1. SIOPComprehensibleInput

2. Review Homework You will have 3 minutes to complete this task. Use a colored marker, write/draw what you and your family like to do together. Use a colored marker, write/draw what you and your family like to do together.

3. Take 30 seconds each to comment about what you have written. The person whose birthday is the soonest will go first and rotate clockwise.

4. Strategy Implementation Now, share a strategy that you have implemented this past week for building background knowledge. Take 1-minute each to share what went well and what challenges you may have had. If your group finishes before time, others may interview. The person who chose an outdoor activity will share first, when you Poporropo, the person on the right of the speaker will share. Continue until everyone has shared. Listen carefully as you may be asked to share what your group mates have said!

5. Sharing with the Group One or two people in the group will share: One or two people in the group will share: A success that a group member shared. A success that a group member shared. A challenge that a group member shared. A challenge that a group member shared.

6. Today ’ s Learning Targets: Content Objective: (WHAT) You will be able to identify techniques for presenting content information in a way students comprehend. Language Objective: (HOW) You will be able to practice and model two techniques to help students comprehend.

7. Techniques for Achieving Comprehensible Input What you put in is what you get out! Speech appropriate: Rate of enunciation Complexity of speech Clear Explanation of Academic Tasks Step-by-Step manner Avoid behavior problems Variety of Techniques Used to Make Content Concepts Clear Pictures, Gestures, and More

8. Speech Appropriate for Students’ Proficiency Levels Teachers MUST know the proficiency level of their learners! Teachers MUST know the proficiency level of their learners! More information available on page 51 SPEAK s-l-o-w-l-y and CLEARLY Use Expression and Body Language Hand signals, acting out, physical expression Use with Caution

9. Remember! Students at Students at lower levels of English proficiency are NOT necessarily functioning at lower levels cognitively!

10. Clear Explanation of Academic Tasks Instructions must be given in a step-by-step manner. Use modeling and demonstrations. Share a finished product to show what the task entails. Accompany oral directions with written ones to be used as a point of reference. Keep directions clear and straight forward! Behavior problems occur when students are not sure about what to do! EL students have a difficult time articulating this.

11. Use a Variety of Techniques to Make Content Concepts Clear ~ Preview materials ~ Use pauses for processing time. ~ Use short sentences with simple syntax. ~ Stress high-frequency vocabulary ~ Repeat and review vocabulary. ~ Allow for alternate ways of expression. *illustrate, role play, hands-on ~ Use technology ~ Repeat exposure in a variety of ways.

12. MOVE IT! SIOP strategy page 53 STUDENTS respond by moving their bodies! Great for KINESTHETIC learners! All Grade and Subject Areas Individual, partners, small group, or whole class Use Beginning, middle, and end of lesson Materials ~ your bodies * Use hand, facial, or whole body movements to illustrate key components of a lesson. YOUR TURN 1.Watch as the teacher demonstrates a lesson for Spanish Elevator culture. 2.Use a model to demonstrate how Spanish cultures are different. 3.Students become a part of the demonstration.

13. Checking for Understanding Each group will create a ‘ poster ’ that demonstrates the different cultural aspects of Guatemala vs the United States Each group will create a ‘ poster ’ that demonstrates the different cultural aspects of Guatemala vs the United States You will use the vocabulary: You will use the vocabulary: Respectar Respectar sentirse sentirse Aceptar Aceptar Diferentes, similares Diferentes, similares Be Creative! Be Creative! You will have 10 minutes to design your poster. You will have 10 minutes to design your poster.

14. STAY and STRAY Make sure everyone in your group understands and is able to explain your poster. Make sure everyone in your group understands and is able to explain your poster. The person who is wearing colored socks will stay to explain the poster. The person who is wearing colored socks will stay to explain the poster. The other 3 will move to the next group… The other 3 will move to the next group… Table 1 to 2, 2 to 3, 3 to1 Table 1 to 2, 2 to 3, 3 to1 You will have 1 minute to explain your poster. You will have 1 minute to explain your poster. New members will provide input or add to the poster for 1 minute. Compliment New members will provide input or add to the poster for 1 minute. Compliment We will rotate again in 2 minutes. We will rotate again in 2 minutes.

15. Synonyms SIOP strategy page 56 Grade Levels 2-12 Language Arts Individual, Small group, or whole class Materials: Word lists CHUNKER CHART

16. To further enhance comprehensible input! Watch carefully for comprehension! Watch carefully for comprehension! Be ready to repeat, restate, or clarify Be ready to repeat, restate, or clarify Be friendly and enthusiastic! Be friendly and enthusiastic! You can do it attitude! Maintain warmth and support to decrease anxiety and encourage participation. Maintain warmth and support to decrease anxiety and encourage participation.

17. Review Learning Targets… Content Objective: (WHAT) You will be able to identify techniques for presenting content information in a way students comprehend. Language Objective: (HOW) You will be able to practice and model two techniques to help students comprehend.

18. Think, Pair, Write, Share Think about the information shared for comprehensible input… * Speech * Explanation * Variety * Move it! (pg. 53) * Synonyms (pg. 56) * Every Student Gets a Chance. (pg. 60) Take 1 minute to talk about your ideas and add what you will try and implement this week onto your purple sheet. Be ready to share at “ STRATEGIES ” next week!