1. Comprehensible Input 10-27-11
SIOP
Comprehensible Input

2. 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. 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

4. 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.

5. 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.

6. 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.

7. 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

8. 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.

9. 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

10. 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.

11. 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.

12. 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?

13. 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

14. 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

15. 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.

16. 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.

17. 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 ...

18. 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

19. 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.

20. 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

21. 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