1. SIOP Component 4: Strategies

2. Component Review
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice / Application
Lesson Delivery
Review / Assessment

3. Passing Notes Strategy
On a clean sheet of paper, answer the following questions:
Have the SIOP strategies you have implemented made teaching more fun, more rewarding?
If so, how?
If not, why not?

4. Passing Notes Strategy
Exchange papers with a partner.
Write a one or two sentence response to his/her paper.
Return the paper to the owner.
Complete cycle one more time.
Write a one sentence summary of all information written between you and your partner.

5. Content Objectives: Language Objectives:
Select learning strategies appropriate to lesson objectives
Recognize value of scaffolding instruction and identify techniques to scaffold
Language Objectives:
Identify learning strategies to use with students
Recall and share details about this lesson with the large group

6. SIOP Features: Component 4
F13 - Ample opportunities to use Learning strategies:
F14 - Scaffolding techniques
F15 - Variety of Questions to promote higher-order thinking – HOT Questions

7. F13 - Ample opportunities to use learning strategies
The purpose of the SIOP Strategies component is to examine our strategy instruction, not just the strategies that we employ.
The purpose of strategy instruction is to help students to access memory, make connections, solve problems, and monitor their own learning.

8. Learning Strategies Cognitive: Metacognitive: Rereading Highlighting
Reading Aloud
Taking notes
Mapping information
Finding key vocabulary
Mnemonics
Metacognitive:
Predicting / Inferring
Self-questioning
Monitoring / clarifying
Evaluating
Summarizing
Visualizing

9. SQP2RS – “Squeepers”
As a group, fill in the “Before Reading” sections of the SQP2RS graphic organizer.
Skim/read the article – highlight key points
As a group, respond and write a brief summary of what you read.

11. F14 - Scaffolding techniques
Whole class
2. Small group
Pairs
4. Individual

12. Scaffolding Models Teacher Centered Teacher Assisted Peer Assisted
Increasing Independence
Teach
Model
Practice
Apply
Small Group
Whole Class
Partners
Independent Work
Teachers often miss the peer assisted and the student centered – this is where academic language acquisition occurs.
Another way to promote independence is asking questions that promote critical thinking Bloom has been around for a long time (1956 is when he and his colleagues introduced a taxonomy that include the level of questioning)
Teacher Centered
Teacher Assisted
Peer Assisted
Student Centered

13. Conversational Proficiency
F15 - Variety of Questions to promote higher-order thinking
Conversational Proficiency
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Many teachers make the mistake of thinking that students are fluent because they have good conversational proficiency.
Semantic Meaning: the meaning of the words / different meanings of words.
Functional Meaning: how and when the words are used.
“For English learners to succeed, they must master not only English vocabulary and grammar, but also the way English is used in core content classes ‘academic English’. . .
Lower grades this includes learning specific skills like: turn-taking, participation rules, established routines EL need to be socialized into culturally appropriate classroom behaviors and interaction styles.
Academic Proficiency
Dr. J. Cummins

14. F15 - Variety of Questions to promote higher-order thinking
80% of questions teachers ask are at the literal or knowledge level
Higher level questions require learners to elaborate and help improve their ability to speak and use the vocabulary they’ve learned

15. Bloom’s Taxonomy
Evaluation: Determining value and providing a rationale for the response. Must go beyond the individual’s opinion
Synthesis: Creating something new from the “parts”
Analysis: Breaking the concept into component parts and examining/explaining the parts.
Application: Demonstrating knowledge by applying concepts to one’s own life
Comprehension: Basic understanding of concept (e.g., providing definitions)
Knowledge: Simple recitation of information

17. “Traveling Through the Dark”
Traveling through the dark I found a deer dead on the edge of the Wilson River road. It is usually best to roll them into the canyon: that road is narrow; to swerve might make more dead. By glow of the tail-light I stumbled back of the car and stood by the heap, a doe, a recent killing; she had stiffened already, almost cold. I dragged her off; she was large in the belly.

18. My fingers touching her side brought me the reason-her side was warm; her fawn lay there waiting, alive, still, never to be born. Beside that mountain road I hesitated. The car aimed ahead its lowered parking lights; under the hood purred the steady engine. I stood in the glare of the warm exhaust turning red; around our group I could hear the wilderness listen. I thought hard for us all--my only swerving-- then pushed her over the edge into the river.
by William Stafford

19. Bloom’s Questions Knowledge: Who is the author of the poem?
Comprehension: Summarize the events in the poem.
Application: Write a list of interview questions you would ask if you had the opportunity to talk to the narrator.
Analysis: Select a word or phrase from each stanza of the poem. How do these words / phrases contribute to the story told by the poet?
Synthesis: Imagine that you had been the person who found the dead deer. Write a new stanza for the poem, telling what you would have done.
Evaluation: Did the narrator make the right choice? Why or why not?

20. Question-Answer Relationships
Right There: What does the author find on the road?
Think & Search: The narrator refers to “our group” in stanza 4. To whom is he referring?
Author & Me: Do you think the narrator made a wise decision?
On My Own: What would you have done if faced with the same decision the narrator in the poem had to make?

21. Writing HOT Questions
Select a topic. Write six questions or tasks related to the topic, one at each level of the taxonomy OR four questions, one for each QAR Type.
Bloom’s Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
QAR
Right There
Think & Search
Author & Me
On My Own

22. Whip Around Strategy
On your “Whip Around” handout, record five things that you learned about Component 4: Strategies. Please work by yourself.
After recording your ideas, please stand.
Each person should state one thing from his/her list. If you hear something from your list, cross it off.
When all your ideas have been crossed off, please sit down.

23. Content Objectives: Language Objectives:
Select learning strategies appropriate to lesson objectives
Recognize value of scaffolding instruction and identify techniques to scaffold
Language Objectives:
Identify learning strategies to use with students
Recall and share details about this lesson with the large group

24. Teaching Challenge
Teach students thinking strategies to facilitate their learning of your subject
Scaffold learning so that all learners can be more successful
Increase higher-order thinking questions (Blooms, QAR)