Take a piece of pizza from the counter. Find a partner and write each other’s names on the pizza slices as “pepperoni partners”. Repeat three more times, finding different colleagues to be your pineapple, cheese and mushroom partners.

Welcome to SIOP Sheltered Instruction Observation Protocol Component #4 Strategies

Find your “pineapple partner”. Review Homework Find your “pineapple partner”. Share what you learned about Comprehensible Input techniques and how you will use them in your classroom.

Objectives Content Objective (what) I will be able to identify a SIOP strategy and how I will use it in my classroom. Language Objective (how) I will retell the “Canned Questions” and “You Are the Teacher” strategies to someone in the class and to a colleague who isn’t here today.

Strategies Features: 13. Ample opportunities provided for students to use learning strategies 14. Scaffolding techniques consistently used, assisting and supporting student understanding (think alouds) 15. A variety of questions or tasks that promote higher-order thinking skills

Learning Strategies Feature 13 Metacognitive Strategies Matching problem-solving strategies with learning situations Clarifying purposes for learning Monitoring one’s own comprehension through self-questioning Taking corrective action if understanding fails

More Learning Strategies Cognitive Strategies Previewing a story prior to reading Establishing a purpose for reading Consciously making connections between personal experiences and events in a story Taking notes during a lecture Completing a graphic organizer Creating a semantic map

Even More Learning Strategies Social/Affective Strategies Interaction to clarify a confusing point Group discussion Cooperative learning group to solve a problem

Effective Strategies Mnemonics – a memory system SQP2RS – survey, question, predict, read, respond, summarize GIST – Generating Interactions between Schemata and Text Rehearsal strategies – used for recall Graphic organizers – Venn, flow charts, timelines, semantic maps Comprehension strategies – predicting, summarizing

Verbal Scaffolding Techniques Feature 14 Paraphrasing – restating a child’s response to model correct English Think-Alouds – models of how effective strategy users think/monitor understandings Reinforcing contextual definitions – saying the unknown word and giving the context Providing correct pronunciation by repeating students’ responses Slowing speech, increasing pauses and speaking in phrases

Procedural Scaffolding Instructional framework that includes explicit teaching, modeling and practice. One-on-one teaching, coaching and modeling Children practicing newly learned strategies with other more experienced students Partnering or grouping students for reading activities with more experienced students assisting those with less experience

Canned Questions Feature 15 Teacher chooses a question from the can and pairs of students discuss the answer. After a few minutes, teacher asks the pair to share with the rest of the class. In this technique, students are paired to lower anxiety and promote scaffolding.

Canned Questions cont. Knowledge- defining, locating, underlining, labeling or identifying Comprehension- describing, summarizing, explaining or paraphrasing Application- computing, building, or giving an example Analysis- categorizing, classifying, comparing or contrasting Synthesis- combining, creating, designing, or predicting Evaluation- concluding, defining, justifying, or prioritizing

A Little More Info. About Canned Questions Three levels of questions: Literal- “Right There” The answer can be found right on the page. Interpretive – “Think and Search” The answer must be determined by reading between the lines. Applied – “On Your Own” The answer comes from the reader’s own experience or background knowledge.

Find your pepperoni partner and discuss the following: Talk to your partner about the “Canned Question” activity. When would you use it in your class? Are all levels of questions developed easily? Are all levels appropriate for students of all ages?

You Are the Teacher p. 92 Find the chart with your name on it. Brainstorm information about the topic listed. You may use a list, a graphic organizer, a picture or whatever you think will best convey your content. When the tone sounds, decide as a group who will stay and teach the next group about your chart. One stays, the rest go clockwise to the next chart.

You Are the Teacher cont. The “teacher” relays the information on the chart to the new group. The adult teacher circulates, assisting to insure that the information is accurate. Groups decide again who will stay. (It’s a good idea to make students familiar with a variety of methods to choose ie. Rock-paper-scissors, colored strip, 1-100, etc.) After every chart is shared, review information with whole group for consistency, accuracy.

You Are the Teacher cont. As their classmates share, students will be able to clarify what they understand and what they don’t understand as they move from group to group. They can do this using the following sentence frames: I understand that this is about ____________ I don’t understand ______________________ I have a question about __________________ Can you explain _____________ to me again? I understand ______ but I need help with ____

Language and Content Objective Review Find your cheese partner. Explain how you will implement a strategy that you learned today. Tell how you will modify it to meet the needs of your students. When the tone sounds, find your mushroom partner. Explain one of the strategies that we discussed today as if this colleague had not attended our session. Include information about why you think this is a good method to use.