1. MISD Bilingual/ESL Department
SIOP
Comprehensible Input

2. How have we been doing?
Lesson Preparation
Building Background

3. Objectives Content Language
Participants will evaluate the significance of intentionally infusing comprehensible input strategies into their lessons.
Language
Participants will write a reflection on the progress of their implementation of the components covered thus far.

4. Comprehensible Input Video
SIOP Component 3
Comprehensible Input Video

5. Think About It… Just because the students can’t
speak English proficiently …
doesn’t mean they can’t think!
read English…
After video, have participants discuss with their “west” learning partners-
What type of strategies did you notice in the lesson that you just observed?
(modeling, visuals, hands-on activities, demonstrations, gestures, body language etc…
Why are these strategies important when teaching ELL?
Have each pair share some of their ideas.

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

7. Language Acquisition
Teachers need to make content comprehensible based on the English Language acquisition level of each student.
Stages of Language Acquisition-
Beginner
Intermediate
Advanced
Advanced High (same level as native speakers)

8. Food for Thought….
It is critical that students know what is expected and that step by step instructions are written for students to see and use.
Many students will begin to disengage or misbehave because they are not certain what they are expected to do.

9. Low SES Students
Research shows that consistency and an orderly, predictable classroom environment create a safe setting for our low SES students.
Feeling safe at school increases productivity, comprehension, language acquisition, and test scores.

10. Rate of Speech
In focus group research, middle school students reported that teachers talked too fast and they couldn’t understand the directions.
Lack of clear explanation – due to teachers’ impatience, speaking too fast, or poor instructions – was consistently cited as a problem by English Learners.
Variety of techniques to make the content comprehensible….

11. Techniques
What do you already do in your classroom to help students understand what you are saying?
Use gestures
Use body language
Use pictures
Use realia
MODEL, MODEL, MODEL
Preview materials
Allow for alternate forms of expressing their understanding of info & concepts

12. Techniques cont. Multimedia Technology
Repeated exposure to words, concepts, skills
Be succinct
Graphic organizers

13. Assumptions
What are some assumptions textbooks makes about English Learners, their backgrounds, language proficiency and abilities?
In pairs, create a chart showing the assumptions you feel your specific textbooks make.
Discuss whole group

14. Comprehensible Input Video Segment
Discuss questions

15. Continuum of Strategies
Type of Strategy
Teacher- Centered
Student- Centered p
TC: lecture, direct instruction, demonstration, recitation
TA: drill and practice, discovery learning, brainstorming, discussion
PA: role playing, peer tutoring, reciprocal teaching, cooperative learning
SC: Rehearsal strategies (repeated readings, selective underlining, two-column notes), elaboration strategies (mental imagery, creating analogies), organizational strategies (clustering, graphic organizers, outlining)
Teacher- Assisted
Peer- Assisted

16. Scaffolding
Verbal scaffolding Paraphrasing Using “think-alouds” Reinforcing contextual definitions Procedural scaffolding Practice with others One on one teaching Small group instruction Partnering or grouping with more experienced ones
Before revealing slide, have students meet with their “south” learning partner and define scaffolding. Share a couple of definitions with the whole group.
Scaffolding….beginning at current level of student understanding and moving towards higher levels through tailored support (one way to do this by adjusting speech (paraphrase, give examples, provide analogies) another way is to adjust task so they become incrementally more difficult))

17. Verbal scaffolding
Examples of verbal scaffolding include paraphrasing, repetition of key points, summarizing, and using think-alouds.
When the verbal is paired with the nonverbal in the form of facial expressions, gestures, picture, charts, graphs, maps, or realia, this strategy is particularly effective.
Using a variety of visual aides and teaching to all learning styles are the most effective approaches.

18. Think-Alouds What is a think-aloud?
When teacher’s think-aloud - they are providing mental models for comprehension of content text.
Mental modeling gives students an insight into how good readers make sense of text.
It allows students to see options that are available to them and how good readers decide what to do.
It also helps students understand the complexities of reading and that it is an ongoing thinking process.
Briefly show teachers the 4 pages (Think-Alouds, Steps of Planning a Think Aloud, Strategies Used by Good Readers, Instructional Focus Planning Sheet). Explain that these pages will help them plan and use think-alouds in their classroom.

19. Outcomes of the Think-Aloud Approach
Students change their view of reading.
They realize that reading is a purposeful activity.
They are more involved in actively building their comprehension.
Verbalization skills increase.
More opportunities for cooperative learning.
Students become more independent readers

20. Strategies
Strategies are typically taught at a young age (not always true for our ESL students)
Teach the strategy using a text that is 2-4 reading levels below the students’ reading levels
They are practiced throughout their school careers
Provide ample opportunities for students to use and practice strategies
Consistently use the scaffolding techniques throughout the lesson
A variety of question types used*
*Refer to Bloom’s Taxonomy
Refer participants to handouts for Bloom’s.

21. Using Analogies for Teaching
Simple presentation of concepts help students to make connections with new knowledge. An analogy allows students to form a mental model of concepts to be learned based on what they are already familiar with, then transposing it to new knowledge. This process is called mapping.
An analogy works best when the concept is new
Make sure the students understand the analogy
Explain the specific similarities
Be aware of misconceptions the analogy may leave

22. Manipulatives and Experiments
Manipulatives are concrete objects that are used to demonstrate learning concepts and to enhance the meaning of presented information.
Students have the opportunity to hear, see, and touch manipulatives to promote the learning process and language acquisition.
Realia, or real objects, are the best manipulatives to make learning concrete.

23. Casual vs. Academic Casual Academic mistake speed underground tarriff
Encounter
friendly
Smell
Peers
elect

24. Definition in student friendly terms
Word Study
Verbal-Visual Word Association
Vocabulary Term
Personal Association
Definition in student friendly terms
Relevant non-example

25. Rule Ruler Ruling Ruled
Word Analysis
Rule Ruler Ruling Ruled

26. ___________Target Word
Bull’s Eye
___________Clue #1
___________Clue #2
___________Clue #3
___________Clue #4
___________Target Word

27. Pictionary…sort of! Pick a word the class is working on
As you (or the student) draw the picture for the word…TALK your way through the picture, explain the picture as you talk
Easier for ESL students to guess when they hear familiar words in context
Even low level students can find something to say about the picture as they draw

28. Homework Assignment Make input comprehensible!!!
Bring examples of how you are doing this in your lessons. Pictures or video would be greatly appreciated!
First fifteen minutes of our next meeting will be devoted to sharing with the class.
Next Meeting: ?
us any time if you need additional support, have questions, or need advice –
– Annette McAdams, Dowell
– Tina Kelman, Faubion
– Sonia Rhykerd