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SIOP Model Strategies

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

.Scaffolding Techniques ● Scaffolding is a term that is associated with Vygotsky’s 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.

questioning. use prompting. aware of EL’s existing levels of language development. . comprehension. and thinking.Verbal Scaffolding ● This is when teachers. and elaboration to facilitate student’s movement to higher levels of language proficiency.

Partnering or grouping students for reading activities. 2. and practice opportunities with others. Uses an instructional framework that includes explicit teaching. 4. Small group instruction. coaching.Procedural Scaffolding 1. modeling. 3. . One -on-one teaching. modeling.

Instructional Scaffolding ● Used to enhance student learning. ● It can also be used to illustrate a chapter’s text structure. such as comparative or chronological. ● Graphic organizers could be used as a tool to prepare students for the content of a textbook chapter. .


Paraphrasing ● Paraphrasing is restating a student’s response in order to model correct English usage. .

“What is the main concept I’m supposed to learn? The big bold heading at the top of the page may help me. The teacher may ask questions aloud like. ● Purpose: to model for students how skilled readers construct meaning from a text. ● An example is when a teacher is previewing a chapter.“Think Alouds” ● “Think alouds” are carefully structured models of how effective strategy users think and monitor their understandings. he or she will talk aloud to the class. Other page headings may help me figure out what I am supposed to learn too.” .

the people native to Australia. or are based off of the context. .Reinforcing Contextual definitions ● Contextual definitions relate to. were being forced into their homes.” Included in the sentence is the definition of the word “aborigines”. ● An example is “Aborigines.

while correct English pronunciation and inflection are reinforced.Provide Correct Pronunciation ● Teachers can provide correct pronunciation by repeating students’ responses. students have another opportunity to hear the content information. ● When teachers repeat English learners’ correct responses. .

Slowing speech. increasing pauses. and allow student’s to wait time they may need to process information in English. . pause between phrases. and speaking in phrases ● Teachers provide scaffolding for English language learners’ language acquisition when they slow down the rate of speech.

R Krathwohl and his colleagues published a revised taxonomy called Taxonomy for Learning. Comprehension. and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Analysis.Bloom’s Taxonomy ● Over 40 years ago. . Application. and Evaluation. Teaching. ● In 2001. Synthesis. ● This taxonomy was created on the principle that learning proceeds from concrete knowledge to abstract values. D. Bloom and his colleagues introduced a taxonomy of educational objectives that includes six levels: Knowledge.

000 questions the average teacher asks annually. 80 percent are at the Literal or Knowledge level.not merely simple questions that result in yes/no or one word responses.Revised Taxonomy ● The six levels in the revised taxonomy include: Remember. . Understand. ELL students need to be asked more higher order and complex questions. ● Researchers have found that of the approximately 80. and Create. This is especially a problem for English Language Learner students. Evaluate. Analyze. ● In both taxonomies. Apply. it is important for the teacher to implement higher order thinking questions.

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