Strategies for Teaching Content and Language- Features 13-15

Reflection

In order for students to be successful, they must have the right tools and know how to use them. Strategies are students' tool for success. It is up to the teacher to teach students how to effectively use these tools. According to (Echevarria et. al, pg. 117), good language learners use task appropriate and flexible strategies. Research has also proven that students who are mentally active and strategic are better learners. Another great thing about strategies, they can transfer to new tasks. Personally, I struggle with teaching strategies. Most of the strategies I use to learn are metacognitive. However, the SIOP Model of lesson planning incorporates many effective strategies that I have already begun implementing in my classroom with great success!

SIOP Feature 13: Ample Opportunities Provided for Students to Use Learning Strategies

Asking Clarifying Questions pg. 80 is a simple and effective strategies to use to ensure student understanding. Asking clarifying questions as a strategy can be done in whole groups, small group, or pairs. Students discuss with a partner what they do in class when they are unsure about a concept or even directions for an assignment. This strategy can be differentiated by providing sentence frames " I think I heard you say_____________. Is that correct?" Teachers can make this strategy more comprehensive by modeling the technique with another student. This strategy ensures that no student is left behind. This strategy focuses on one phrase that English language learners can be taught to help them clarify what they hear.

SIOP Feature 14: Scaffolding Techniques Consistently Used, Assisting, and Supporting Student Understanding

Academic Converstation Sentence Frames pg. 88 is my favorite way to scaffold academic language. Students are provided with a sentence frame that includes content concepts and academic language. Academic language generally takes 5-7 years to learn. This is a great strategy because it provides ELs the support they need to use academic language at any level of proficiency. This strategy is immediately differentiated for students who are less proficient in English. It can be differentiated for students who are proficient by allowing them to complete the assignment individually.  According to (Echevarria et. al, pg. 90), It is better for a student to write one complex sentence on his own than to copy an entire essay that he does not understand.

SIOP Feature 15: A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills

Concept Ladder pg. 96. is a strategy that helps scaffold student articulation of higher-order questions. Think Bloom's Taxonomy or Depth of Knowlege. This strategy promotes language proficiency. Students engage in conversations that build overtime. This strategy is immediately differentiated because students can not continue to climb up the "ladder" of questioning if they do not understand the level below it. Teachers should model this strategy before implementing. Teachers should also familiarize students with the different levels on the latter so they can use this strategy later.