1. The SIOP ® Model STRATEGIES

2. Content Objectives We will: Select learning strategies appropriate to a lesson’s objectives Incorporate explicit instruction and student practice with learning strategies in planning lessons

3. Language Objectives We will: Use a variety of sentence types to explain the metacognitive, cognitive, and language learning strategies included in a lesson. Utilize a conjunction such as “because” to justify the scaffolding techniques included in your lesson.

4. Learning Strategies Scaffolding Techniques Higher-Order Questioning & Tasks Strategies Features Cognitive Language Metacognitive

5. Learning Strategies Scaffolding Techniques Higher-Order Questioning & Tasks Strategies Features Cognitive Language Metacognitive

6. Practice a Strategy: Four Corners  Move to the sign which represents where you would like to spend your next vacation.  Read the information given to your group.  Create a mnemonic to share with the group to help us remember these learning strategies.

7. Passing Strategy Expertise to Students I DO — YOU WATCH I DO — YOU HELP YOU DO — I HELP YOU DO — I WATCH Another way of putting it is from the students' perspectives: SHOW ME — HELP ME — LET ME Source: Willhelm, Jeffrey. Improving Comprehension with Think Aloud Strategies (2001)

8. Teaching Ideas for Strategies from Making Content Comprehensible SQP2RS — surveying, questioning, predicting, reading, responding, summarizing Directed Reading-Thinking Activity GIST – Generating Interaction between Schemata and Text (Cunningham, 1982) Rehearsal strategies Graphic organizers Reciprocal Teaching

9. SQP2RS: A Multi-step Reading Strategy (Making Content Comprehensible, p.127) Try it! 1. Survey4. Read 2. Question5. Respond 3. Predict6. Summarize http://www.siopinstitute.net/media/squeepers.pdf

10. SQP2RS: analysis Think – Pair – Share How was this different from your typical reading experience? How can this strategy help English language learners be successful?

11. Learning Strategies Scaffolding Techniques Higher-Order Questioning & Tasks Strategies Features Cognitive Language Metacognitive

12. Types of Scaffolding Sentence starters or Sentence frames Verbal Instructional Procedural

13. Procedural Scaffolding Increasing Student Independence Teach Model Practice Apply According to Echevarria, Vogt, and Short (2000), teachers use an instructional framework that includes explicit teaching, modeling and practice that provide procedural scaffolding.. Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

14. Procedural Scaffolding Student Independence Whole Class Small Group Paired/ Partner Independent Work Procedural scaffolding also refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency and skills. Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

15. Learning Strategies Scaffolding Techniques Higher-Order Questioning & Tasks Strategies Features Cognitive Language Metacognitive

16. Using Higher Order Questioning… Questioning techniques can elicit responses from students that involve higher-order thinking skills regardless of language level.

17. Prepare: Fifth-grade Science Clip What learning strategies were used in this video segment? How could these strategies be used in other ways? What verbal, procedural, or instructional scaffolding occurred? What types of questions did the teacher ask her students?

18. Strategies in Action http://pdtoolkit.pearsoncmg.com/SIOP/search

19. Debrief: Fifth-grade Science Clip What learning strategies were used in this video segment? How could these strategies be used in other ways? What verbal, procedural, or instructional scaffolding occurred? What types of questions did the teacher ask her students?

20. Sample SIOP Lesson Plan

21. Continue to write a lesson plan you can use including the features of Strategies Ample opportunities provided for students to use learning strategies Scaffolding techniques consistently used, assisting and supporting student understanding A variety of questions or tasks that promote higher-order thinking skills Owning Strategies

22. Content Objectives How did we: Select learning strategies appropriate to a lesson’s objectives Incorporate explicit instruction and student practice with learning strategies in planning lessons

23. Language Objectives How did we: Use a variety of sentence types to explain the metacognitive, cognitive, and language learning strategies included in a lesson. Utilize a conjunction such as “because” to justify the scaffolding techniques included in your lesson.

24. Other Strategy Resources Learning Strategies in Multiple Languages http://www.studygs.net/ Comprehension Strategies (elementary) http://reading.ecb.org/ Adolescent Literacy Strategies http://www.adlit.org/strategy_library