1. The 8 Components of SIOP Sheltered Instruction Observation Protocol SIOP Lesson Preparation * COs & LOs * Adapting the content * Materials Strategies * Opportunities to use * Scaffolding * HOTS Interaction *Cooperative Learning * Use of L1 * Wait Time *Feedback * Key concepts & vocabulary * Assess student comprehension Review & Assessm’t *Hands on material * Activities to use new skills *Apply knowledge Practice/Applicat’n Building Backgr’nd * Key vocabulary * Links to sts. experiences & “known & new”

2. We will be talking about…. Strategies Strategiesor Ways to Think,

3. Interaction…

4. And Practice/Application.

5. What do I know about…  Strategies?  Interaction?  Practice/ Application? How does it help students learn?

6. How often do I use … Learning Strategies Interaction Practice/Application in my teaching? Consistently? Sometimes? Rarely?

7. Strategies, Interaction & Practice/Application Objectives: PWBAT… - define the term strategy - list the steps on how to teach a strategy - participate in interaction activities - reflect on the interaction at your grade level or content area - label types of practice/application - select one or two activities from the packet that you would be willing to try in your classroom in the next few weeks

8. Part 1 Strategies Teaching a student how to think!

9. STRATEGIES: How we teach students to: STRATEGIES: How we teach students to:  access information  make connections  assit in problem solving!

10. Let them get down and dirty with the content!

11. Use strategies that connect the dots and follow the mental pathways of your students. Like…. Graphic organizers Graphic organizers Mnemonics Mnemonics Gisting Gisting Predicting Predicting Self-questioning Self-questioning Determining importance Determining importance

12. an example … VENN DIAGRAM A Strategy for Comparing and Contrasting Different SameDifferent Different SameDifferent

13. Teaching a Strategy Teaching a Strategy 1. Name it! 2. Take time to teach it! 3. Use easy, high-interest content to teach it! Show students how the strategy can be used. Specifically model it! 4. Tell students what your brain is doing when you are using the strategy. 5. Have students practice again and again and again! 6. Have students apply the strategy to the content several times.

14. You will participate in a lesson full of strategies later in this presentation!

15. Part 2 Interaction…

16. Question : Name one way to improve your students’ academic learning? Answer: Let them talk to you and to each other about the content!

17. What are the Benefits of INTERACTION?  Stimulates the brain  Increases motivation  Creates non-threatening/productive atmosphere  Provides more processing time  Increases attention

18. There are three types of interaction in the classroom: Teacher to Student Student to Teacher Student to Student

19. An example of interaction activity is… The One-Minute Mindstorm You will have one minute to list all the thoughts that come to mind when I say_________________ to a partner. The partner records your list. At the end of the time, a set of partners will read aloud their lists. Any items appearing on any other partner’s list must be crossed off. The remaining responses are counted to determine the winner. Topic: Bail-Out

20. Another interaction activity is… Talk a Mile a Minute – Directions: - Pair up with someone sitting close to you. - Partners sit so they face each other, but one must have their back to the screen. - The teacher will state the topic, saying: “These are things associated with…”. Time begins. - The partner facing the screen will then give clues for the visuals or words on the screen. They may use gestures or describe the item but may not name it. - The other partner must guess the answer and try to get all seven items in one minute. - Partners trade places and try again. Ready?? Ready??

21. 1 2 6 5 3 4 7 World War II

22. Math Terms 14/16 1/3 3/4 6/12 1 6 5 3 2 7 4

23. Part 3 Practice/Applicatio n

24. By using the Practice/Application of reading, writing, speaking, and listening, students can make abstract concepts become more concrete!

25. A Sample lesson As you participate in this lesson, check to see if there is any evidence of the use of…. Learning Strategies. Interaction. Practice/Application

26. Essential Question … What physical characteristics do animals use for protection? (This lesson will be taught using varied learning strategies.)

27. How do we teach this question? What physical characteristics do animals use for protection?

28. …. The Beginning - Setting the Stage The Middle- Engaging with the Content The End- Assessing the Content …to answer this essential question.

29. The Beginning of the Unit… 1.Arizona State Standard 2.Content and Language Objectives 3.Building Background Relating to students’ own livesRelating to students’ own lives Making connections to academic knowledgeMaking connections to academic knowledge Introducing key vocabulary by utilizing learning strategiesIntroducing key vocabulary by utilizing learning strategies

30. We begin with… 1. Arizona State Standards: Students will use different learning strategies to Students will use different learning strategies to comprehend text. comprehend text. Students will explain how organisms have defensive behaviors. Students will explain how organisms have defensive behaviors. 2. Content Objectives: SWBAT - 1. define scientific vocabulary terms by creating vocabulary cards 2. assess the validity of responses by using an Anticipation Reaction Prediction Guide about cockroaches 3. create who, what, where and when questions by using the “right- there” questions format 4. predict the meaning of the text by using a scanning and predicting sheet 5. explain how cockroaches use warning systems for protection 5. explain how cockroaches use warning systems for protection

31. Language Objectives: SWBAT: 1. Write sentences showing the correct meaning of vocabulary terms 2. Record and compare orally with a partner the anticipation/reaction and prediction guide responses 3. Write “right-there” questions and answers 4. Write predictions of paragraphs within the article “Why Roaches Rule” 5. Use adjectives when describing the warning systems of cockroaches

32. 1. Think of a time when you encountered a cockroach!. 2. Now, record an aspect of that experience on a post-it. Place the post-it on a wall. Next, have a spokesperson in the class read aloud several of the post-it statements.

33. What other kinds of interactions could take place with this Building Background Activity?

34. The Key vocabulary below comes from the reading “Why Roaches Rule.”  cockroach  antenna-like sensors  predators  cerci  agile  evading  detect

35. Select a word from the list and create a four-cornered vocabulary card 1. cockroach- flat, brown insect which infests kitchens and bathrooms 2. antenna-like sensors- something that gives a signal 3. predator- an animal that kills other animals for food 4. cerci- tiny hairs on the tails of a cockroach that measure wind speed 5. agile- quick in movement, active 6. evading- escape from, avoid 7. detect- discover something

36. wordpicture word in a sentencedefinition

37. an example…____________________________________________________________ Word Predator Word in a Sentence The predator lizard stalked the roach while it ate from the cats dish. Picture Definition of the word. Animals who kill and eat other animals for food.

38. What other types of interaction could take place with vocabulary cards?

39. The Middle of the Unit… Engaging the content

40. The Middle of the Unit… Learning Strategies and the Text 1.Graphic Organizer-Label parts of the cockroach 2.Anticipation/ Reaction Guide- based on opinions, concepts and conflicts 3.Prediction Guide- based on facts 4.Scanning/Concept Predicting- evidence to create ideas

41. antenna antenna cerci cerci spiny leg spiny leg

42. 1. Anticipation/ Reaction Guide Before reading the article, decide whether you agree or disagree with the statements below. Agree-Disagree Agree – Disagree _____ _____ It is okay for a scientist to glue a cockroach _____ _____ between two wind-tunnel tubes then attach electrodes to measure the nerve cells and between two wind-tunnel tubes then attach electrodes to measure the nerve cells and bombard them with wind! bombard them with wind! _____ _____ Cockroaches are smart and crafty. _____ _____ _____ _____ Cockroaches have a sophisticated _____ ______ warning system warning system

43. 2. Prediction Guide ( based on facts) Prediction Verification Agree—Disagree Agree--Disagree ____ ____ Cockroaches have two spiked tails _____ _____. which are covered with 200 hair-like antenna. antenna. ____ ____ Cockroaches react to fast moving wind _____ _____ currents. currents. ____ ____ Cockroaches know when to “chill out” or _____ _____ when to “scram.” when to “scram.”

44. 3. Scanning and Concept Predicting Directions: Have scanning and concept predicting sheet in front of you! Draw a diagonal line across the first paragraph from the first word of the paragraph to the last word in the next to last line. Directions: Have scanning and concept predicting sheet in front of you! Draw a diagonal line across the first paragraph from the first word of the paragraph to the last word in the next to last line. The cockroach is a wily critter. Merely walk into a room or try to swat one and chances are the roach will race into a corner before you say “Gotcha!” Until recently, experts didn’t know what made the insect so crafty. Now scientists at the Research Institute in Princeton, NJ, think they have the answer.

45. Scanning and Concept Predicting Scanning and Concept Predicting  Now, trace your finger across the line and see what science words “pop out” at you. Words like the, an, very—are not considered science words. Words like sensor or predator are!  Next write down three of the science words from the paragraph about cockroaches on the scanning and concept predicting sheet.

46. Scanning and Concept Predicting The cockroach is a wily critter. Merely walk into a room or try to swat one and chances are the roach will race into a corner before you say “Gotcha!” Until recently, experts didn’t know what made the insect so crafty. Now scientists at the Research Institute in Princeton, N.J. think they have the answer. Directions: Using your three words, complete the concept prediction statement on the sheet. Directions: Using your three words, complete the concept prediction statement on the sheet.

47. Scanning and Concept Predicting Paragraph #1 1._critter_________ 2._research_______ 3._roach__________ I predict this paragraph is about the research of a critter called a roach. Paragraph #2 1._______________2._______________3._______________ I predict this paragraph is about________________ ____________________________________________

48. Paragraph #2 Scan and concept predict this paragraph. Intrigued by the insect’s sophisticated warning system, physicist (scientist who studies energy and matter) Dima Rinberg wanted to know whether the common cockroach can distinguish between wind currents produced by the shutting of a door for instance, and of a predatory frog. “A cockroach doesn’t just jump at any breeze,” says Dima Rinberg.

49. What type of interaction could take place with these strategies?

50. Benefits of Interaction with text materials  PRACTICE (builds language and content area knowledge)  Active (hopefully meaningful) engagement in the content and language of the content  PRACTICE

51. 4. Text-Explicit or “Right-There” Questions 1. Read the paragraph. 2. Ask either a Who? What? Where? or When? question from the paragraph. 3. Place your finger on the answer to the question. These are called “right-there” questions because you can place your finger right there on the answer. 4. Students can write one question per paragraph. 5. Students can answer each other’s questions.

52. An example of a “Right-There” question… Question: What is a physicist? Intrigued by the insect’s sophisticated warning system, physicist (scientist who studies energy and matter) Dima Rinberg wanted to know whether the common cockroach can distinguish between wind currents produced by the shutting of a door for instance, and of a predatory frog. “A cockroach doesn’t just jump at any breeze,” says Dima Rinberg. Answer: A physicist is a scientist who studies energy and matter. Answer: A physicist is a scientist who studies energy and matter.

53. Still the middle of the unit…

54. 5. Anticipation /Reaction Guide After reading the article and using the strategies, state whether you still agree or disagree. Agree-Disagree Agree – Disagree _____ _____ It is okay for a scientist to glue a cockroach _____ _____ between two wind-tunnel tubes, then attach electrodes to measure the nerve cells and between two wind-tunnel tubes, then attach electrodes to measure the nerve cells and bombard them with wind! bombard them with wind! _____ _____ Cockroaches are smart and crafty. _____ _____ _____ _____ Cockroaches have a sophisticated warning _____ _____ system. system.

55. Adding Interaction.. As easy as comparing responses with a partner or…

56. ..any of the following interaction activities...any of the following interaction activities.  Four Corners  Jigsaw  Think-Pair-Share  Three-Step Interview  Round Robin  Three-minute Review  Numbered Heads  Team Pair Solo  Circle the Sage  Partners  Add your own:

57. Did we do these???? End with… 1. Arizona State Standards: Students will use different learning strategies Students will use different learning strategies to comprehend text. to comprehend text. Students will explain how organisms have defensive behaviors. Students will explain how organisms have defensive behaviors. 2. Content Objectives: SWBAT: SWBAT: 1. define scientific vocabulary terms by creating vocabulary cards 2. assess the validity of responses by using an anticipation reaction guide about cockroaches guide about cockroaches 3. create who, what, where and when questions by using the “right- there” questions format there” questions format 4. predict the meaning of the text by using scanning and predicting sheet sheet 5. explain how cockroaches use warning systems for protection 5. explain how cockroaches use warning systems for protection

58. The end of the unit… Assessing the Content Students could….  Complete a cloze test  Complete a graphic organizer  Select two of the strategies used in class and recreate them.

59. The 8 Components of SIOP: what we have covered so far. Sheltered Instruction Observation Protocol SIOP Lesson Preparation Strategies Interaction Review & Assessm’t Practice/Applicat’n Building Backgr’nd