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    Siop Strategies

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    The document discusses various scaffolding techniques used to support English learners, including verbal scaffolding where teachers use questioning and elaboration to help students improve their language skills. It also describes procedural scaffolding using explicit teaching, modeling and small group work. Specific strategies are outlined such as using graphic organizers, paraphrasing students' responses, thinking aloud, contextual definitions, pronunciation practice, and slowing speech. The document concludes by discussing Bloom's Taxonomy and the importance of asking students higher-order thinking questions rather than just simple factual questions.

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    Siop Strategies

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    api-369966181
    276 views14 pages
    The document discusses various scaffolding techniques used to support English learners, including verbal scaffolding where teachers use questioning and elaboration to help students improve their language skills. It also describes procedural scaffolding using explicit teaching, modeling and small group work. Specific strategies are outlined such as using graphic organizers, paraphrasing students' responses, thinking aloud, contextual definitions, pronunciation practice, and slowing speech. The document concludes by discussing Bloom's Taxonomy and the importance of asking students higher-order thinking questions rather than just simple factual questions.

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    The document discusses various scaffolding techniques used to support English learners, including verbal scaffolding where teachers use questioning and elaboration to help students improve their language skills. It also describes procedural scaffolding using explicit teaching, modeling and small group work. Specific strategies are outlined such as using graphic organizers, paraphrasing students' responses, thinking aloud, contextual definitions, pronunciation practice, and slowing speech. The document concludes by discussing Bloom's Taxonomy and the importance of asking students higher-order thinking questions rather than just simple factual questions.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    276 views14 pages

    Siop Strategies

    Uploaded by

    api-369966181
    The document discusses various scaffolding techniques used to support English learners, including verbal scaffolding where teachers use questioning and elaboration to help students improve their language skills. It also describes procedural scaffolding using explicit teaching, modeling and small group work. Specific strategies are outlined such as using graphic organizers, paraphrasing students' responses, thinking aloud, contextual definitions, pronunciation practice, and slowing speech. The document concludes by discussing Bloom's Taxonomy and the importance of asking students higher-order thinking questions rather than just simple factual questions.

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    SIOP Model Strategies

    By: Victoria Binetti, Gabrielle Pranzo, Kaitlin Fivek, and Hannah


    Buckenmaier
    Scaffolding Techniques

    Scaffolding is a term that is associated with Vygotskys


    notion of the Zone of Proximal Development which is
    concerned with what a child can do on their own and
    with the help of an adult.
    Verbal Scaffolding

    This is when teachers, aware of ELs existing levels of language


    development, use prompting, questioning, and elaboration to
    facilitate students movement to higher levels of language
    proficiency, comprehension, and thinking.
    Procedural Scaffolding

    1. Uses an instructional framework that includes explicit teaching,


    modeling, and practice opportunities with others.

    2. One -on-one teaching, coaching, modeling.

    3. Small group instruction.

    4. Partnering or grouping students for reading activities.


    Instructional Scaffolding

    Used to enhance student learning.

    Graphic organizers could be used as a tool to prepare students for


    the content of a textbook chapter.

    It can also be used to illustrate a chapters text structure, such as


    comparative or chronological.
    Paraphrasing

    Paraphrasing is restating a students response in order


    to model correct English usage.
    Think Alouds

    Think alouds are carefully structured models of how effective strategy users think
    and monitor their understandings.

    Purpose: to model for students how skilled readers construct meaning from a text.

    An example is when a teacher is previewing a chapter, he or she will talk aloud to


    the class. The teacher may ask questions aloud like, What is the main concept Im
    supposed to learn? The big bold heading at the top of the page may help me. Other
    page headings may help me figure out what I am supposed to learn too.
    Reinforcing Contextual definitions

    Contextual definitions relate to, or are based off of the context.

    An example is Aborigines, the people native to Australia, were being


    forced into their homes. Included in the sentence is the definition of the
    word aborigines.
    Provide Correct Pronunciation

    Teachers can provide correct pronunciation by repeating students


    responses.

    When teachers repeat English learners correct responses, students have


    another opportunity to hear the content information, while correct
    English pronunciation and inflection are reinforced.
    Slowing speech, increasing pauses, and
    speaking in phrases
    Teachers provide scaffolding for English language learners language
    acquisition when they slow down the rate of speech, pause between
    phrases, and allow students to wait time they may need to process
    information in English.
    Blooms Taxonomy

    Over 40 years ago, Bloom and his colleagues introduced a taxonomy of educational
    objectives that includes six levels: Knowledge, Comprehension, Application,
    Analysis, Synthesis, and Evaluation.

    This taxonomy was created on the principle that learning proceeds from concrete
    knowledge to abstract values.

    In 2001, D.R Krathwohl and his colleagues published a revised taxonomy called
    Taxonomy for Learning, Teaching, and Assessing: A Revision of Blooms Taxonomy
    of Educational Objectives.
    Revised Taxonomy

    The six levels in the revised taxonomy include: Remember, Understand, Apply,
    Analyze, Evaluate, and Create.

    In both taxonomies, it is important for the teacher to implement higher order


    thinking questions.

    Researchers have found that of the approximately 80,000 questions the average
    teacher asks annually, 80 percent are at the Literal or Knowledge level. This is
    especially a problem for English Language Learner students. ELL students need to
    be asked more higher order and complex questions- not merely simple questions
    that result in yes/no or one word responses.
    https://play.kahoot.it/#/gameover?quizId=4723f6d9-97aa-4ddc-aa7d-47422942b13b

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