolding support, and by thoughtfully asking questions that require students to interpret, apply, and synthesize, we increase the chances that English learners will become critical thinkers.
Homework Assignment
Work on integrating SIOP strategies into your lesson plans and document your successes and challenges. Bring one student sample created/completed using a SIOP
strategy
First fifteen minutes of our next meeting will be devoted to sharing with the class.
Email us any time if you need additional support – Tina Kelman [email protected] Sonia Rhykerd [email protected]