1. MISD Bilingual/ESL Department
SIOP
Strategies

2. Review Provide one statement about the following:
Sheltered Instruction
Lesson Preparation
Building Background
Comprehensible Input

3. What have you been doing?
Language Objectives on the board?
Content Objectives on the board?
Vocabulary activities?
Pictures provided as visuals for vocabulary words?

4. 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.

5. 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.

6. 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?

7. 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.

8. 3 Strategies Metacognitive Strategies Cognitive Strategies
Social/Affective Strategies

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. The Goal for Students
To develop independence in self-monitoring and self-regulation through practice with peer-assisted and student-centered strategies

16. 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

17. 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

18. Teaching Strategies

19. 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

20. 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

21. 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.

22. Rehearsal Strategies Used when verbatim recall information is needed
Visual aids (flash cards)
Underlining
Note-taking

23. 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

24. 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.

25. 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

26. Verbal Scaffolding
Use of prompting, questioning, and elaboration to facilitate students’ movement to higher levels of language proficiency, comprehension, and thinking.

27. 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

28. 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

29. Scaffolding Model to Increase Independence
Apply
Practice
Model
Teach

30. Scaffolding Model to Increase Independence
Independent
Work
Partners
Small Group
Whole Class

31. Questioning Ask questions that promote critical thinking Bloom’s
Taxonomy

32. B l o om C i r c e

33. 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.

34. 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.

35. 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.
us any time if you need additional support –
Tina Kelman
Sonia Rhykerd