INPUT Definition of Input Importance of Input Influences native language acquisition as well as second-language acquisition Use of syntactically complex speech by the teacher Providing Quality Input Develop oral vocabulary prior to using texts for instructional purposes Develop comprehension skills Provide first language support Use early literacy assessments Encourage parent involvement in literacy learning

OUTPUT Definition of Output Examples of Output The answers students provide on a test The responses students provide when asked a question Three Functions of Output Noticing/triggering Hypothesis testing Metalinguistic/reflective

CREATE A SUPPORTIVE LEARNING ENVIRONMENT 1. Teach and reinforce explicit, repetitive procedures for problem solving or completing a task 2. Scaffold task completion with teacher support 3. Integrating literacy activities into other domains should be done strategically, by recognizing and applying students strengths 4. Develop background knowledge 5. Review materials and concepts

COLLABORATIVE CONVERSATIONS Requires a balance of turns between the teacher and students in the group To maximize opportunities for output: Interactions should have a communicative goal Students should be expected to contribute Questions should be open-ended Interaction may be structured but appropriate for the students’ ability level

VOCABULARY Teachers can ensure quality vocabulary instruction by providing: Contextualized, repetitive, meaningful introductions to unfamiliar words Extended and repeated opportunities to engage in activities that offer interactions with new words Opportunities for the students to connect new vocabulary to personal experiences

WRITING Teachers can ensure quality writing instruction by providing: Collaborative learning in the writing process Opportunities for students to read aloud what they have written; this can be done in both their native and second language Frequent opportunities for story and journal writing Encouraging students to recognize differences between the ways the students’ native and second language are written

READING Teachers can ensure quality reading instruction by: Incorporating choral reading of texts Utilizing texts for Readers Theatre Allowing students to create their own scripts based on their interpretations of the story and its characters Introducing think-alouds to students

1) The bandage was wound around the wound. 2) The farm was used to produce produce. 3) The dump was so full that it had to refuse more refuse. 4) We must polish the Polish furniture. 5) He could lead if he would get the lead out. 6) The soldier decided to desert his dessert in the desert. 7) Since there is no time like the present, he thought it was time to present the present. 8) bass was painted on the head of the bass drum. 9) When shot at, the dove dove into the bushes. 10) I did not object to the object. 11) The insurance was invalid for the invalid. 12) There was a row among the oarsmen about how to row. 13) They were too close to the door to close it. 14) The buck does funny things when the does are present. 15) A seamstress and a sewer fell down into a sewer line. 16) To help with planting, the farmer taught his sow to sow. 17) The wind was too strong to wind the sail. 18) After a number of injections my jaw got number. 19) Upon seeing the tear in the painting I shed a tear. 20) I had to subject the subject to a series of tests. 21) How can I intimate this to my most intimate friend? Unknown Author/Date of publication. Why English is so hard to learn. Retrieved from why-english-is-so-hard-to-learn/ why-english-is-so-hard-to-learn/