Friday, November 10, 2017
Day 2 SIOP Strategies
Strategies: Have you tried any of these? How could you add this into your lesson?
1. Verbal: paraphrases, think-alouds, slowing speech, reinforcing contextual definitions
2. Instructional: sentence frames, conversation prompts, Graphic organizers, modeling
3. Procedural; use of grouping configurations that provided different levels of support as they gain greater levels of language proficiency
Subscribe to:
Post Comments (Atom)
With every paragraph we write, I have students complete a graphic organizer to sort their thoughts and ideas. We also use think alouds and turn-and-talk almost everyday. Students are definitely coming out of their shells in my class, but they absolutely perform better in class when given the opportunity to collaborate with their peers.
ReplyDeleteI love this! I'm visual, so when I write I still like a graphic organizer. What a big help to ELs and all students.
DeleteI have consistently used sentence frames, slowing speech, and modeling. I would like to work on incorporating more graphic organizers to help formulate ideas/speech/writing/etc.
ReplyDeleteI have seen teachers being very successful by incorporating think-alouds with their students. The students are sharing their thoughts with peers, even before the thought has been well-formulated as a complete sentence. It has helped students hearing their own thoughts, as well.
ReplyDeleteThe majority of my lessons rely on paraphrasing. Much of mathematics vocabulary has a very specific meaning, so I have to help students (EL or otherwise) develop an understanding of words like "slope" by providing references that would be familiar to their use of words with similar meanings.
ReplyDeleteI have tried several of these. I recently did some think-alouds in class because I haven't done them in a while. When I do think-alouds with ELs, I really over exaggerate my expressions so they know I'm supposed to be thinking and to help with understanding (think B movie acting!) .
ReplyDeleteI am trying to get my students to paraphrase more. This is really difficult for some, in both reading and writing. I'm making a conscious effort to do it because I do understand the value to both the speaker and the listeners.
What I want to try is to make a notebook of sentence frames or conversation frames for each table/desk.
Some of the strategies I have tried in my classroom are reinforcing contextual definitions, sentence frames and conversation prompts, and partnering students together.
ReplyDeleteThe sentence starters and paragraph frames have been successful in my classroom. I plan to continue using this support.
I am using SIOP strategies. The task the other day in 2nd grade was to write a short story that had a beginning, middle, and end. Using picture cards of animals, students paired themselves and decided wrote a simple statement of where they were going to visit their animal. For ex: We are going to see a koala family in a forest in Australia. Then, they used a graphic organizer to illustrate what would happen at the beg., middle, and end of their trip. I had taped two graphic organizers together, so as they took turns telling me about their trip, I wrote down phrases on the second organizers. This way each pair had their own picture/word/phrase wall. The final step: each set of partners wrote their story. :)
ReplyDeleteI love this~ what an excellent approach to writing, chunking the process and supporting it with their own illustrations in the graphic organizer and teacher scribing of phrases into the 2nd graphic organizer.
DeleteSentence starters (frames) and paragraph prompts have proved quite successful in facilitating my ELs' ability to demonstrate their English language proficiency in addition to their understanding of academic content.
ReplyDeleteI use graphic organizers and oral and written sentences frames for supports regularly. I model expectations for speaking and writing and seek out opportunities for students to model. Providing opportunities for my students to engage in more collaboration is an important piece of daily lessons that I need to include more frequently.
ReplyDeleteI've tried many of these. Graphic organizers are my favorite, and I call them concept maps. They are a way to navigate and organize how we think. We keep them simple, grammar and spelling are forgiven, and then we polish those errors in our full writing pieces. I think they are a great support.
ReplyDeleteMy focus in language arts has been think-alouds. I model what a think-aloud looks like by sharing out loud what I am thinking when reading a text out loud. Then I try to have my students share think-alouds when they are comfortable. Also, to have them develop comprehension questions to help them deepen their understanding of what they are reading.
ReplyDelete