SIOP Strategies

for Involving
ALL Students in
Learning
 Inside-Outside Circle
1. Decide which students will be in each circle (inside and outside)
2. Put a question or statement on the board
3. Give students “Think Time”
4. Ask students in the inside circle to share their response with the classmates facing them in the outside circle.
Then the students in the outside circle should share. Students need to wait for the signal to rotate.
5. Have the outside circle move one step to the left or right, and discuss the same question with the new partner.
*Option: Post a new question for another discussion.
 Word Capture Game
Without looking at your resources, write down, as many words or short phrases that you can remember that you learned
during the unit on ______ or the discussion on ______.
● When you hear the signal, stand up, take your pencil, and find a partner not at your table. Share your lists with
each other.
● For every word you have that he/she doesn’t have, you get a point (i.e. I have ____ on my list and you don’t.)
● Repeat this process with as many others as you can until you hear the signal to stop.
● The person with the most points will win!

*You can have them draw a line under their original list and add items they don’t have from their partners.
 Vocabulary Tiers

Tier 1: Most basic vocabulary, which rarely require instruction in school (chair, bed, sky, house)

Tier 2: Words are in general use but not common; most useful for understanding text; most useful for understanding
text; transferable to other content areas (i.e. fortunate, dignity, observation, document)

Tier 3: Includes rare words limited to a specific domain; usually highlighted and defined in the text (i.e. isotope, tundra,
peristalsis). Teach in context, spending less time than you would on a direct instruction vocabulary lesson.

*Great book: Isabel Beck’s Bringing Worlds to Life

 Exit Tickets
Teacher poses a question to the end of the lesson. Students are asked to write their responses on a Post-It or notecard.
Exit tickets help students to reflect on what they learned and express what they are thinking about the new information.
They also provide a formative assessment for the teacher.

“Slap Out”- Teacher posts a chart by the door. Students write their responses on Post-Its and “slap” them on the chart on
their way out the door.

Great primary idea: Chart posted by door with student names and boxes in which students can place their Post-Its.

Primary Variation:
● Make a ticket with each child’s name on it. Pull 2 or 4 tickets per day and ask students to tell about one thing
they learned that day. If they cannot think of anything, teacher can provide a prompt or the student can “use a
lifeline and phone a friend”. Students can draw a pencil sketch on a sticky note to show what they know.
 Behavior Management
SLANT

S sitting up straight
L listen
A attention
N nodding/note-taking
T tracking the speaker

Teacher: 1-2-3, eyes on me

Students: 1-2, eyes on you

Teacher: Sit like a scholar

Students: Clap twice, place elbows on desk with hands folded.
 Snowballs!
● Get a piece of scratch paper.
● Write your name on the paper.
● Think of something ______.
● Then write _______.
● Crumple your paper into a “snowball”.
● When I signal, throw it across the room.
● Pick up someone else’s snowball and read it.
● Prepare to throw it again when I signal.
 Keeping Words Alive (Vocabulary)
● Word Jar
● Lanyard
● Regularly- changing Vocabulary Board
● Games (i.e. Taboo, Password)
● Student Journal (used when writing)
● Word of the Day (chosen from previously-learned words)
 Response Cards
● Have a class set of cards with either colors or emotions (happy, sad, straight line) on them, or a “frame” with
choices.
● Have students hold up the card which matches either the color next to the appropriate answer, the emotion they
feel about their answer, etc.
 Pick a Card
● Have a set of questions on a topic written on index cards. These can be made by you, “quizlet”* or student-
generated.
● Fan the cards out like a deck and have students choose a card, then answer the question.
● Variations: small groups, partners, phone a friend, challenge, etc.

*Quizlet.com
 Find Your Match
● Give out two sets of cards: one set with a term on each card and one set with the corresponding definition (or
question/answer)
● Give one of each set to each student (make sure they don’t have a matching set) and set them free to “find their
match”!
● Game ends when all students have a matching set of two cards.

Scaffolding idea: Color-code some of the cards as needed.

 Loop Games
(I have, Who Has?)
● Hand out a card to each student.
● Choose one student to start. He/she then reads his/her “I have” statement and then asks “who has…?”
● As the game progresses, the students can bring their cards to the front and lay it on the table or the floor to
create a visual “loop” of the questions and answers.

Example:
I have table. Who has a verb?
I have run. Who has a noun?
I have chair. Who has an adjective?
 Summarize This
Students read an assigned passage. Students are asked to create a “capture” list by identifying a certain number of
keywords. Students then use these words to write a brief summary statement or paragraph about what they read.

Variation:
Students can use the word/phrase list to meet with peers. For every word on the list that another student does not have,
the student gets one point. Students draw a line below their original lists and add new words shared by peers.
 Quick Write
Allows students to connect a new concept to prior knowledge.

Teacher introduces a single word or phrase to the class. Students copy the phrase on index cards. Students are given two
minutes to write whatever comes to mind.
 Fist to Five or 1, 2, 3
Teacher asks students to share on a scale of 1 to 5 how comfortable they feel about their understanding of the material.
Students show 1-5 fingers by their heart so that teachers can quickly assess students. By showing your hand near your
heart, it is somewhat private to the rest of the class.

Variation: Present only 3 choices, labeling them 1, 2, or 3. It is simpler for students to choose among 3 choices than
among 5, and it allows you to more easily assess what the choices are.
 Thumbs Up, Thumbs Down
Teacher asks students to give a “thumbs up” or “thumbs down” based on the question the teacher poses.

Primary Variation:
● Thumbs up or no thumbs (student just shows closed fist)
● Red Card/ Green Card- students are given a card with red construction paper on one side and green on the other.
Teacher poses a question and checks for understanding by having students hold up green side for yes/agree or
red for no/disagree.
 Conga Line
● Students form two parallel lines facing one another
● One line is assigned to share first. The other line is asked to give feedback.
● Then roles reverse.
● The teacher then asks the first person in one of the lines to go to the back of his or her line, and the students
each move up one spot.
● Then students repeat the process with their new partners.
 Say Something
Students are paired up and are asked to read a passage silently. At particular points in the passage, the teacher asks the
students to “say something” to their partner about what they’ve read. The partner responds to the prompt, using the text
as evidence.
This provides an opportunity for students to make connections to the text and can enhance comprehension of written
material.

Primary Variation:
If students are unable to read, give them one picture to tell about, or they can discuss one page in a book.
 Give-One, Get-One
Students are asked to record their ideas on an organizer regarding a specific prompt. Students then move around the
room and find students with whom to share their ideas. They listen to other students’ ideas and add new ones to their
organizers. The teacher determines the length of time for students to “give” and “get” ideas.
 Outcome Sentences

After a lesson, students are asked to write an outcome sentence, either in their journals or on Post-Its. The teacher
provides sentence frame options.

I wonder… I discovered… I still want to know… I learned… I still don’t understand… I still have a questions about…
I will ask a friend about…
 Swarm Intelligence

Students get into small groups and are asked to record a list of words related to an assigned topic. Once time is up,
students are asked to use the words to write summary statements or a paragraph about the topic and share with the class.

Primary Variation:
Give students a picture or a topic. Students tell an adult a word or phrase about the picture or topic. Then, in a group
with adult assistance, write a short sentence or two using the words from the list.
 Fan and Pick

● Students are put into groups of four.

● Students in the group number off 1 to 4
● The teacher provides each group with an envelope of questions. The following jobs are assigned to members:
person one fans outs all of the cards, person two selects a card and reads it to the group, person three answers
the question posed, and person four rephrases person three’s response and shares any additional insight.
● Students then continue changing assigned numbers and jobs until all questions have been answered.
 Think, Pair, Share

Students are paired up with a partner. The teacher tells the students to ponder independently about a concept or topic.
Students are then told to discuss their thoughts with their partners before sharing with the whole class.

Variation:
“Chips and Salsa”- teacher assigns each person in the pair a name and gives a specific task to each person (i.e. Chips
tells Salsa their strategy. Salsa listens and explains in his own words)

Variations: Peanut Butter and Jelly, Cocoa and Marshmallows, Cake and Ice Cream, Burger and Fries, Peace and Quiet,
etc.

Primary Variation: Pre-arrange partners for think-pair-share. Model for students first and give stickers or marbles for
following directions. Begin with something simple (i.e. “name your favorite animal”) Students may share their
partner’s answer.
 4 Corners
● Ideas or questions are written on chart paper.
● The posters are put in the four corners or four sides of the room. (N, S, E, W or winter, spring, summer, fall or
any other interesting way to designate the location.)
● The class is divided into four groups, each of which is given a different colored marker.
● Groups move clockwise from poster to poster, recording their thoughts on each chart. As they rotate, groups are
told to read what previous groups have written and add any new ideas.

Primary Variation:
Letter sounds can be posted on chart paper in corners of the room; students rotate in groups adding words with the
designated sound (i.e. /sh/, /ch/, /wh/, /th/ words)
 Stay and Stray
Students are put into equal groups based on how many charts are posted. Each person in the group is assigned a
number. Groups are told to add their ideas to the chart they have been assigned. After several minutes, the teacher calls
a number. The remainder of the group moves (“strays”) to the next chart. The person whose number was called “stays”
to explain the chart to the next group. Participants have to listen closely because they don’t know if they will be
selected to “stay” and teach the information to the next group or “stray” to the next group.

Primary Variation:
Teach this activity by using only two charts with an adult at each to assist the students. This could be done twice during
the day, once for Early Birds and once for Late Birds in order to keep groups small. This could also be done with
big/little buddies. Some possible applications include short vowels, facts about science or farm animals, colors, shapes,
George Washington and Abraham Lincoln, etc.
 Stir the Classroom
(Stay & Stray Variation)
Similar to the “Stay and Stray” strategy, students are put into equal groups and each student is assigned a number. A
question is posed to all students and they discuss it with group members. The teacher then calls a number. The person
whose number is called is the one to stray and the rest of the group stays. The person who strays informs his/her new
group members about the previous group’s discussion, and then listens to what had been discussed by those in the
newly-joined group. The teacher poses a new question and the process is repeated.
 White Boards
Students use small whiteboards to record their answers to questions posed by the teacher.

As an alternative to purchasing white boards, teachers can insert white pieces of card stock in page protectors.
Students record responses with dry erase markers.
 Round the Room and Back Again
General Directions:
● Write (selected topic) on a Post-It note.
● Walk around the room.
● When you make eye contact with someone, share your post-it note.
● Repeat
● Go back to your seat and write down all the strategies you heard.
 Sticks
● Cup within cup (special sticks outside the inner cup)
● EL level on the stick
● Blank stick= teacher’s choice
● Names, rather than numbers

*You can also use a deck of cards with student names on them.
 Think-Pair-Share
Purpose: This strategy encourages students to leverage their oral language resources to engage with disciplinary ideas
and to recognize students’ background knowledge and interests, and to activate them for disciplinary learning.

Students are partnered and need to decide who is A and who is B (or blue and red, or peanut butter and jelly, etc.)

● Give students a minute to think about their answer to a question or prompt (everyone is silently thinking)
● At the signal, have students turn and face their partner and share their ideas in pairs (signal to students who
should share first and who should share second).
● Tell students to listen carefully to their partner as they may be asked to share what their partner said.
● Ask a few pairs to share with the whole class.
 Four Corners
Purpose: This is a grouping strategy which encourages students to leverage their oral language resources to engage with
complex disciplinary language in English.

The teacher posts questions, quotations, photos, etc. in each of the corners of the room. The teacher assigns each student
to a c corner, or students choose.

● Once in the corner, the students discuss the focus of the lesson in relation to the question, quote, photo, etc.
● At this time, students may report out and/or move to another corner and repeat the process.
● After students have moved throughout the corners, they should be encouraged to reflect on changes in opinion
or new learning.
 Think-Write-Pair-Share
Purpose: This strategy encourages students to leverage their oral language resources to engage with disciplinary ideas
and to recognize students’ background knowledge and interests, and to activate them for disciplinary learning.

Students are partnered and need to decide who is A and who is B (or blue and read, or peanut butter and jelly, etc.)

● Give students a minute to think about their answer to a question or prompt (everyone is silently thinking).
● Give students a few minutes to write down their ideas (typically in bullet or note form, without a focus on
spelling or grammar).
● At the signal, have students share their ideas in pairs (signal to students who should share first and who should
share second).
● Tell students to listen carefully to their partner as they may be asked to share what their partner said.
● As a few pairs to share with the whole class.
 First Turn, Last Turn
Purpose: Increases equitable participation and supports thoughtful listening.

1. Form small groups (3-5)

2. Students read a text and highlight or write down two or three excerpts from the reading that have meaning for
them.
3. Students label themselves, A, B, C etc.
4. A shares his/her excerpts without commenting on it. They simply read it.
5. Then, in round-robin fashion, students B, C, etc. talks about the passage shared by A with no cross talk. These
students comment on why they think the passage is important and/or what they think it means.
6. Then A shares his/her thinking about the item and why they selected that passage. A had “the first and last turn”.
7. The group repeats the pattern, starting with a different student each round.
 Give One, Get One
Purpose: This provides an opportunity to engage with grade-level appropriate content and to develop disciplinary
practices and knowledge of the subject matter through interactive oral language development, practicing speaking and
listening.

Students are given a topic to respond to (a concept learned, a question about a text read, a review of a concept, etc.)
Students write the three to four most important ideas about that question or content on an index card.

● Then, students get up and discuss what is on their card with 4-5 of their peers.
● During each “round” of discussion, students share (give) ideas from their index card.
● If the person listening hears something they do not have on their card, they add (get) it to their list.
 Block Party
Purposes: Build prior knowledge and motivation before reading. This activity can be used with a variety of texts,
poems, articles or whole books,

1. The teacher writes quotes from the text on index cards prior to the reading.
2. Students receive one quote to read and share.
3. Students spend a few minutes reflecting upon their quote’s meaning.
4. Students mingle and share quotes in pairs. They are encouraged to share with at least 5-6 other students (or that
number can be increased to whole class even).
5. (Optional) If there were only a few quotes that teacher wanted to use, then students could form triads or quads
and share quotes and insights with that small group.
 Instructional Routine Cards
Instructional Routines are specific and repeated designs for learning that support both the teacher and students in the
classroom.
Each of the routines provide a familiar, accessible structure that supports repeated use until the steps to follow, thinking
skills to employ, and questions to ask become automatic- enabling all students to engage more fully in learning
opportunities while building crucial thinking and collaborative habits.
 Fishbowl
Purpose: This strategy is useful to help students reflect on what a good discussion looks like and helps facilitate
discussing controversial or difficult topics. It also makes an excellent pre-writing activity.

A group of students model a strategy or task. They sit in the middle of the room (in a “fishbowl) with the remaining
students seated around them. Students in the fishbowl engage in the task, with the teacher guiding as needed.

Give students outside the fishbowl a purpose for listening.

They may complete:

● A graphic organizer
● Write down a quote or two
● Listen for specific examples, and so forth
 Paraphrase Passport
Purpose: To increase understanding between group members and a specific topic.

1. Provide a prompt for a selected text (reading, photo, illustration, media clip, audio clip)
2. Form small groups (3-5) and provide a prompt to start conversation.
3. Student A responds to prompt.
4. Then student B paraphrases student A’s response and adds additional information or ideas.
5. The next student, in round-robin fashion repeats the pattern.
6. Continue the pattern so everyone in the group has a chance to start and paraphrase.
7. To close the conversation, the students make a summarizing paraphrase of the full conversation.
 Say Something
Purpose: Participating in a meaning-making conversation with diverse partners about text.

1. Form partners
2. Read a chunk of text silently stopping stopping at designated stopping points.
3. When each partner reaches the stopping point, partner A “says something” about the text just read. Then, partner
B responds to what partner A just said, and then “says something” about the text just read.
4. The process is continued until the text is completed (4-6 chunks of the text is ideal).

Ideas for “saying something”...

● A question
● A comment
● A key point
● A personal connection
● A summary
 Conversation Roundtable
Purpose: This structure allows the teacher guidance for grouping of students for productive discussions about complex
texts.

Each student folds a piece of paper into four quadrants. As they read of text, they take notes in the first quadrant under
the heading of their name. When the group members have completed their notes, they each share their thinking. As they
do so, the other members of the group take notes in an empty quadrant of the paper. Students then write a summary in
the center.
 Jigsaw
Purpose: Jigsaw provides an opportunity for students to engage with grade-level appropriate content and to develop
disciplinary practices and knowledge of the subject matter through interactive oral language development before
writing.

Each student in the class has two memberships: a home group and an expert group. Each home group of four members
meet to discuss the task and divide the reading according to the teacher’s directions. After each home group member
has their task, they move to expert groups comprising members with the same task.

● The expert groups meet to read and discuss their portion of the text.
● Then they practice how they will teach it to their home groups.
● Students teach their expert portion to home group members.
● Members take notes.
● Rotate roles in the home group.
 Numbered Heads
Purpose: This is a grouping strategy which encourages students to leverage their oral language resources to engage with
complex disciplinary idea and practices and to support each other in developing disciplinary language in English.

Each student within a group is assigned (or selects) a number 1 through 4 (or 5 numbers necessitate). The teacher asks a
question. The teacher tells students to make sure every student in the group can answer.

● The teacher randomly calls on students with the specified number to answer on behalf of their team.
● Groups have one more minute to make sure that number student in their group knows the answer.
● The teacher continues asking questions until the brainstorming or review session is finished (calling a different
number).
 Helpful Websites
1. http://jc-schools.net/tutorials/vocab/
2. http://capousd.edmodo.com/home
Group Code for Elementary ADD SIOP is axf8z4
3. http://www.teachertube.com/
4. http://www.teachingchannel.org/
5. www.readworks.org
6. http://www.originsonline.org/engaged-learning-strategies#for-elementary
7. http://quizlet.com/