The 8 Components of SIOP
Lesson Preparation
* COs & LOs
* Adapting the
content
* Materials
Building Backgr’nd
Sheltered
Instruction
Observation
Protocol
SIOP
* Key vocabulary
* Links to sts.
experiences &
“known & new”
*Feedback
* Key concepts
& vocabulary
* Assess student
comprehension
Review & Assessm’t
We will be
talking about….
Strategies
or
Ways to Think,
Interaction…
And Practice/Application.
What do I know about…
 Strategies?
 Interaction?
 Practice/
Application?
How does it help students learn?
How often do I use…
Learning Strategies
Interaction
Practice/Application
in my teaching?
Consistently? Sometimes? Rarely?
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
Part 1
Strategies
Teaching a student how to think!
STRATEGIES: How we teach students to:
 access

information
make connections
 assit
in problem solving!
Let them get down and dirty with
the content!
Use strategies that connect the
dots and follow the mental
pathways of your students.
Like….






Graphic organizers
Mnemonics
Gisting
Predicting
Self-questioning
Determining importance
an example …VENN
DIAGRAM
A Strategy for Comparing and Contrasting
Different
Same
Different
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.
You will participate in a lesson full of
strategies later in this presentation!
Part 2
Interaction…
Name one way to improve your
students’ academic learning?
Question:
Answer:
Let them talk to you and to each other about the
content!
What are the Benefits of INTERACTION?





Stimulates the brain
Increases motivation
Creates non-threatening/productive
atmosphere
Provides more processing time
Increases attention
There are three types of
interaction in the classroom:
Teacher to Student
Student to Teacher
Student to Student
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
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??
World War II
2
1
3
4
6
5
7
Math Terms
6/12 1/3
3/4
14/16
1
2
3
5
6
4
7
Part 3
Practice/Application
By using the
Practice/Application of
reading,
writing, speaking,
and listening,
students can make abstract
concepts become more concrete!
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
Essential Question…
What physical characteristics do animals
use for protection?
(This lesson will be
taught using varied
learning
strategies.)
How do we teach this question?
What physical characteristics do animals use for
protection?
….
The Beginning - Setting the Stage
The Middle-
The End-
Engaging with the
Content
Assessing the
Content
…to answer this essential question.
The Beginning of the Unit…
1.Arizona State Standard
2.Content and Language Objectives
3.Building Background
•
•
•
Relating to students’ own lives
Making connections to academic knowledge
Introducing key vocabulary by utilizing learning
strategies
We begin with…
1. Arizona State Standards:
Students will use different learning strategies to
comprehend text.
Students will explain how organisms have defensive behaviors.
2. Content Objectives: SWBAT1. 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 “rightthere” 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
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
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.
What other kinds of interactions could take
place with this Building Background Activity?
The Key vocabulary below comes from the
reading “Why Roaches Rule.”
 cockroach
 antenna-like
 predators
 cerci
 agile
 evading
 detect
sensors
Select a word from the list and create a
four-cornered vocabulary card
1.
2.
3.
4.
5.
6.
7.
cockroach- flat, brown insect which
infests kitchens and bathrooms
antenna-like sensors- something that
gives a signal
predator- an animal that kills other
animals for food
cerci- tiny hairs on the tails of a
cockroach that measure wind speed
agile- quick in movement, active
evading- escape from, avoid
detect- discover something
word
picture
word in a sentence
definition
an example…____________________________________________________________
Word
Picture
Predator
Word in a Sentence
Definition of the word.
The predator lizard stalked
the roach while it ate from
the cats dish.
Animals who kill and eat other
animals for food.
What other types of interaction
could take place with vocabulary
cards?
The Middle of the Unit…
Engaging the content
The Middle of the Unit…
Learning Strategies and the Text
1.Graphic Organizer-Label parts
of the cockroach
2.Anticipation/Reaction Guidebased on opinions, concepts
and conflicts
3.Prediction Guide- based on
facts
4.Scanning/Concept Predictingevidence to create ideas
antenna
cerci
spiny leg
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
bombard them with wind!
_____ _____ Cockroaches are smart and crafty.
_____ _____
_____ _____ Cockroaches have a sophisticated
warning system
_____ ______
2. Prediction Guide
(based on facts)
Prediction
Agree—Disagree
____ ____ Cockroaches have two spiked tails
. which are covered with 200 hair-like
antenna.
Verification
Agree--Disagree
_____ _____
____ ____ Cockroaches react to fast moving wind _____ _____
currents.
____ ____ Cockroaches know when to “chill out” or _____ _____
when to “scram.”
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.
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.
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.
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.
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________________
____________________________________________
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.
What type of interaction could
take place with these strategies?
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
 PRACTICE
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.
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.
Still the middle of
the unit…
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
bombard them with wind!
_____ _____ Cockroaches are smart and crafty.
_____ _____
_____ _____ Cockroaches have a sophisticated warning _____ _____
system.
Adding Interaction..
As easy as
comparing
responses with
a partner or…
..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:
Did we do these????
End with…
1. Arizona State Standards:
Students will use different learning strategies
to comprehend text.
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
guide about cockroaches
3. create who, what, where and when questions by using the “rightthere” questions format
4. predict the meaning of the text by using scanning and predicting
sheet
5. explain how cockroaches use warning systems for protection
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.
The 8 Components of SIOP: what we have covered so
far.
Lesson Preparation
Review & Assessm’t
Building Backgr’nd
Sheltered
Instruction
Observation
Protocol
SIOP