Strategies SIOP Component #4

Sheltered Instructional Observation Protocol S. I. O. P Sheltered Instructional Observation Protocol S.I.O.P. – 8 Components, 30 Features Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment SIOP has 8 components and 30 features. To help you remember this we have a clock set to 8:30. Today we are going to be discussing the fourth component – Strategies. Explicitly teaching students self-regulating strategies emphasizes independence and control by the learner.

TPR #13 - Ample Opportunities Provided for Students to Use Learning Strategies “Learning is made more effective when teachers actively assist students in developing metacognitive, cognitive, and social/affective strategies, those that promote self-monitoring, self-regulation, and problem solving.” (p. 116 Elem. SIOP) TPR – Pretend you are pulling a tool from your tool belt to fix something. Strategies are the tools that help students become independent learners.

Learning Strategies p. 98 Elem. SIOP Metacognitive Predicting/Inferring Self-Questioning Monitoring/Clarifying Evaluating Summarizing/Synthesizing Visualizing Social/Affective Knowing how to work with a partner Cognitive Rereading Highlighting Reading aloud Taking Notes Mapping Information Talking to Someone Finding Key Vocab. Mnemonics Students need to have the cognitive skills to facilitate the development of the metacognitive skills. They also need explicit instruction in social/affective strategies so that they can effectively work with other in a cooperative group. For example: when you ask a young child to help his neighbor, they often want to grab the pencil and do it for them rather than assisting and explaining how to get the answer. (We will discuss this in more depth when we get to the next component of interaction.) p. 98 Elem. SIOP

SQP2RS (“Squeepers”) p.100 Elem SIOP It is an effective instructional approach for teaching and reinforcing students’ cognitive and metacognitive strategy use when reading expository texts. Students perceive themselves as strategic readers, those who have at their disposal a variety of strategies to use in order to comprehend expository text. (Vogt, 2011 Summer Symposium) ADD VIDEO!!

SQP2RS Video Demonstrations See SQP2RS in action. Click on the link below to go to the King’s County department of education’s website where you can see a full length lesson of a teacher introducing “Squeepers” to her class for the first time. I think that the most helpful video is the 3rd one, however, it is 34minutes long. I would suggest that you at least watch the summary (last video) and then watch Session 1. SQP2RS Video Demonstrations

GIST Together, students and teacher read a section of text printed on a transparency or handout. After reading, assist the students in underlining five or more words to concepts that are deemed the most important to understanding the text. List these words on the board. Without the text, write a few sentence summary using as many words as possible from the list. Repeat the process for subsequent sections and put them all together for an extended summary. p. 100 Elem SIOP

TPR # 14 - Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding Teachers scaffold instruction when they provide substantial amount of support and assistance in the early stages of teaching a new concept or strategy. They then, gradually decrease the amount of support as the learner acquires experience and expertise through multiple practice opportunities.  Two types of scaffolding can be effective with English learners. The first is verbal scaffolding and procedural scaffolding. TPR – put hand up horizontally in front of your chest and then move your other hand up above the other one in the same motion (It will look kind of like a ladder or scaffold). The idea is we are that safe support for students and we want to scaffold their instruction in a way that will gradually allow the to become more independent and not automatically make them move to doing it on their own. Video Chapter 5, #1– MaryEllen Vogt explains scaffolding. p. 102 Elem SIOP Chapter 5: #1

Verbal Scaffolding p. 103 Elem SIOP Paraphrasing: Restate a child’s response in order to model correct English usage. Using think-alouds: These show students how proficient strategy users think and monitor their understanding. Reinforcing contextual definitions: Example: “Aborigines, the people native to Australia, were forced from their homes.” The phrase “the people native to Australia” provides a definition of the word Aborigines within the context of the sentence. Providing correct pronunciation by repeating students’ responses: When teachers repeat English learners correct responses, enunciating carefully and naturally, students have another opportunity to hear the content information, and correct English pronunciation and inflection. p. 103 Elem SIOP

Procedural Scaffolding Use an instructional framework that includes explicit teaching, modeling, and practice opportunities with others, and expectations for independent application. (Gradual Release of Responsibility Model) One-on-one teaching, coaching and modeling Small group instruction with children practicing a newly learned strategy with another, more experienced student. Partnering or grouping students for reading activities, with more experienced readers assisting those with less experience. p. 104 Elem SIOP

Gradual Release of Responsibility Image found at: http://www.hcschools.org/literacy/

TPR #15 - A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills Asking questions that promote critical thinking is yet another way that SIOP teachers can promote strategy use. Remember that it is important to think of higher-order questions prior to the lesson delivery, as it is at times difficult to think of higher-order questions “on your feet.” TPR – Pretend like you are lathering shampoo into your hair ( this represents how your brain really has to think and work to analyze possible answers to higher-order questions. p. 104 - 105 Elem SIOP

Taxonomy for Learning, Teaching and Assessing 6. Create Generating Planning Producing Taxonomy for Learning, Teaching and Assessing 5. Evaluate Checking Critiquing Anderson & Krathwohl, 2001 4. Analyze Differentiating Organizing Attributing 3. Apply Executing Implementing D.R. Krathwohl (who originally work with Bloom) and his colleagues published a revised taxonomy of Bloom’s educational objectives: Taxonomy for Learning, Teaching and Assessing. Researchers found that of an approximately 80,0000 questions the average teacher asks annually, 80% of them are at the literal or knowledge level. This is especially problematic with English learners. As children are acquiring a language it is tempting to rely on simple questions that result in yes/no or other one-word answers. It is possible, however, to reduce the linguistic demands of responses while still promoting higher levels of thinking. For example, in a study of plant reproduction, the following question requires little thought: “Are seeds sometimes carried by the wind?” A nod or one-word response is almost automatic if the question is understood. A higher level question, such as the following required analysis: “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? Encouraging students to respond with higher levels of thinking requires teachers to consciously plan and incorporate questions at a variety of levels. 2. Understand Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 1. Remember Recognizing Recalling

Developing Strategic Thinkers Teachers can also help students become strategic when they teach them how to determine levels of questions they are asked. Level 1: who, what, where, when, how many/much? Level 2: why, how? Level 3: What if…, Based on…, why…? p.105 – 106 Elem SIOP

The Features of Strategies TPR Review The Features of Strategies SIOP Feature 13: Ample Opportunities Provided for Students to Use Learning Strategies SIOP Feature 14: Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding SIOP Feature 15: A Variety of Questions or Tasks that Promote Higher-Order Thinking Skills #13 - Pretend you are pulling a tool from your tool belt to fix something. Strategies are the tools that help students become independent learners. #14 – Put hand up horizontally in front of your chest and then move your other hand up above the other one in the same motion (It will look kind of like a ladder or scaffold). The idea is we are that safe support for students and we want to scaffold their instruction in a way that will gradually allow the to become more independent and not automatically make them move to doing it on their own. #15 – Pretend like you are lathering shampoo into your hair ( this represents how your brain really has to think and work to analyze possible answers to higher-order questions.