SIOP Component 4: Strategies

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SIOP Component 4 Strategies
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Component Review

1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice / Application
7. Lesson Delivery
8. Review / Assessment

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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?

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Passing Notes Strategy

1. Exchange papers with a partner.
2. Write a one or two sentence response to his/her
   paper.
3. Return the paper to the owner.
4. Complete cycle one more time.
5. Write a one sentence summary of all information
   written between you and your partner.

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Content 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

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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

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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.

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Learning Strategies

• Cognitive
• Rereading
• Highlighting
• Reading Aloud
• Taking notes
• Mapping information
• Finding key vocabulary
• Mnemonics

• Metacognitive
• Predicting / Inferring
• Self-questioning
• Monitoring / clarifying
• Evaluating
• Summarizing
• Visualizing

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SQP2RS Squeepers

1. As a group, fill in the Before Reading sections
   of the SQP2RS graphic organizer.
2. Skim/read the article highlight key points
3. As a group, respond and write a brief summary of
   what you read.

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F14 - Scaffolding techniques

• Whole class
• 2. Small group
• Pairs
• 4. Individual

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Scaffolding Models
Teach
Model
Practice
Apply
Small Group
Whole Class
Partners
Independent Work
Teacher Centered
Teacher Assisted
Peer Assisted
Student Centered
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F15 - Variety of Questions to promote
higher-order thinking
Conversational Proficiency
Knowledge Comprehension Application Analysis Synt
hesis Evaluation
Academic Proficiency
Dr. J. Cummins
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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 theyve learned

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Blooms Taxonomy

• Evaluation Determining value and providing a
  rationale for the response. Must go beyond the
  individuals 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 ones own life
• Comprehension Basic understanding of concept
  (e.g., providing definitions)
• Knowledge Simple recitation of information

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Traveling Through the Dark

• Traveling through the dark I found a deerdead
  on the edge of the Wilson River road.It is
  usually best to roll them into the canyonthat
  road is narrow to swerve might make more
  dead.By glow of the tail-light I stumbled back
  of the carand stood by the heap, a doe, a recent
  killingshe had stiffened already, almost
  cold.I dragged her off she was large in the
  belly.

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• 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 lightsunder the hood
  purred the steady engine.I stood in the glare of
  the warm exhaust turning redaround 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

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Blooms 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?

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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?

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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.

• Blooms Taxonomy
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge

• QAR
• Right There
• Think Search
• Author Me
• On My Own

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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.

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Content 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

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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)