1. Chapter 4 – Comprehensible Input
SIOP Made Easy

2. The SIOP Model (Echevarria, Vogt, & Short, 2000)
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment

3. Objectives
Content objectives
Language objectives
Review effective ways for presenting content information in ways that students comprehend.
Explore various ways to model and provide directions for academic tasks
Listen to a lesson presented in a foreign language and summarize the main points of the lesson.
Share favorite strategies aligned to the SIOP Model with peers on Edmodo

4. How Do People Acquire Languages?
Not like this!!!
Speak slowly, enunciate, but do not scream!

5. STAGES OF LANGUAGE ACQUISITION5
Advanced Fluency
Reaching 4
Intermediate Fluency
Expanding 3
Speech Emergence
Developing 2
Early Production
Beginning 1
Pre-Production
Entering

6. SIOP Component 3: Comprehensible Input
F10: Speech is appropriate for students’ proficiency level (e.g. slower rate, enunciation, and simple sentence structure for beginners).
F11: Clear explanation of academic tasks.
F12: Use a variety of techniques to make content concepts comprehensible (e.g. modeling, visuals, hands-on activities, demonstrations, gestures, and body language).

7. Providing Comprehensible Input
Match teacher talk to the proficiency level of your students.
APPROPRIATE
SPEECH

8. L2 Lesson – Which one helps you acquire the language better?
Bad Lesson
Good Lesson

9. Adjusting Teacher Talk – Levels 1-2
Rate of speech
COMPLEXITY OF SPEECH
Slow down the rate of speech
Use pauses
Enunciate clearly
Level of Vocabulary Used
Simple sentence structure (e.g. no passive voice)
Avoid idioms
Paraphrase
Repetition
Visual and oral language
Cognates

10. Adjusting Teacher Talk
Level 1 – “Cold Day”
Level 2 – “The day is cold and there is snow.”
Level 3 – “The day is very cold and heavy snow is falling.”
Level 4 – “It is a cold, winter day and it is snowing more heavily than usual.”
Level 5 – “The unusually heavy snow on the day the story takes place causes a number of problems for the characters.”

11. Helping with Comprehensible Input
Homophones (sound the same, different spellings, different meaning)
there, their, & they’re
to, too, & two
sale & sail
Homographs (spelled the same, different sound, different meaning)
bow & bow
wound & wound
Homonyms (spelled the same, sound the same, different meaning)
Duck and duck
Bat and bat
Synonyms (different words, same meanings)
Idioms (popular saying or cliché where the literal meaning does not match the figurative meaning)

12. Providing Comprehensible Input
Model tasks and break down complex tasks into smaller chunks.
CLEAR EXPLANATIONS

13. Providing Comprehensible Input
Making content concepts clear is simple!
VARIETY OF TECHNIQUES

14. Strategies for Making Content Comprehensible
VISUALS, ILLUSTRATIONS, TECHNOLOGY
GESTURES
REALIA

15. Strategies for Making Content comprehensible
Preview Material
Allow alternative forms of showing understanding
Hands-on activities
Repetition

16. Strategies for Making Content Comprehensible
Sentence Strips
Use Audio Versions of Text
Graphic Organizers
L1 Support

17. Modify Text Mark important concepts on worksheets and notes.
Teach Highlighting/Underlining
Use sticky notes
on texts, novels, etc.
Shock Lesson Follow Up

18. Video Clip – Use your DVD
Example of a teacher making content comprehensible.
(Chapter 4, Module 1)

20. Objectives
Content objectives
Language objectives
Review effective ways for presenting content information in ways that students comprehend.
Explore various ways to model and provide directions for academic tasks
Listen to a lesson presented in a foreign language and summarize the main points of the lesson.
Share favorite strategies aligned to the SIOP Model with peers on Edmodo