SIOP Component
4: Strategies
Component Review
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4.
5.
6.
7.
8.
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice / Application
Lesson Delivery
Review / Assessment
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?
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.
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
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
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.
Learning Strategies
Cognitive:
Metacognitive:
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•
•
•
•
• Predicting /
Inferring
• Self-questioning
• Monitoring /
clarifying
• Evaluating
• Summarizing
• Visualizing
Rereading
Highlighting
Reading Aloud
Taking notes
Mapping
information
• Finding key
vocabulary
• Mnemonics
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.
F14 - Scaffolding techniques
1. Whole class
2. Small group
3. Pairs
4. Individual
Scaffolding Models
Teach
Model
Practice
Apply
Whole
Class
Small
Group
Partners
Independent
Work
Teacher
Centered
Teacher
Assisted
Peer
Assisted
Student
Centered
F15 - Variety of Questions to promote
higher-order thinking
Conversational Proficiency
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Academic Proficiency
Dr. J. Cummins
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
they’ve learned
Bloom’s Taxonomy
• Evaluation: Determining value and providing
a rationale for the response. Must go beyond
the individual’s 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 one’s own life
• Comprehension: Basic understanding of
concept (e.g., providing definitions)
• Knowledge: Simple recitation of information
“Traveling Through the Dark”
Traveling through the dark I found a deer
dead on the edge of the Wilson River road.
It is usually best to roll them into the canyon:
that road is narrow; to swerve might make more dead.
By glow of the tail-light I stumbled back of the car
and stood by the heap, a doe, a recent killing;
she had stiffened already, almost cold.
I dragged her off; she was large in the belly.
My fingers touching her side brought me the reasonher 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 lights;
under the hood purred the steady engine.
I stood in the glare of the warm exhaust turning red;
around 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
Bloom’s 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?
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?
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.
Bloom’s Taxonomy
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
QAR
• Right There
• Think &
Search
• Author & Me
• On My Own
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.
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
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)