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 Metacognitive Strategies Cognitive Strategies Social/Affective Strategies

Metacognitive Strategies Purposefully monitoring our thinking Matching thinking and problem solving to learning situations Clarifying purposes for learning Monitoring one’s own comprehension through self questioning Taking corrective action if understanding fails

Cognitive Strategies Organized learning through self-regulated learning Directly related to individual learning tasks Used when learners physically and mentally manipulate material Used when students apply a specific technique to a learning task

Examples of Cognitive Strategies Previewing a story prior to reading Establishing a purpose for reading Consciously making connections between personal experiences and what is happening in the story Taking notes during a lecture Completing a graphic organizer Creating a semantic map

Social/Affective Strategies Social and affective influences on learning Examples 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 Strategies Rehearsal 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

How I wish I could calculate pi. 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. Surveying – scanning the text to be read for 1 – 2 minutes. Questioning – having students generate questions likely to be answered by reading the text, with teacher guidance Predicting – stating 1 – 3 things students think they will learn based on the questions that were generated Reading – searching for answers to questions and formulating new ones for the next section of text to be read. Responding – Answer questions with partners/groups and formulate new questions for next section of reading Summarizing – Orally or in writing summarizing the text’s key concepts

GIST Summarization procedure assists students in “getting the gist” from extended text Students and teacher read a section of text printed on a transparency After reading, assist students in underlining 10 or more words or concepts that are deemed “most important” List words on the board Together, write a summary statement or two using as many words as possible. 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 Scaffolding Explicit teaching, modeling, and practice opportunities with others, and expectations for independent application One-on-one teaching, coaching, modeling Small group instruction with children practicing new strategies with another experienced student 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 Independent Work Partners Small Group Whole Class

Questioning Ask questions that promote critical thinking Bloom’s Taxonomy

B l o om C i r 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 tkelman@mckinneyisd.net Sonia Rhykerd srhykerd@mckinneyisd.net