1. SIOP Strategies
SIOP Made Easy

2. Today’s Objectives
Content objectives
Language objectives
Explore how the SIOP Model and IPOTS can be used to promote higher order thinking skills (HOTS) with Ss of all proficiency levels.
Discuss the importance of asking HOT questions with your group.

3. 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

4. Today’s IPOTs 1-Turn & Tell 13-Carousel Charts 2-Favorite Numbers
3-All of your Names
4-Favorite Room
5-Imaginary Photo Album
6-Adding to Circle
7-Creating Own Folk Tale
8-Puppets
9-Starting at the End
10-Concentric Circles
11-Parallel Lines
12-Roaming Reporters
13-Carousel Charts
14-Numbered Card Impromptus
15 Discovery Channel
16-Cloze Activity with Peer
17-Gap-Filling Tango
18-Matching with Manipulatives
19-Classifying & Sequencing
20-Creating Poetry
21-Chants, Rap, and Songs
22-Hot Onion Review
* Kagan - Numbered Heads Together

5. The SIOP Model (Echevarria, Vogt, & Short, 2008)
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment

6. QUADRANT FOUR INSTRUCTION

7. 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.

8. VARIETY OF QUESTION TYPES / H.O.T.S
STRATEGIES
VARIETY OF QUESTION TYPES / H.O.T.S

9. Questioning Strategy – Numbered Heads Together
MATERIALS /
GROUPING CONFIGURATION
PRODEDURES
Form groups of 4-6.
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.

10. Why Should We Use More Higher Order Thinking Skills - HOTS?
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%
Source: Gall, 1984; Watson & Young, 1986

11. How Do I Promote HOTS
with my ELs?

12. 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.

13. IPOT – GAP-FILLING TANGO
Grouping 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.

14. 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.

15. Why SIOP / IPOTS / HOTS?

16. TODAY’S QUESTIONING STRATEGIES

17. HOTS STRATEGY1 – Differentiated question prompts for ELs
Example FROM A Science Lesson on Plant reproduction:
Good siop Teachers
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)
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)

18. 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.

19. 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”