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 StrategiesMatching problem-solving

strategies with learning situationsClarifying purposes for learningMonitoring one’s own

comprehension through self-questioning

Taking corrective action if understanding fails

Cognitive StrategiesPreviewing a story prior to readingEstablishing a purpose for readingConsciously making connections

between personal experiences and events in a story

Taking notes during a lectureCompleting a graphic organizerCreating a semantic map

Social/Affective StrategiesInteraction to clarify a confusing

pointGroup discussionCooperative learning group to

solve a problem

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

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

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

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.

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.

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?

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.

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. Rock-paper-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.