SIOP Strategies SIOP Made Easy Todays Objectives CONTENT

SIOP Strategies SIOP Made Easy

Today’s Objectives CONTENT OBJECTIVES � Explore how the SIOP Model and IPOTS can be used to promote higher order thinking skills (HOTS) with Ss of all proficiency levels. LANGUAGE OBJECTIVES � Discuss the importance of asking HOT questions with your group.

Why SIOP and IPOTS? � � � Instruction in the five key components of reading as defined by the National Reading Panel Phonemic awareness Phonics Fluency Vocabulary Text comprehension is necessary but not sufficient to teach ELLs to read and write proficiently in English. What is missing? Oral language proficiency is needed also, so ELLs need instruction in this area. Research Findings from the National Literacy Panel on Language-Minority Children and Youth

Today’s IPOTs 1 -Turn & Tell 2 -Favorite Numbers 3 -All of your Names 4 -Favorite Room 5 -Imaginary Photo Album 6 -Adding to Circle 7 -Creating Own Folk Tale 8 -Puppets 9 -Starting at the End 10 -Concentric Circles 11 -Parallel Lines 12 -Roaming Reporters 13 -Carousel Charts 14 -Numbered Card Impromptus 15 Discovery Channel 16 -Cloze Activity with Peer 17 -Gap-Filling Tango 18 -Matching with Manipulatives 19 -Classifying & Sequencing 20 -Creating Poetry 21 -Chants, Rap, and Songs 22 -Hot Onion Review * Kagan - Numbered Heads Together

The SIOP Model (Echevarria, Vogt, & Short, 2008) Preparation Interaction Building Background Practice & Application Comprehensible Input Lesson Delivery Strategies Review & Assessment

Q U A D R A N T F O U R I N S T R U C T I O N

Why SIOP and IPOTS? �High-quality instruction for English learners is similar to high-quality instruction for other, English-speaking students. What is different? ELs need instructional accommodations and support to fully develop their English skills. �English learners need enhanced, explicit vocabulary development. Research Findings from the National Center for Research on Education, Diversity, & Excellence.

VARIETY OF QUESTION TYPES / H. O. T. S STRATEGIES

Questioning Strategy – Numbered Heads Together MATERIALS / GROUPING CONFIGURATION � Form groups of 4 -6. PRODEDURES � Questions are asked of the group. � Groups work together to answer the question so that all can verbally answer the question. � Teacher calls out a number (two) and each two is asked to give the answer.

Why Should We Use More Higher Order Thinking Skills - HOTS? Source: Gall, 1984; Watson & Young, 1986 q Of the 8, 000 questions the average teacher asks annually, _____ are at the Literal of Knowledge Level. A) 40% B) 60% C) 80% D) 95%

How Do I Promote HOTS with my ELs? Learning Stategies Metacognitive Thinking About Thinking! Cognitive Questioning Techniques Higher-Order Thinking! Active Learning! Social/Affective Interactive Learning! Scaffolding Techniques Building Independence!

Why Wait Time? Reason Why #1: �ELLs need time to translate, often in their head. Reason Why #2 �ELLs need additional time to formulate the phrasing of their thoughts, because they are processing ideas in a new language.

IPOT – GAP-FILLING TANGO Grouping Configuration: Partners Materials: Strategies Handout (Partner A and Partner B) Procedure: � Type targeted information on numbered lines. � Partner A receives page with gaps on even lines. � Partner B receives page with gaps on odd lines. � Partners sit shoulder-to-shoulder facing opposite directions � Students take turns reading for partner to fill in gaps.

Interaction – Wait Time Strategies 50 -50 : Ts gives Ss 2 choices to choose from. Phone a Friend : Ss can ask another student in the classroom for help. Count 10 seconds : Ts count 10 seconds in their heads to give students more wait time. Pause and repeat the question : Wait a minute, repeat the question, and then pause again. Write it down : Tell Ss who are quick and eager to respond to write it down, so you can walk over to them and give them a “silent” affirmation. Build in wait time, “On the count of 3” Count to 3 : As part of your classroom management procedure, when eliciting a group response, teach Ss to wait until your count of 3 before all responding together. Hint : Give students a hint reminding them of previous units/lessons.

Why SIOP / IPOTS / HOTS?

TODAY’S QUESTIONING STRATEGIES

HOTS STRATEGY 1 – Differentiated question prompts for ELs EXAMPLE FROM A SCIENCE LESSON ON PLANT REPRODUCTION: GOOD SIOP TEACHERS Are seeds sometimes carried by the wind? (KNOWLEDGE) � Consciously plan and � � Which of these seeds would be more likely to be carried by the wind: the round one, the smooth one , or this one that has fuzzy hairs? Why do you think so? (ANALYSIS) incorporate questions at a variety of levels (SIOP FEATURE 15 – A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills)

HOTS Strategy 2 - Canned Questions (Vogt, 99 Ideas and Activities for Teaching English Learners with the SIOP Model �Ss will be placed into groups (partnered groups at a minimum) in order to provide support for all students. �Ss will draw slips of paper from a can which pose various questions from the various levels of Bloom's Taxonomy about the intended topic. �Ss will answer these questions in their groups, allowing the entire class to hear their answers.

HOTS Strategy 3 - QAR (Vogt, 99 Ideas and Activities for Teaching English Learners with the SIOP Model) QAR (Question-Answer Relationships) � Grades 3 -12: Ss learn to distinguish between “Right here” (literal) questions “Think and Search” “Author and Me” (inferential) “On My Own” (from experience) questions and they know where to find the answers. � Grades K-2 “On the Page” “In My Head”