STRATEGIES

1. STRATEGIES Begin by discussing who are today�s English Language Learners, what are our attitudes toward them, what are others attitudes towards them. Begin by discussing who are today�s English Language Learners, what are our attitudes toward them, what are others attitudes towards them.

2. SIOP Sheltered Instruction Observation Protocol

3. SIOP Artifact Sharing Building Background Comprehensive Input Have one person share a building background artifact and one person share a comprehensive input artifact.Have one person share a building background artifact and one person share a comprehensive input artifact.

4. Strategies  Teaching students to use special thoughts or actions to Assist learning tasks Understand, remember, recall new information Practice skills efficiently Learning involves higher level thinking, not just memory. Think Pair Share define SIOP as they now understand it. Have particpants share their thoughts about SIOP Restate the importance of the 8 components and 30 features. Strategies is one component that has 3 features. Learning involves higher level thinking, not just memory. Think Pair Share define SIOP as they now understand it. Have particpants share their thoughts about SIOP Restate the importance of the 8 components and 30 features. Strategies is one component that has 3 features.

5. Content Objectives Participants will be able to: Select learning strategies appropriate to a lesson�s objectives Recognize the value of scaffolding instruction and identify techniques to scaffold for verbal, procedural, and instructional understanding

6. Language Objectives Discuss the importance of asking higher-order questions to students of all proficiency levels Utilize a learning strategy to read and comprehend text.

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8. Learning Strategies Metacognitive Purposefully monitoring our thinking. It is a technique of �thinking about how you think.� Cognitive Organizing information. Mentally and/or physically manipulate materials, or apply a specific technique to a learning task. Social/Affective Social and affective influences on learning Chamot & O�Malley refer to charts on p. 76, 77 in CALLA book. What are some �strategies� from Building Background and Comprehensive Input that you used that are examples of 1 of these 3 learning strategies?refer to charts on p. 76, 77 in CALLA book. What are some �strategies� from Building Background and Comprehensive Input that you used that are examples of 1 of these 3 learning strategies?

9. Metacognitive Planning Monitoring Evaluating CALLA p. 62 Metacognitive: monitoring own comprehension thru self-questioning, taking corrective action if do not understand Plan: before beginning a task Set goals Plan the task sequence Plan how to accomplish the task Monitor: While working on a task Check your progress on the task Check your comprehension Do I understand? If not, what is the problem? Check your production Evaluate: After completing a task Assess how well you accomplished the task Assess how well you have used learning strategies Decide how effective the strategies were Identify changes you will make the next time you have a similar taskCALLA p. 62 Metacognitive: monitoring own comprehension thru self-questioning, taking corrective action if do not understand Plan: before beginning a task Set goals Plan the task sequence Plan how to accomplish the task Monitor: While working on a task Check your progress on the task Check your comprehension Do I understand? If not, what is the problem? Check your production Evaluate: After completing a task Assess how well you accomplished the task Assess how well you have used learning strategies Decide how effective the strategies were Identify changes you will make the next time you have a similar task

10. Cognitive Resourcing Grouping Note-taking Elaboration of Prior Knowledge Summarizing Deduction/Induction Auditory Representation Imagery Making Inferences CALLA p. 62-63: Expand these through study groups / additional professional development Resourcing: Use the dictionary, internet, reference materials Seek out and use sources of information Note-taking: Write important words and ideas while listening and reading. List ideas or word to include in speaking or writing Prior Knowledge: Use what you already know to help you do the task Make associations between new and past knowledge Use new information to clarify or modify your prior knowledge Summarizing: Create a mental, oral, or written summary of information Auditory Representation: Say or read aloud a word or sentence to help your understand Sound out Use your mental tape recorder to remember sounds, or conversations Imagery: Use or create an actual or mental image to understand or represent information Use or draw a picture or diagram Make Inferences: Use context and what you know to figure out meaning. Read and listen between the line Go beyond the text to understand its meaning. CALLA p. 62-63: Expand these through study groups / additional professional development Resourcing: Use the dictionary, internet, reference materials Seek out and use sources of information Note-taking: Write important words and ideas while listening and reading. List ideas or word to include in speaking or writing Prior Knowledge: Use what you already know to help you do the task Make associations between new and past knowledge Use new information to clarify or modify your prior knowledge Summarizing: Create a mental, oral, or written summary of information Auditory Representation: Say or read aloud a word or sentence to help your understand Sound out Use your mental tape recorder to remember sounds, or conversations Imagery: Use or create an actual or mental image to understand or represent information Use or draw a picture or diagram Make Inferences: Use context and what you know to figure out meaning. Read and listen between the line Go beyond the text to understand its meaning.

11. Social/Affective CALLA p.63: Expand these through study groups / additional professional development Questioning: Ask questions to get additional explanation, clarification, or verification. Cooperation: Work with others to complete tasks, build confidence, and give and receive feedback (cooperative learning). Self-talk: Reduce anxiety by reminding yourself of your progress; �Pat yourself on the back;� Tell yourself you can complete the task. CALLA p.63: Expand these through study groups / additional professional development Questioning: Ask questions to get additional explanation, clarification, or verification. Cooperation: Work with others to complete tasks, build confidence, and give and receive feedback (cooperative learning). Self-talk: Reduce anxiety by reminding yourself of your progress; �Pat yourself on the back;� Tell yourself you can complete the task.

12. Research Findings All second language learners use strategies � BUT �Good� language learners use more varied strategies and use them more flexibly. Frequent use of learning strategies is correlated to higher self-efficacy. Strategy instruction improves academic performances.

13. Why teach strategies? ELLs focusing mental energy on their developing language skills, not on developing independence in learning. Therefore, provide opportunities for students to use a variety of strategies Teach strategies explicitly Model strategy use Explain how, when, and why strategy used Activity: Participants talk to neighbor about what did last night. Can�t use the letter �n�. Difficult and only focusing on 1 language rule. Imagine an LEP student who is focusing on so many rules. Teach strategies to Show students how to be better learners Build students� ability to think they can do this task, reach the goal Help students become reflective and critical thinkersActivity: Participants talk to neighbor about what did last night. Can�t use the letter �n�. Difficult and only focusing on 1 language rule. Imagine an LEP student who is focusing on so many rules. Teach strategies to Show students how to be better learners Build students� ability to think they can do this task, reach the goal Help students become reflective and critical thinkers

14. Passing Strategic Expertise to Students I DO � YOU WATCHI DO � YOU HELPYOU DO � I HELPYOU 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)

15. Strategies Have a name you and your students use Have clearly defined steps Practiced regularly so they become automatic Strategies: Conscious, flexible plans a reader applies to a text Their use implies awareness, reflection, and interaction between reader and author. Strategies are interrelated and recursive, not individual or sequential Strategies: Conscious, flexible plans a reader applies to a text Their use implies awareness, reflection, and interaction between reader and author. Strategies are interrelated and recursive, not individual or sequential

16. Preparation: How will I find out what language skills and learning strategies students already know for this task? Might want to interview students as to what strategies they use in their learning tasks. The CALLA book has several suggestions as to how this can be done. Might be a topic for follow-up study/discussion. Present: What is the best way to present this content? What learning strategies should I model, explain? Practice: What kinds of activities will help my students apply the new information? Evaluate: What is the best way for my students to assess their own learning of language, content, learning strategies? Expand: How can I connect this lesson to students� own lives? How does this topic connect to other content areas? How can I get parents involved? How can I help students transfer this to new situtations? Preparation: How will I find out what language skills and learning strategies students already know for this task? Might want to interview students as to what strategies they use in their learning tasks. The CALLA book has several suggestions as to how this can be done. Might be a topic for follow-up study/discussion. Present: What is the best way to present this content? What learning strategies should I model, explain? Practice: What kinds of activities will help my students apply the new information? Evaluate: What is the best way for my students to assess their own learning of language, content, learning strategies? Expand: How can I connect this lesson to students� own lives? How does this topic connect to other content areas? How can I get parents involved? How can I help students transfer this to new situtations?

17. Examples from Making Content Comprehensible Mnemonics SQP2RS � surveying, questioning, predicting, reading, responding, summarizing GIST � Generating Interaction between Schemata and Text (Cunningham, 1982) Rehearsal strategies Graphic organizers Comprehension strategies Echevarria, Vogt, Short MCC, Making Content Comprehensible, p. 84-85 describes several techniques to use. Explain SQP2RS (squeepers) with PowerPoint from www.SIOPinstitute.net MCC, Making Content Comprehensible, p. 84-85 describes several techniques to use. Explain SQP2RS (squeepers) with PowerPoint from www.SIOPinstitute.net

18. Other Strategy Resources Learning Strategies in Multiple Languages http://www.studygs.net/ Comprehension Strategies (elementary) http://www.reading.ecb.org/ Adolescent Literacy Strategies http://www.adlit.org/strategy_library

19. Questioning Questioning techniques can elicit responses from students that involve higher-order thinking skills regardless of language level. Handout: Asking the Right Questions Question: What are the levels of H.O.T.S.? (Higher Order Thinking Skills) Use the activity on strategies previously completed. Add higher order thinking questions. Use the handout on Marzano�s Dimensions of Thinking to help you. OR Use SIOP activity on page 43 of �Using the SIOP Model.�Handout: Asking the Right Questions Question: What are the levels of H.O.T.S.? (Higher Order Thinking Skills) Use the activity on strategies previously completed. Add higher order thinking questions. Use the handout on Marzano�s Dimensions of Thinking to help you. OR Use SIOP activity on page 43 of �Using the SIOP Model.�

20. SQP2RS: A Multi-step Reading Strategy(Echevarria, Vogt, & Short, pp.84, 92-93) Try it! 1. Survey 4. Read 2. Question 5. Respond 3. Predict 6. Summarize Use a reading and the SQP2RS posters in PowerPoint www.siopinstitute.net to walk participants through this strategy..Use a reading and the SQP2RS posters in PowerPoint www.siopinstitute.net to walk participants through this strategy..

21. SQP2RS: analysis Think � Pair � Share How was this different from your typical reading experience? How can this strategy help English language learners be successful?

22. Scaffolding Form of support to bridge the gap between students� current abilities and the intended goal Support is more complete during the initial stages of learning but is decreased as there is less need for guidance Types: verbal procedural instructional Scaffold associated with Vygotsky�s notion of the Zone of Proximal Development (ZPD) Like training wheels on a bicycle Next 2 slides explain Procedural Scaffolding As a group use the graphic organizer in your packet to list examples of verbal, procedural, and instructional scaffolding. Higher levels might not give headings, but have students list scaffolding techniques and group them or another alternative would be to give techniques and have participants group them. Verbal scaffolding: teachers, aware of student�s English language proficiency level, use prompting, questioning, elaboration to help move students to higher language proficiency levels. Examples: paraphrasing, �think-alouds,� contextual definitions Procedural scaffolding: how to utilize features of classroom, e.g., the use of grouping configurations to provide different levels of support to students as they develop greater levels of language proficiency and skills. Examples: individualized support, teacher-directed small-group interaction, cooperative groups, pairing students for peer assistance Instructional scaffolding: enhance student learning, e.g., prepare students for content, assist in comprehension and organization of content Examples: graphic organizers Scaffold associated with Vygotsky�s notion of the Zone of Proximal Development (ZPD) Like training wheels on a bicycle Next 2 slides explain Procedural Scaffolding As a group use the graphic organizer in your packet to list examples of verbal, procedural, and instructional scaffolding. Higher levels might not give headings, but have students list scaffolding techniques and group them or another alternative would be to give techniques and have participants group them. Verbal scaffolding: teachers, aware of student�s English language proficiency level, use prompting, questioning, elaboration to help move students to higher language proficiency levels. Examples: paraphrasing, �think-alouds,� contextual definitions Procedural scaffolding: how to utilize features of classroom, e.g., the use of grouping configurations to provide different levels of support to students as they develop greater levels of language proficiency and skills. Examples: individualized support, teacher-directed small-group interaction, cooperative groups, pairing students for peer assistance Instructional scaffolding: enhance student learning, e.g., prepare students for content, assist in comprehension and organization of content Examples: graphic organizers

24. More experienced learners assisting less experiencedMore experienced learners assisting less experienced

25. Content Objectives Participants will be able to: Select learning strategies appropriate to a lesson�s objectives Recognize the value of scaffolding instruction and identify techniques to scaffold for verbal, procedural, and instructional understanding

26. Language Objectives Discuss the importance of asking higher-order questions to students of all proficiency levels Utilize a learning strategy to read and comprehend text.

27. SIOP ArtifactChoose 1 from below: Complete a lesson plan with SQP2RS and submit with an attached student work sample. Blooms Taxonomy across stages of language acquisition: Focus on the H.O.T.S.- evaluation, synthesis, analysis & the 3 lowest levels of second language acquisition�pre-production, early production, speech emergence. Create 9 H.O.T.S. questions from a unit in your content area � follow up with a reflection of how they were used and their effectiveness