Group 1: Think Aloud

1. How could you implement this strategy into instruction?

Before reading a story, the teacher can talk about questions she asks herself while

reading. She will then prompt students to do the same through reading.

2. How could this strategy promote higher level/critical thinking for ELL students in

your classroom?

This requires students to engage in metacognition since they have to think about their

learning/ thinking.

3. What are some questions that you can prompt your students with during the think

aloud?

How do you know that, what does that make you think of, what else, how do you know,

why do you think that

Round Robin

There are 8 components of the SIOP model

SIOP stands for Sheltered Instruction Observation Protocol

Language vs content objectives

Listen for vs identify

Benefits both ELL and general education students

There are many strategies for implementing SIOP including think alouds, think pair

share
Group 2: Prompting, Questioning, and Elaborating

1. How could you implement this strategy into instruction?

Read a passage with students. Ask them questions about the text. Ask them to give

evidence from the text to back up their response with evidence from the text.

2. How could this strategy promote higher level/critical thinking for ELL students in

your classroom?

Makes the students think about the text throughout the reading. Have to provide

evidence so they are thinking why their answer is correct.

3. What kinds of questions could you ask to further extend their thinking?

Why do you think your answer is correct / can you find the answer to this

question directly in the passage or what details did you use to come to your final

answer

Learned about different strategies to use in the classroom and how a lot of

communication should be used. Higher level vocabulary !

Round Robin

Higher level vocabulary

Importance of preparing lesson

The 8 steps

Use of journals for guidance and feedback

Having the right amount of objectives

Importance of repetition

4.
Group 3: I Wonder Chart

1. How could you implement this strategy into instruction?

- After objectives are read

- What they think about a word in the objective

- The major points of the story after a first read

2. How could this strategy promote higher level/critical thinking for ELL students in

your classroom?

- You have to go back and connect to previous learning

- Expand schema

3. What kinds of questions could you ask students in your I Wonder Chart?

- Who are the main characters in the story?

- What is the problem?

- What does ---- mean? What is an example of --?

Round Robin

1. Building background

2. There are different types of vocabulary

3. scaffolding , think pair share, i wonder charts

 4. Content vs language objectives

5. Comprehensible input

Word Chain

1.SIOP

2. Promote higher thinking

3. General education students benefit

4. Think alouds

5.scaffolding

6. Generate objectives

7. Sheltered instruction observation protocol

8. Language objectives

9. strategies for teaching

10. Gestures