STRATEGIES FOR THE

SIOP MODEL

By: Haley Ackerman and

Kiernan Meyer

STRATEGIES
Techniques, methods, and mental processes to enhance comprehension
Learning and retaining information

Meta-cognitive
Learners automatic awareness of their own knowledge and their ability to understand,
control, and manipulate their own cognitive processes.

Cognitive
The mental action or process of acquiring knowledge and understanding through thought,
experiences and senses.

Social/affective

SCAFFOLDING
Definition: instructional techniques used to move students progressively
towards stronger understanding and ultimately greater independence in the
learning process.
Introduce a new concept using a lot of scaffolding and decrease support as
students acquire experience

THINK-ALOUD
Think-alouds help students learn to monitor their thinking as they read an
assigned passage.
Think-alouds slow down the reading process and allow students to monitor their
understanding of a text

Students directed by questions to answer aloud while reading

How to:
Teacher can model strategy model what the teacher is thinking while reading
Introduce assigned text and discuss purpose of think-aloud
Develop questions for students to answer while reading
What do I know about this topic?
Do I understand what I just read?
Do I have a clear picture in my head for what I just read?

Allow time for students to practice in small groups, or pairs

Give corrective feedback where necessary

STAND AND SHARE

1. After students have been introduced to the topic, completed the study of
the topic, or have read information about the subject the teacher poses a
question
2. All of the students stand up. The teacher picks a student and he/she
shares. If other students have the same idea, they can sit down.
3. This continues until all students have an opportunity to share or all sitting
down.
*Note:

To lower the affective filter of the students use Think-pair-share before asking
students to
stand. Students often try to think of another idea to share if they are not
ready to sit.

Think, Pair, Share:

Think independently, talk about topic with a partner, then share to the class

BOOK WALK
1.

Show students pictures in the sequence in which they occur in a story.

2.

Ask students to identify what they see happening.

3.

Encourage students to ask questions when it is unclear what is happening or if certain

words are difficult to express.

4.

Have students make connections to what they see happening in the story.

5.

Read the story together.

For ELL Learners:

1. Use sequencing cards that depict what is happening in the story. Have
students work with a partner to put the cards in order before doing it as a
class.
2. Have students highlight or circle words that they anticipate to be difficult
during the book walk.

LEARNING STYLES
Social/interpersonal : You prefer to learn in groups or with other people.
Kinesthetic : You prefer using your body, hands and sense of touch.

SOURCES
http://esol.leeschools.net/SIOP/pdf/SIOP%208.pdf
http://www.esd20.org/assets/1/6/SIOP_Classroom_Stragtegies.pdf
http://www.adlit.org/strategies/22735/