SIOP Strategies

Writing

Pictures and Word Banks

• support content with sentence stems and word banks for responses

"I know all trees start from ___________"

• For individuals provide words or pictures to support their responses. "Seeds"

Reading

Using Cognates

• Examine the vocabulary in an upcoming unit and choose words in English that are similar to the home language of your ELLs.
• choose to record these words in a mini dictionary or word wall with a partner or the whole class.
• Example list of cognates, online resources, handouts and programs. http://www.cognates.org/

Speaking

Realia

• Bring objects in to class that support the lesson content.
• Have students do a gallery walk of objects, or make predictions about topics.
• Have students bring in items, or use drawings or photos for discussion.

Writing

Write Around

• give students one minute to think and 1 to write a sentence about a topic. ie setting
• students pass their paper to the right, they read the sentence then add their sentence about an additional component of the topic.
• continue passing the paper and writing.

Reading

Anticipation Guide

• Use a video or text content to create true/false statements for students to answer. (post them on Kahoot or Quizlet)
• Have students respond to the questions
• Then watch or read the content,
• Students reread statements to check responses.

Speaking

Talking Chips

• Give students 3 chips (objects).
• Have students answer different questions posed to their small groups.
• Students place a chip in the middle every time they speak up. No chips, no talking.
• Everyone must use all their chips before the group restarts.

Writing

Canned Questions

• students write questions of lower to higher ranges of thinking. Identify, Describe, Explain, Compare
• Place questions in a bowl and have student respond in groups.

Reading

Word, Phrase, Sentence, Summary

• Students read a selected passage and choose one powerful word, sentence.
• In small groups justify why they chose it. Model and practice how they might respond with Academic Language Stems.

Speaking

One Stray

• Number students 1-4 and assign a topic or discussion question.
• Have one student record notes or a summary of the discussion
• Chose a number 1-4, and have that student stay while the others rotate to new groups.
• The one stray will explain the responses made to the new group.