SIOP Strategies

By: Sabina S, Aoife D, Narissa H

 Can you name any of the
other components of the SIOP
model ?
 What SIOP strategies are:
Strategies is one of the SIOP models 8 components.

There are 3 aspects to strategies.

Ample opportunities provided
for students to use learning
strategies
3 Learning Strategies

● Metacognitive Strategies- monitoring our thinking

● Cognitive Strategies- help students organize their information they must

learn

● Social/ Affective Strategies- interacting with one another

Strategies of the Teaching-Learning Process

● Teacher-Centered

● Teacher-Assisted

● Peer-Assisted

● Student-Centered
Approaches followed by SIOP Teachers

● Mnemonics

“A memory system often involving visualization and/or acronyms”

Ex: “does”- Dad Only Eats Sandwiches

● Graphic Organizers

“organize key concepts and vocabulary”

Approaches followed by SIOP Teachers cont.

● Directed Reading-Thinking Activity

“... contemplate predictions about what might follow logically in the next
section of the text”

● GIST (Generating Interactions between Schemata and Texts)

“Writing a summary with the “important words” in the story”

 Scaffolding techniques consistently
used, assisting and supporting student
understanding
What is scaffolding and the ZPD?
 Scaffolding and ZPD
● Scaffolding is the support given to students as they
learn a new skill, support is gradually reduced.
● Vygotsky’s idea of the Zone of Proximal
development (ZPD)
● The textbook talks about two different types of
scaffolding
○ Verbal Scaffolding and Procedural Scaffolding

Discuss what you think each of these types of scaffolding

might entail and how they might be different from each
other.
Verbal Scaffolding
When the teacher is aware of the EL’s current level of language development
and uses this to decide the types of prompting, questioning, and elaborating
they use.

Procedural Scaffolding
Is the use of an instructional approach, using visuals, gestures and material
from everyday life.

An effective teacher uses both to support their ELL students.

Verbal Scaffolding

● Paraphrasing

● Using ‘think alouds’

● Reinforcing contextual definitions

● Provide correct pronunciations by repeating students’ responses

● Altering speech patterns

Think Aloud
● Teacher vocalises internal
thoughts while carrying out a
task
● ‘Eavesdropping on someone’s
thinking’
● Modelling for the student
Speech Patterns
● Provides scaffolding for EL’s
language acquisition
● Slow down speech
● Pause between phrases
● Allow for wait time
Procedural Scaffolding

● Using an instructional framework that includes explicit teaching, modelling

and practice opportunities
● One-on-one teaching, coaching and modelling
● Small group instruction for practicing newly learned strategy with more
abled student
● Partnering or grouping students for reading activities - more experienced
assisting less experienced
A variety of questions or tasks that promote
higher-order thinking skills
- Teachers of ELLs should be formulating higher-order questions that reduce
students’ linguistic load while being cognitively challenging.
- Must plan higher-order questions prior to the lesson.
- Research tells us that about 80% of questions teachers ask are at the literal
level.

Literal level question: What is the definition of evaporation and precipitation?

Higher order question: What is the relationship between evaporation and precipitation?

Thinking of your own example of a higher order question!!

Higher-order thinking in the classroom
Teaching Students Question Asking

- If students can determine what level of question they are being asked, they can be
taught to formulate their own questions of varying levels.
- Successful learners use question asking to help them construct the meaning of a text.
- QtA (Questioning the Author): a instructional approach to help students comprehend
material.
- QAR (Question Answer Relationship): a questioning strategy that emphasizes that a
relationship exists between the question, the text, and the background of the reader.
QtA & QAR Example Worksheets

How might these be helpful for ELL

students?
Teaching Scenario Discuss in your groups what Mrs. Anderson did well, and what you
think she could do better! Use the chart to rate how she did in
Mrs. Anderson introduced a lesson on biomes by each of the 3 categories.
playing a short video showing example of the 5 main
biomes. Then she has the students discuss in groups
what biome they think they live in. After a few groups
share what they discussed, Mrs. Anderson has the
students popcorn read the first section of the biome
chapter in there textbook. After this, she hands out a
venn diagram worksheet. She tells the the students to
pick any two biomes and compare and contrast them in
the graphic organizer.
Short answer questions:

● How might you use SIOP strategies in your classroom?

● How might a teacher use the ‘think aloud’ method to help an

ELL student in their classroom?

● What examples from the worksheet will you use in your

future classroom?
Learning Styles
Visual - We appealed to those with a visual learning style because we used a number
of relevant graphics to show information and we showed a video to display higher-
order thinking in the classroom.
Applied - We used a video of a real classroom using higher-order thinking. Additionally,
the teaching scenario we used represents a real life scenario of the SIOP strategies.
Social - There are discussions in groups throughout the lesson. Additionally, the
teaching scenario will be discussed in groups.
Independent - The questioning regarding the QtA & QAR worksheet.
Conceptual - Used with talking about how Qta & QAR might help ELL students.
References

Echevarria, J., Vogt, M. E., & Short, D. (2008). Making content comprehensible for English
learners: The Siop model. Pearson/Allyn and Bacon.
Components of the SIOP model. Reflections on Teaching Multilingual Learners. (2016, April 21).
Retrieved October 30, 2022, from https://www.janaechevarria.com/?page_id=55#:~:text=SIOP
%20consists%20of%20instructional%20features,Delivery%2C%20and%20Review
%20%26%20Assessment
Jechevarria. (2020, January 26). Higher order questions and English learners. Reflections on
Teaching Multilingual Learners. Retrieved October 31, 2022, from
https://www.janaechevarria.com/?p=1386