1. The SIOP® Model COMPREHENSIBLE INPUT
NC Guide to the SIOP Model Institute The SIOP Model Overview
COMPREHENSIBLE INPUT
The SIOP® Model
1 min
This component, Comprehensible Input, comprises some of the features that make SIOP instruction different from “just good Instruction.” An effective SIOP teacher pays attention to the unique characteristics of English learners, that is their linguistic needs. Making the message understandable for students is referred to as “comprehensible input,” a term made famous by one of the giants in the field of ESL, Stephen Krashen. 1 1

2. 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.
1 min
Here are the content objectives for Comprehensible Input.
Note to presenters: There are several ways to present content and language objectives. We suggest that you vary the presentation of these as you go through each component. You might:
Ask participants to read them aloud.
Ask one participant to read them aloud.
Ask participants to read them silently.
The presenter reads them.
The next 3 ideas are from Making Content Comprehensible 4th edition, Teaching Ideas for Lesson Preparation p. 44
Ask participants to pick out important words from the objective and highlight them.
Ask participants to paraphrase the objective with a partner, each taking a turn, using the frame: “We are going to learn___”.
Present the objective and then do a Timed Pair-Share, asking participants to predict some of the things they think they will be doing for this section.

3. 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.
2 min We will meet these objectives as we go through this section, particularly when we share the lesson plan we are developing.
Remember that our language objectives attempt to model the form that Language Objectives will take in your classes. In the classroom you, North Carolina’s teachers, would teach the language indicated in the language objective in conjunction with the content objective. You would aim to include the four domains of language (listening, speaking, reading and writing) throughout the unit. The words italicized in blue are language features a teacher might focus on.
Note to presenters: See the notes in Content objectives for ways to present objectives. Present the objective and then do a Timed Pair-Share, asking participants to predict some of the things they think they will be doing for this section.
Possible response: I should slow down my rate of speech, use pauses, and enunciate clearly because my students are at entering and emerging proficiency levels and still need this extra support. I should not adjust my rate of speech and enunciation for my students’ at higher levels of English proficiency because they are comfortable with the language and need to hear it as it is usually spoken. I should monitor my vocabulary and sentence structure to reduce the complexity that some ELs at entering proficiency level find confusing .
**Remind participants that even when students with lower language proficiencies are challenged with language production, they can (and do) think at higher levels. The students’ responses must be scaffolded using such strategies such as sentence frames, charts, pictures, a buddy's voice, etc.
If I use speech appropriate for my students’ English proficiency level, then my students will be better able to understand content concepts.
If I break down my directions into a step-by-step process and show students a finished product, then my ELs will be better able to complete the assignment as expected.

4. Comprehensible Input Features
Appropriate
Speech
A Variety of
Techniques
Used
Clear
Explanation
of Academic
Tasks
1 min
We learn language when it is meaningful. Just listening to or being immersed in English is not enough. Students learning rigorous content material in a language they do not speak or understand completely require specialized teaching techniques to make the message understood. They require Comprehensible Input , or language that they can understand. This is achieved when teachers pay attention to the linguistic needs of their students and consistently incorporate these 3 features, speech appropriate to students’ language proficiency level, clear instructions, and a variety of teaching techniques – not just showing pictures during the lesson.

5. Comprehensible Input Features
Appropriate
Speech
A Variety of
Techniques
Used
Clear
Explanation
of Academic
Tasks
2 min
Communication is made more understandable through speech that is appropriate to students’ proficiency levels. Appropriate speech is particularly important as students try to meet Common Core listening and speaking standards in each grade level.
Ask participants, “How is the component especially tied to the CCSS?
Answer: The CCSS asks students to comprehend information presented orally and to express their understanding in a variety of ways, such as recounting key ideas and details, and paraphrasing or summarizing the information presented. The way information is presented orally will have a significant impact on the degree to which ELs will be able to achieve these standards.

6. Speech Appropriate for Students’ Proficiency Levels
3 min
Let’s listen to English learners who were asked what teachers do that makes learning difficult. We begin with Jasmine, followed by Salvador, and Michael. Explain that this video is from the Pearson PD toolkit that they have access to with the Making Content Comprehensible 4th edition text. As you listen to these students identify the points that they make.
Pearson PDToolkit
**Presenter needs to have access code and have established login for quick link to PD Toolkit—HAVE THIS READY PRIOR TO THE PRESENTATION.
Notes: Once in the pdtoolkit under Comprehensible Input, click on the video marked “Student Input” to play this clip.
Student Input
Let's begin the Comprehensible Input component by hearing from English learners who were asked what teachers do that makes learning difficult. We begin with Jasmine, followed by Salvador, and Michael. Notice the similarity of their responses. 1:04 minutes

7. Share out Salvador Jasmine Michael 2 min
Debrief: What did the students say? Were there any patterns?
Note: video students are Jasmine, followed by Salvador, and Michael.
Jasmine
Michael

8. Use Appropriate Speech (Adjust Teacher Talk)
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
10 min HO: Speech Appropriate …Slide shows only title & chunk & chew with cow at first.
Have participants turn to handout (Speech Appropriate for Students’ Proficiency Levels) in CI section and say, “We are going to chunk and chew the ways listed here to monitor teacher talk.”
CLICK and chunk and chew and cow disappear from slide. List of ways to adjust teacher talk appears.
Say to participants: Analyze your use of these subfeatures by:
Marking on the handout if you do those things E-everyday, S-sometimes, N-never;
Then, chunk & chew, that is, share your analysis with the person beside you. Explain that “Chunk and Chew” means participants talk with a partner or in a small group about what they have just learned. See explanation in MCC p.199
Discuss with your partner how you plan to adjust your teacher talk in the future. In your discussion use the word “should” and defend your use of these subfeatures by using sentence starters, such as , “I know that I should pause frequently, but I sometimes forget. I will do a better job of remembering to pause especially for my level 1 ELs.” Or, it is important to face students when I speak because it is easier to hear if the listener can see the speaker's mouth. (This connects to language objectives of section)
Possible responses: enunciate clearly (it is difficult to understand some dialects and English spoken rapidly such as “wadja say?” for “what did you say?), pause frequently… may need to remind some what idioms and cognates are (note:avoid using idioms for clarity, but need to teach them, and can use them after they have been taught)
Chunk and Chew

9. Comprehensible Input Features
Appropriate
Speech
A Variety of
Techniques
Used
Clear
Explanation
of Academic
Tasks
1 min
All learners, English learners and native English speakers, perform better in school when the teacher gives clear directions for assignments and activities.

10. 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
6 min
Clear Explanation of Academic Tasks
**Have the participants think about their own personal experiences, maybe as parents, with school assignments that their own children brought home and the parents had difficulties understanding the instructions (even in elementary school!).
Have participants follow the instructions on this slide. Participants write ideas on a Post-it and then whole group share out. Presenter should write on chart paper the ideas that are shared out. Possible responses are below:
Step by step directions
Oral and written directions
When writing instructions
Be exact, concise, and complete
Use action verbs in the command form (list, identify, describe, define, name, explain, choose, show, choose, justify, predict)
Include visuals, model or demonstrate directions
Show a finished product
Additional ideas:
Ask students to summarize the steps
Set a time limit
Circulate and give informal feedback
Involve the students—have them demonstrate to others
Repeat language and routines

11. Let’s Compare: Teacher 1: Teacher 2:
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.
2 min
Ask participants to identify the teacher showing the better use of the feature, Clear Explanation of Student Tasks, and why they selected this teacher.
Possible response: Teacher 2 provides clearer explanation of student tasks because he/she gives step-by-step written instructions as well as oral instructions. Provides a model and uses supports so that all domains (l,s,r,w, thinking) are addressed.

12. Comprehensible Input Features
Appropriate
Speech
A Variety of
Techniques
Used
Clear
Explanation
of Academic
Tasks
1 min
There are numerous techniques we can use to make a concept comprehensible or meaningful to our students. Many of these are the same techniques we used when our own children or our brothers and sisters were babies and we were trying to get them to say a word. Let’s watch a video clip to see what techniques this teacher uses to help us understand her lesson.

13. Use a Variety of Techniques
Mrs. Amin
What is the lesson about?
What techniques are used to make the lesson understandable?
What could make the lesson more comprehensible?
9 min
There is a hyperlink on the slide to this video on YouTube. The video is also available as a DVD version with Enhancing English Language Learning in Elementary Classrooms cited on the slide and it is on the moodle.uncc.edu/ site under Web Resource as TESOL lesson with Mrs Amin.
Note: The YouTube clip is 5 minutes and 44 seconds. It shows Mrs. Amin teaching 2 versions of her lesson which is in Farsi. The first is without comprehensible input and the second using many techniques to make her lesson comprehensible. In the first lesson there are about 10 second pauses at 1:21, 2:21, and 3:24. In these 10 second pauses ask students how they are doing; remind them that only 1 minute 21 seconds have passed, then 2 minutes 21 seconds and 3 minutes 24 seconds. What if they had to listen to this from 8:30 until 3:00? Lesson 2, with comprehensible input, begins at 3:37.
Note: Can stop after 1:21 or 2:21 after reading the audience, but be sure to include portions of the tape showing Mrs. Amin NOT using visuals/gestures and USING visuals/gestures.
Ask participants:
Were you at the frustration level?
What was the lesson about?
Have the group identify techniques used to make lesson understandable. .
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.

14. Mrs. Amin Nutrition = تغذيه , تقويت Healthy = سالم‌، تندرست‌
Unhealthy = ناتندرست‌، ناسالم‌، ناخوش‌، ناخوشى‌ ‌اور، ‌غير سالم‌، بيمار
Food = خور‌اک‌، ‌غذ‌ا، قوت‌، طعام‌
1 min
Usually participants suggest that she should have written the key words. Remind participants that the lesson is in Farsi. This is what a written handout would look like. This is a good reality check for those teachers who have ELs who do not use the Roman alphabet.

15. Use a Variety of Techniques
5 min
In this short video clip (2:43) MaryEllen Vogt, one of the authors and researchers of the SIOP Model, describes some other teaching techniques we can use to make our content comprehensible. As you listen to Mary Ellen write down the techniques she suggests. At the end of the clip add other teaching techniques you use. We will use this list in the next activity.
For clip go to:
Under Comprehensible Input videos click on
Comprehensible Input for English Learners
In this segment, Dr. MaryEllen Vogt discusses comprehensible input for English language learners. Our speech to our students needs to be comprehensible. We need to speak slowly and clearly, show visuals, use graphic organizers, paraphrase, make textbooks more clear.

16. Teaching Techniques How to Make Content Comprehensible
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
3 min
We’re going to summarize techniques to make content comprehensible. Each group will read out one or two items from their list without repeating a technique already given. Afterwards, others will share ideas not mentioned.

17. Technology tool - Wordsift
5 min
Go to wordsift site which is hyperlinked. Select Darwin & evolution under sample text and press “Sift” button. After about 1 minute the results will appear: images, related website, videos… Show and discuss with participants the tools that appear after the “sift”.

18. Teaching Scenarios
Read the scenarios you are assigned in the Comprehensible Input (CI) section of Making Content Comprehensible.
p. 105 buoyancy
1 min
Explain that each component in the book, Making Content Comprehensible, includes teaching scenarios. We are going to examine the one on p Instructions for how we will do this activity are on the next slide.

19. Comprehensible Input Scenarios
Form groups for each scenario:
Count off and groups read together.
1) Mr. Dillon 2) Mr. Lew 3) Mrs. Castillo
Rate 0-4:
What evidence do you see of Comprehensible Input features?
15 min
Facilitator: Have participants form groups to read, then circulate to monitor their discussion. They shouldn’t look at the author’s ratings until after they have rated the teachers.
Tell participants that the author’s ratings are on p
Share out:
Compare your scores with those given by D. Short, J. Echevarria, and M. Vogt.

20. Use an if-then statement to give feedback.
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.
5 min
Each group should post a paper with 3-5 ideas. In the reflection ask participants to use an if-then statement such as:
If I use speech appropriate for my students’ English proficiency level, then my students will be better able to understand content concepts.
If I break down my directions into a step-by-step process and show students a finished product, then my ELs will be better able to complete the assignment as expected.

21. Sample SIOP Lesson Plan
5 mins
HO: Sample SIOP Lesson Plan: Making Predictions.
We will model how the features of Comprehensible Input can be part of your lesson plan.
Ask participants to highlight features of comprehensible Input in the sample lesson plan. Use numbered heads or throw a soft ball for responses. The CI features are marked on the handout.

22. Owning Comprehensible Input
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
Maximum 10 minutes
Participants continue to SIOP their lesson, adding the features of Comprehensible Input.
May consider having participants work on this for 5-10 minutes, putting a * in the areas where they want to work or making notes to help them complete the plan later, (evening??). Participants can SIOP their lesson individually or with a partner. 22 22

23. 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
1 min
Participants should give an example of how we met these objectives.

24. 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
2 min
Ask participants to give one example of how they accomplished one of the language objectives “i.e. think back on what you said to defend your use of teacher talk in your lesson.”
Possible response: I should slow down my rate of speech, use pauses, and enunciate clearly because my students are at entering and emerging proficiency levels and still need this extra support. I should not adjust my rate of speech and enunciation for my students’ at higher levels of English proficiency because they are comfortable with the language and need to hear it as it is usually spoken. I should monitor my vocabulary and sentence structure to reduce the complexity that some ELs at entering proficiency level find confusing .
**Remind participants that even when students with lower language proficiencies are challenged with language production, they can (and do) think at higher levels. The students’ responses must be scaffolded using such strategies such as sentence frames, charts, pictures, a buddy's voice, etc.
If I use speech appropriate for my students’ English proficiency level, then my students will be better able to understand content concepts.
If I break down my directions into a step-by-step process and show students a finished product, then my ELs will be better able to complete the assignment as expected.
84 min