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SIOP Component 4: Strategies

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Presentation on theme: "SIOP Component 4: Strategies"— Presentation transcript:

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)

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