Strategies SIOP Component #4

1. StrategiesSIOP Component #4

2. Sheltered Instructional Observation ProtocolS.I.O.P. – 8 Components, 30 Features • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment

3. TPR #13 - Ample Opportunities Provided for Students to Use Learning Strategies “Learning is made more effective when teachers actively assist students in developing metacognitive, cognitive, and social/affective strategies, those that promote self-monitoring, self-regulation, and problem solving.” (p. 116 Elem. SIOP)

4. Learning Strategies Cognitive • Rereading • Highlighting • Reading aloud • Taking Notes • Mapping Information • Talking to Someone • Finding Key Vocab. • Mnemonics Metacognitive • Predicting/Inferring • Self-Questioning • Monitoring/Clarifying • Evaluating • Summarizing/Synthesizing • Visualizing Social/Affective • Knowing how to work with a partner p. 98 Elem. SIOP

5. SQP2RS (“Squeepers”) p.100 Elem SIOP • It is an effective instructional approach for teaching and reinforcing students’ cognitive and metacognitive strategy use when reading expository texts. • Students perceive themselves as strategic readers, those who have at their disposal a variety of strategies to use in order to comprehend expository text.(Vogt, 2011 Summer Symposium)

6. See SQP2RS in action. Click on the link below to go to the King’s County department of education’s website where you can see a full length lesson of a teacher introducing “Squeepers” to her class for the first time. SQP2RS Video Demonstrations

7. GIST • Together, students and teacher read a section of text printed on a transparency or handout. After reading, assist the students in underlining five or more words to concepts that are deemed the most important to understanding the text. List these words on the board. Without the text, write a few sentence summary using as many words as possible from the list. Repeat the process for subsequent sections and put them all together for an extended summary. p. 100 Elem SIOP

8. TPR # 14 - Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding • Teachers scaffold instruction when they provide substantial amount of support and assistance in the early stages of teaching a new concept or strategy. They then, gradually decrease the amount of support as the learner acquires experience and expertise through multiple practice opportunities. •  Two types of scaffolding can be effective with English learners. The first is verbal scaffolding and procedural scaffolding. p. 102 Elem SIOP Chapter 5: #1

9. Verbal Scaffolding • Paraphrasing: Restate a child’s response in order to model correct English usage. • Using think-alouds: These show students how proficient strategy users think and monitor their understanding. • Reinforcing contextual definitions:Example: “Aborigines, the people native to Australia, were forced from their homes.” The phrase “the people native to Australia” provides a definition of the word Aborigines within the context of the sentence. • Providing correct pronunciation by repeating students’ responses: When teachers repeat English learners correct responses, enunciating carefully and naturally, students have another opportunity to hear the content information, and correct English pronunciation and inflection. p. 103 Elem SIOP

10. Procedural Scaffolding • Use an instructional framework that includes explicit teaching, modeling, and practice opportunities with others, and expectations for independent application. (Gradual Release of Responsibility Model) • One-on-one teaching, coaching and modeling • Small group instruction with children practicing a newly learned strategy with another, more experienced student. • Partnering or grouping students for reading activities, with more experienced readers assisting those with less experience. p. 104 Elem SIOP

11. Gradual Release of Responsibility Image found at: http://www.hcschools.org/literacy/

12. TPR #15 - A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills • Asking questions that promote critical thinking is yet another way that SIOP teachers can promote strategy use. • Remember that it is important to think of higher-order questions prior to the lesson delivery, as it is at times difficult to think of higher-order questions “on your feet.” p. 104 - 105 Elem SIOP

13. 6. Create • Generating • Planning • Producing Taxonomy for Learning, Teaching and Assessing • 5. Evaluate • Checking • Critiquing Anderson & Krathwohl, 2001 • 4. Analyze • Differentiating • Organizing • Attributing • 3. Apply • Executing • Implementing • 2. Understand • Interpreting • Exemplifying • Classifying • Summarizing • Inferring • Comparing • Explaining • 1. Remember • Recognizing • Recalling

14. Developing Strategic Thinkers • Teachers can also help students become strategic when they teach them how to determine levels of questions they are asked. • Level 1: who, what, where, when, how many/much? • Level 2: why, how? • Level 3: What if…, Based on…, why…? p.105 – 106 Elem SIOP

15. TPR Review The Features of Strategies • SIOP Feature 13: Ample Opportunities Provided for Students to Use Learning Strategies • SIOP Feature 14: Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding • SIOP Feature 15: A Variety of Questions or Tasks that Promote Higher-Order Thinking Skills