SIOP Model Making Content Comprehensible for English Language Learners Strategies SIOP Model Making Content Comprehensible for English Language Learners

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 Identify techniques for scaffolding verbal, procedural, and instructional understanding

Language Objectives Identify language learning strategies to use with students Discuss the importance of higher order questions to students of all English proficiency levels Write a set of questions with increasing level of difficulty on one topic

An Important Distinction Instructional Strategies Activities, techniques, approaches, and methods that teachers use to promote student learning and achievement. Learning Strategies Conscious, flexible plans learners use to make sense of what they’re reading and learning; these reside in the learner’s head.

Three types of Learning Strategies Metacognitive Strategies: Matching thinking and problem solving strategies to particular learning situations Clarifying purposes for learning Monitoring one’s own comprehension through self-questioning Taking corrective action if understanding fails

1.Metacognitive Strategies Gist (page 98 in red book) Assist students in “getting the Gist” Open book to first article after Strategies tab (blue notebook) Read introduction together at table. Underline ten or more words that you believe are “most important.” Without using text write a summary sentence or two using as many words from your list as possible. Repeat the process. Write an introductory sentence. What do you have?

2. Cognitive Strategies Helping students organize the information they are expected to learn through the process of self-regulated learning. Directly related to individual learning task; students apply a specific technique to a learning task. Examples Rereading Highlighting Mapping information Taking notes Graphic organizers Visualization

2.Cognitive Strategies Mnemonics Rhythm: Rhythm Helps Your Two Hips Move Write one at your table.

3.Social/Affective Strategies Learning can be enhanced when people interact with each other to clarify a confusing point or when they participate in a group discussion or cooperative learning group to solve a problem. Interaction Questioning Clarification Cooperative Learning Groups Self-talk

3.Social/Affective Strategies Think Aloud and Think Aloud Clouds. ~Read either the math or reading Think Aloud conversation with partner. ~Extra Credit: Using the clouds, you and your partner will model thinking aloud with the second assignment.

Practice with Bloom’s Taxonomy Paper Throw Read the first two paragraphs in the baseball cards article. Using the question stems from the blue Bloom’s sheet, write a question on the sticky note. Throw the sticky note. Answer the question you receive. Repeat..

Scaffolding When scaffolding is consistently used, it assists and supports student understanding. SCAFFOLDING is associated with Vygotsky’s Zone of Proximal Development (ZPD). The ZPD is the difference between what a child can accomplish alone and what he or she can accomplish with the assistance of a more experienced teacher. In a classroom, teachers scaffold instruction when they provide substantial amounts of support and assistance in the early stages of a new concept or activity.

Two types of scaffolding Verbal Scaffolding: Use prompting, questioning, and elaboration to facilitate student’s movement to higher levels of language proficiency, comprehension, and thinking. Procedural Scaffolding/Instructional Scaffolding Tasks are divided into simpler components. Teacher focuses on proper level of difficulty to avoid frustration. Teachers model thinking. Teachers respond to what they see.

Conga Line

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 Identify techniques for scaffolding verbal, procedural, and instructional understanding.

Language Objectives Identify language learning strategies to use with students Discuss the importance of higher order questions to students of all English proficiency levels Write a set of questions with increasing level of difficulty on one topic