1. 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.

2. Welcome to SIOP Sheltered Instruction Observation Protocol
Component #4
Strategies

3. 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.

4. 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.

5. 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

6. 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

7. 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

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

9. 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

10. 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

11. 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

12. 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.

13. 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

14. 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.

15. 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?

16. 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.

17. 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.

18. 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 ____

19. 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.