Take
a piece of pizza from the
counter.
Find a partner and write each
other’s names on the pizza
slices as “pepperoni partners”.
Repeat three more times,
finding different colleagues to
be your pineapple, cheese and
mushroom partners.
•
Component #4
Strategies
 Find
your “pineapple
partner”.
 Share
what you learned about
Comprehensible Input
techniques and how you will
use them in your classroom.
Content Objective (what)
 I will be able to identify a SIOP strategy
and how I will use it in my classroom.
Language Objective (how)
 I will retell the “Canned Questions” and
“You Are the Teacher” strategies to
someone in the class and to a colleague
who isn’t here today.
Features:
 13. Ample opportunities provided for
students to use learning strategies
 14. Scaffolding techniques consistently
used, assisting and supporting student
understanding (think alouds)
 15. A variety of questions or tasks that
promote higher-order thinking skills

Metacognitive Strategies
Matching problem-solving strategies
with learning situations
Clarifying purposes for learning
Monitoring one’s own comprehension
through self-questioning
Taking corrective action if
understanding fails

Cognitive Strategies
Previewing a story prior to reading
Establishing a purpose for reading
Consciously making connections
between personal experiences and
events in a story
Taking notes during a lecture
Completing a graphic organizer
Creating a semantic map

Social/Affective Strategies
Interaction to clarify a confusing point
Group discussion
Cooperative learning group to solve a
problem
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Mnemonics – a memory system
SQP2RS – survey, question, predict, read,
respond, summarize
GIST – Generating Interactions between
Schemata and Text
Rehearsal strategies – used for recall
Graphic organizers – Venn, flow charts,
timelines, semantic maps
Comprehension strategies – predicting,
summarizing
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Paraphrasing – restating a child’s response to
model correct English
Think-Alouds – models of how effective
strategy users think/monitor understandings
Reinforcing contextual definitions – saying the
unknown word and giving the context
Providing correct pronunciation by repeating
students’ responses
Slowing speech, increasing pauses and
speaking in phrases
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Instructional framework that includes
explicit teaching, modeling and practice.
One-on-one teaching, coaching and
modeling
Children practicing newly learned
strategies with other more experienced
students
Partnering or grouping students for
reading activities with more experienced
students assisting those with less
experience
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Teacher chooses a question from the can
and pairs of students discuss the answer.
After a few minutes, teacher asks the pair
to share with the rest of the class.
In this technique, students are paired to
lower anxiety and promote scaffolding.
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Knowledge- defining, locating, underlining,
labeling or identifying
Comprehension- describing, summarizing,
explaining or paraphrasing
Application- computing, building, or giving an
example
Analysis- categorizing, classifying, comparing
or contrasting
Synthesis- combining, creating, designing, or
predicting
Evaluation- concluding, defining, justifying, or
prioritizing
Three levels of questions:
 Literal- “Right There” The answer can
be found right on the page.
 Interpretive – “Think and Search” The
answer must be determined by reading
between the lines.
 Applied – “On Your Own” The answer
comes from the reader’s own experience
or background knowledge.
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Talk to your partner about the
“Canned Question” activity.
When would you use it in your
class?
Are all levels of questions developed
easily?
Are all levels appropriate for
students of all ages?
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Find the chart with your name on it.
Brainstorm information about the topic
listed. You may use a list, a graphic
organizer, a picture or whatever you
think will best convey your content.
When the tone sounds, decide as a group
who will stay and teach the next group
about your chart.
One stays, the rest go clockwise to the
next chart.
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The “teacher” relays the information on
the chart to the new group. The adult
teacher circulates, assisting to insure that
the information is accurate.
Groups decide again who will stay. (It’s a
good idea to make students familiar with
a variety of methods to choose ie. Rockpaper-scissors, colored strip, 1-100, etc.)
After every chart is shared, review
information with whole group for
consistency, accuracy.

As their classmates share, students will be able
to clarify what they understand and what they
don’t understand as they move from group to
group. They can do this using the following
sentence frames:
I
understand that this is about ____________
 I don’t understand ______________________
 I have a question about __________________
 Can you explain _____________ to me again?
 I understand ______ but I need help with ____


Find your cheese partner. Explain how
you will implement a strategy that you
learned today. Tell how you will modify
it to meet the needs of your students.
When the tone sounds, find your
mushroom partner. Explain one of the
strategies that we discussed today as if
this colleague had not attended our
session. Include information about why
you think this is a good method to use.