COMPREHENSIBLE INPUT The SIOP ® Model. Content Objectives We will: Discuss speech appropriate for students’ proficiency level. Explore techniques for.

COMPREHENSIBLE INPUT

The SIOP® Model

Content Objectives

We will:• Discuss speech appropriate for students’

proficiency level.

• Explore techniques for presenting content information in ways that students comprehend.

• Identify ways to provide clear directions for academic tasks.

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Language Objectives

We will:

• Use the word “should” and defend our use of this feature for various proficiency levels to discuss 3 ways of adapting teacher speech to increase student comprehension.

• Use if-then statements to discuss the features of Comprehensible Input.

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Comprehensible Input Features

Appropriate Speech

Clear Explanation of Academic

Tasks

A Variety of Techniques

Used

Comprehensible Input Features

Appropriate Speech

Clear Explanation of Academic

Tasks

A Variety of Techniques

Used

Speech Appropriate for Students’ Proficiency Levels

http://pdtoolkit.pearson.com/

Share out

Jasmine

Salvador

Michael

Use Appropriate Speech (Adjust Teacher Talk)

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• Face students• Enunciate clearly• Pause frequently• Paraphrase and repeat often• Avoid asides• Clarify pronouns• Point out cognates• Monitor rate of speech, vocabulary/idioms, and

sentence structure used• Consider language proficiency of students

Comprehensible Input Features

Appropriate Speech

Clear Explanation of Academic

Tasks

A Variety of Techniques

Used

Clear Explanation of Academic Tasks

Do your students understand how to do the assigned work?

• With a partner, use your text to explore SIOP techniques for giving instructions your ELs will understand (MCC p.99- top of 101)

• Add ideas of your own

• Whole group share out

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Teacher 1: • Tells students to read the first 3 pages of their text to

themselves to be discussed when they have finished. • Has students call out unfamiliar words as she writes

them on the board. Asks students to look up assigned word in the glossary. She orally defines words not in the glossary.

Teacher 2:• Orally reviews step-by-step instructions projected on a

PowerPoint.• Demonstrates instructions as he proceeds using a word

bank and solicits peer interaction.

Let’s Compare:

Comprehensible Input Features

Appropriate Speech

Clear Explanation of Academic

Tasks

A Variety of Techniques

Used

Use a Variety of Techniques

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Grognet,Allene, Judith Jameson, et al. Enhancing English Language Learning in Elementary Classrooms. Video. Washington D.C: Center for Applied Linguistics and Delta Publishing Company, 2000.

What is the lesson about?What techniques are used to make the lesson

understandable?What could make the lesson more comprehensible?

http://www.youtube.com/watch?v=p7AjmK77BWM

Mrs. Amin

Mrs. Amin

Nutrition = , تقويت تغذيه

Healthy = تندرست سالم ، Unhealthy = ، ناخوش ناسالم ، ناتندرست ،

بيمار سالم ، غير اور، ناخوشى Food = طعام قوت ، غذ ا، خور اک ،

• Use gestures, body movements, and facial expressions

• Use pantomime and dramatization

• Use realia (real things), photos, pictures, drawings, technology

• Model• Breakdown complex tasks into

manageable steps

Teaching Techniques How to Make Content Comprehensible

Technology tool - Wordsift

http://www.wordsift.com/

Comprehensible Input

What did I learn? Write 3-5 ideas that were most meaningful to you about making content comprehensible on chart paper.

Reflection and Feedback?

How does CI help the teacher? The students?

Use an if-then statement to give feedback.

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Sample SIOP Lesson Plan

Continue to write a lesson plan you can use including the features of Comprehensible Input

• Speech appropriate for students’ proficiency

levels

• Clear explanation of academic tasks

• A variety of techniques used to make content

concepts clear

Owning Comprehensible Input

Content Objectives

How did we:• Discuss speech appropriate for students’

proficiency level

• Explore techniques for presenting content information in ways that students comprehend

• Identify ways to provide clear directions for academic tasks

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Language Objectives

How did we:

• Use the word “should” and defend our use of this feature for various proficiency levels to discuss 3 ways of adapting teacher speech to increase student comprehension

• Use if-then statements to discuss the features of Comprehensible Input

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