Comprehensible Input 10-27-11 SIOP Comprehensible Input 10-27-11

Key points to highlight: (handout) Comprehensible Input is the type of language parents naturally supply to their children. It has clues as to what the language means. Appropriate Speech means adjust teach talk: Face students Pause frequently Paraphrase often Avoid asides and idioms (“head over heels”) Clarify pronouns Increase wait time for students to answer Focus on meaning, not grammar Modify vocabulary and sentence structure to match students’ English language proficiency level Use shorter sentences Use subject-verb-object sentence structure Clear explanation of academic tasks : Step by step directions Oral directions with written directions Include visuals and demonstration Repetitive language and routines Before discussing techniques, have participants brainstorm a list of techniques. A variety of techniques used to make content concepts clear: Adapting content to students’ proficiency levels Highlighting key vocabulary Using scaffolding techniques and providing opportunities for students to use strategies Ask for elaboration, “What else happened?” Provide encouragement to continue, ‘Then, what happened?” Ask for clarification, “Can you explain that? I’m not sure I understand.” Providing activities that allow students to apply newly acquired content and language knowledge

3 Key points to highlight: (handout) Comprehensible Input is the type of language parents naturally supply to their children. It has clues as to what the language means. Appropriate Speech means adjust teach talk: Face students Pause frequently Paraphrase often Avoid asides and idioms (“head over heels”) Clarify pronouns Increase wait time for students to answer Focus on meaning, not grammar Modify vocabulary and sentence structure to match students’ English language proficiency level Use shorter sentences Use subject-verb-object sentence structure Clear explanation of academic tasks : Step by step directions Oral directions with written directions Include visuals and demonstration Repetitive language and routines Before discussing techniques, have participants brainstorm a list of techniques. A variety of techniques used to make content concepts clear: Adapting content to students’ proficiency levels Highlighting key vocabulary Using scaffolding techniques and providing opportunities for students to use strategies Ask for elaboration, “What else happened?” Provide encouragement to continue, ‘Then, what happened?” Ask for clarification, “Can you explain that? I’m not sure I understand.” Providing activities that allow students to apply newly acquired content and language knowledge 3

Three (3) Features of Comprehensible Input 1. Speech appropriate for students’ proficiency levels. 2. Clear explanation of academic tasks 3. A variety of techniques used to make content concepts clear.

Three (3) Features of Comprehensible Input 1. Speech appropriate for students’ proficiency levels. 2. Clear explanation of academic tasks 3. A variety of techniques used to make content concepts clear.

Multimedia techniques -Songs- You tube -video lessons- You tube Handouts Over view sheet Thinking Cube My Webpage SIOP articles Multimedia techniques -Songs- You tube -video lessons- You tube make your won and upload to you tube for your students. -Power point -Relevant websites Assignment: -Log into your account and find websites that you can use in class. Create a new folder in your favorites to save what you have found.

Comprehensible Input Language Objectives Content Objectives Discuss modifications to teacher speech that increase student comprehension Identify the language needed for students to perform academic tasks and techniques to introduce that language to students Content Objectives Explore techniques for presenting content information in ways students comprehend Review various ways to model and provide directions for academic tasks

Main Points to remember: It is important that teachers determine the English language acquisition levels of their students. Once this is ascertained, teachers can make content comprehensible based on the language needs of each student. Students at lower levels of English proficiency are not necessarily functioning at lower levels of cognitive ability.

Language is most readily acquired when: Lessons are interesting and relevant Instruction follows natural language patterns Input is provided in sufficient quantity There is appropriate monitoring of errors, since overcorrection increases student anxiety The message is clear so that the learner can understand

Appropriate Teacher Speech Feature 1. Appropriate Teacher Speech Rate and Enunciation (how it is said) Beginning ELL students and at-risk students benefit from teachers who slow down their speech, use pauses and simple sentences, and enunciate clearly Complexity of Speech (what is said) SI teachers carefully monitor the vocabulary and sentence structure they use with ELLs and at-risk students. Match it with proficiency levels. Avoid idioms. Use straight forward language. Repeat and paraphrase.

Clear Explanation of Academic Tasks Feature 2. Clear Explanation of Academic Tasks Activity: Explanation of Academic Tasks It has been said that humans can only comprehend 3 oral steps at a time. Think of an academic task that you might ask students to complete in the classroom. Explain it clearly and simply in only 3 steps to a partner.

Activity: Explanation of Academic Tasks At your table, discuss: What you should do if the task has more than 3 steps? What are the implications for the classroom? How can you make sure that you use comprehensible input daily in your classroom?

Explanation of Academic Tasks Give clear instructions for assignments and activities Give both oral and written directions Break down the work into small steps Show examples of the finished project so the student can see what is expected Check with ELLs and at-risk students to see if they understand the assignment

Use of Techniques Adapt content to students’ proficiency levels   Feature 3. Use of Techniques Adapt content to students’ proficiency levels Highlight key vocabulary Scaffold (Chap. 5) Use gestures, body language, objects, sentence strip and graphic organizer Model new processes, tasks, or assignments Preview material Allow ELLs and at-risk students to express their understanding of information and ideas through alternate methods and strategies Use multimedia (Videos, transparencies, PowerPoint, websites, etc.) Provide repeated exposure to words, concepts, and skills Be concise

Homework Homework should be independent performance level assignments. Many parents of ELLs may not be able to help their children with homework. Taping reading homework assignments is an effective way to make content comprehensible. Take care to use appropriate speech rate and enunciate clearly.

Persistence Minority and at-risk students may sometimes abandon a task when problems or stumbling blocks emerge or begin to believe they cannot achieve academic success. Communicate clearly to these students that they can achieve. Persistence is a learned behavior. Help students: Develop a high need for academic achievement. Develop and maintain a positive self-image. Recognize their control over learning outcomes. Learning to Persist/Persisting to Learn. Bessie C. Howard, Ph. D. The Mid-Atlantic Equity Center. School of Education. The American University.

Idioms A manner of speaking that is natural to native speakers of a language. A phrase characteristic of a particular language, that cannot necessarily be fully understood from the separate meanings of the individual words ...

Scholastic’s Dictionary of Idioms by Marvin Terban Look through idiom resources on the web. The following sites have idiom lists that are brows able: The Idiom Site Idiom Idiot Using English Utilize these interactive sites, which have idiom games and learning activities that your kids can do on their own. FunBrain Eye on Idioms Quiz Tree

Idiom Activity- Find Your Match Each of you will be given a card with an idiom or the definition of an idiom. Read your card and determine if you have an idiom phrase or a definition. Hold your card in front of you so everyone can see it. When the music starts move around the room until you find the match to your idiom or definition. Stand with the person you match until we check to see if you are correct.

SIOP Review What we have covered: Chapter 1. Sheltered Instruction: Demographics and Learner Diversity Academic Literacy. Chapter 2. Lesson Preparation: Content and Language Objectives clearly defined , displayed, and reviewed with students. Content concepts appropriate for age and educational background Supplementary Materials used to a high degree Meaningful Activities that integrate lesson concepts with language practice

Chapter 3. Building Background Concepts explicitly linked to students’ background experiences Links made between past learning and new concepts Key vocabulary emphasized Chapter 4. Comprehensible Input Speech appropriate for students’ proficiency levels Clear explanation of academic tasks Variety of techniques used to make content concepts clear