2. Comprehensible Input “Say WHAT?!” Translating “teacherese” into “studentese” with ease! ~Dr. Cindy Oliver

3. Comprehensible Input Appropriate Speech Explanation of Academic Tasks Teaching Scenarios Dr. Oliver Students “get” it! Ms. Kindaclear Students have some clue. Mr. Facingtheboard Students have no clue. Use of Techniques Look… a graphic organizer to help you “visualize” the concept! Note: This is an effective strategy for ESOL learners!

4. Facilitating Language Learning in the Classroom WHUH WHUH WHUH WHUH WHUH!

5. Good grief!

6. Create an environment that facilitates language learning Students are actively engaged Interaction is emphasized Concrete, hands-on activities Risk-taking is encouraged

7. Adjust “Teacher Talk” Face the students Pause frequently Paraphrase often Emphasize important ideas Avoid “asides” User shorter sentences Subject-verb-object Wait time Meaning emphasized (not grammar) Avoid interpreting

8. Scaffold Language Development Ask simplified questions Establish a pattern in the questions Ask for elaboration Be a good listener Encourage, nudge Provide hard words Ask for clarification Paraphrase responses Provide support

9. Language Development: Pre-production (totally new to English) Early production (low beginners) Speech emergence (beginners) Intermediate fluency (high beginners) It can take 6 or more years to become proficient in English!

10. Pre-production STUDENT Points/non-verbal Actively listens Responds to commands Reluctant to speak Understands more than produce TEACHER Gestures Language focus on meaning and vocabulary Repetition DO NOT FORCE student to speak

11. Early Production STUDENT One or two word utterances Short phrases TEACHER Asks yes/no questions Models correct responses Supportive, risk-free environment Does not call attention to grammar errors

12. Speech Emergence STUDENT Participates in small groups Demonstrates comprehension in several ways Speaks in short phrases Starts to use language more freely TEACHER Focuses on key concepts Frequent comprehension checks Performance-based assessment Expanded vocabulary Open-ended questions

13. Intermediate Fluency STUDENT Participates in reading and writing to acquire new information Abstract may be difficult, especially when high degree of literacy required TEACHER Promotes conceptual development Lessons still comprehensible and interactive Teaches thinking and study skills Alert to differences in language and culture

14. Appropriate Speech Rate and enunciation (how it’s said) Complexity (what is said)

15. Explanation of Academic Tasks Clear instructions Oral and written Show examples Clear expectations Procedures are clear

16. Use of Techniques ESOL Strategies List Modeling Visuals Hands-on activities Demonstrations Gestures Body Language

17. Try this… It has been said that humans can “hold on” to no more than 3 oral directions at a time. Think of an academic task you might ask students to do and explain it clearly and simply in no more than 3 steps. What should you do if the task requires more than 3 steps? 1, 2, 3…

18. …and this. If you have traveled to another country, or if you are an English learner, reflect on difficulties you had in understanding basic and academic information. What are some techniques people used to try to communicate with you? What could people have done to make their messages more clear?

19. Analyze your Lesson Plans… After writing your Lesson Plans, refer to your “Scripted Questions” under “Developmental Procedures.” Analyze each question and determine whether it is comprehensible for 1) Pre-production, 2) Early Production, 3) Speech Emergence, or 4) Intermediate Fluency. Modify as needed!

20. Using the SIOP to maximize Comprehensible Input Use the Sheltered Instruction Observation Protocol as a guide in preparing lessons and as a self-evaluation tool after teaching a lesson. Remember, EVALUATION is the highest level of Bloom’s Cognitive Domain, and SELF-EVALUATION is the highest level of evaluation.

21. Comprehensible Input means… …students can UNDERSTAND what you’re TELLING them!