The SIOP® Model

STRATEGIES

Content Objectives

We will:• Select learning strategies appropriate to

a lesson’s objectives

• Incorporate explicit instruction and student practice with learning strategies in planning lessons

Language Objectives

We will:

• Use a variety of sentence types to explain the metacognitive, cognitive, and language learning strategies included in a lesson.

• Utilize a conjunction such as “because” to justify the scaffolding techniques included in your lesson.

Learning Strategies

Scaffolding Techniques

Higher-OrderQuestioning

& Tasks

Strategies Features

Learning Strategies

Scaffolding Techniques

Higher-OrderQuestioning

& Tasks

Strategies Features

Practice a Strategy: Four Corners

Move to the sign which represents where you would like to spend your next vacation.

Read the information given to your group.

Create a mnemonic to share with the group to

help us remember these learning strategies.

Passing Strategy Expertise to Students

I DO — YOU WATCHI DO — YOU HELPYOU DO — I HELP

YOU DO — I WATCH

Another way of putting it is from the students' perspectives:

SHOW ME — HELP ME — LET ME

Source: Willhelm, Jeffrey. Improving Comprehension with Think Aloud Strategies (2001)

Teaching Ideas for Strategies from Making Content Comprehensible

• SQP2RS — surveying, questioning, predicting, reading, responding, summarizing

• Directed Reading-Thinking Activity• GIST – Generating Interaction between Schemata

and Text (Cunningham, 1982)• Rehearsal strategies • Graphic organizers• Reciprocal Teaching

SQP2RS: A Multi-step Reading Strategy(Making Content Comprehensible, p.127)

Try it!

1. Survey 4. Read

2. Question 5. Respond

3. Predict 6. Summarize

http://www.siopinstitute.net/media/squeepers.pdf

SQP2RS: analysis

Think – Pair – Share• How was this different from your typical

reading experience?

• How can this strategy help English language learners be successful?

Learning Strategies

Scaffolding Techniques

Higher-OrderQuestioning

& Tasks

Strategies Features

Types of Scaffolding

• Sentence starters or Sentence frames

• Verbal

• Instructional

• Procedural

Procedural Scaffolding

Increasing Student Independence

Teach

ModelPractice

Apply

According to Echevarria, Vogt, and Short (2000), teachers use an instructional framework that includes explicit teaching, modelingand practice that provide procedural scaffolding.

.

Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

Procedural Scaffolding

Student Independence

Whole Class

Small Group

Paired/ Partner

Independent Work

Procedural scaffolding also refers to the use of grouping configurations that provide different levels of support to students as they gain greater levels of language proficiency andskills.

Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.

Learning Strategies

Scaffolding Techniques

Higher-OrderQuestioning

& Tasks

Strategies Features

Using Higher Order Questioning…

Questioning techniques can elicit responses from students that involve higher-order thinking skills regardless of language level.

Prepare: Fifth-grade Science Clip

• What learning strategies were used in this video segment?

• How could these strategies be used in other ways?• What verbal, procedural, or instructional

scaffolding occurred?

• What types of questions did the teacher ask her students?

Strategies in Action

http://pdtoolkit.pearsoncmg.com/SIOP/search

Debrief: Fifth-grade Science Clip

• What learning strategies were used in this video segment?

• How could these strategies be used in other ways?• What verbal, procedural, or instructional

scaffolding occurred?

• What types of questions did the teacher ask her students?

Sample SIOP Lesson Plan

Continue to write a lesson plan you can use including the features of Strategies

Ample opportunities provided for students to use learning strategies

Scaffolding techniques consistently used, assisting and supporting student understanding

A variety of questions or tasks that promote higher-order thinking skills

Owning Strategies

Content Objectives

How did we:• Select learning strategies appropriate to

a lesson’s objectives

• Incorporate explicit instruction and student practice with learning strategies in planning lessons

Language Objectives

How did we:

• Use a variety of sentence types to explain the metacognitive, cognitive, and language learning strategies included in a lesson.

• Utilize a conjunction such as “because” to justify the scaffolding techniques included in your lesson.