Comprehensible Input SIOP Component #3

1. Comprehensible InputSIOP Component #3

2. Before we begin….Let’s do a quick review from last time That’s right! The SIOP model is comprised of 8 components and 30 features. In regards to SIOP, what does the clock symbolize?

3. Sheltered Instructional Observation ProtocolS.I.O.P. – 8 Components, 30 Features • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment

4. Quick Review Which components have we covered? • Lesson Preparation • Building Background Knowledge

5. TPR Review SIOP Review #1. Lesson Preparation • Content Objectives Clearly Defined, Displayed and Reviewed with Students • Language Objectives Clearly Defined, Displayed and Reviewed with Students • Content Concepts Appropriate for Age and Educational Background • Supplementary Materials Used to a High Degree • Adaptation of Content to All Levels of Student Proficiency • Meaningful Activities That Integrate Lesson Concepts with Language Practice Opportunities

6. TPR Review SIOP Review - #2. Building Background Knowledge • Feature 7: Concepts Explicitly Linked to Students’ Background Experiences • Feature 8: Links Explicitly Made between Past Learning and New Concepts • Feature 9: Key Vocabulary Emphasized

7. TPR Review Stephen Krashen’s 5-pronged theory of Language Aquisition • 1. Language acquisition is a subconscious and intuitive process much like how children pick up their first language. • 2. The monitor: If students learn language through rules rather than naturally fluency will be delayed. • 3. The natural order of acquisition: ELs will first acquire that which has the most meaning, form comes later. • 4. Providing comprehensible input – to acquire language. • 5. The affective filter: a cognitive shut-down if anxious.

8. TPR Three Features of Comprehensible Input • Feature 10: Appropriate Speech • Feature 11: Clear Explanation of Academic Tasks • Feature 12: A Variety of Techniques Used

9. TPR Comprehensible Input • After reading, discussing, and engaging in activities related to Comprehensible input, you will be able to meet the following Objectives:

10. Our Objectives for today: Content Objectives: • I can identify the third component of SIOP and the three features of this component. • I can explore techniques for presenting content information in ways that students comprehend. • I can review various ways to model and provide directions for academic tasks. • Language Objectives: • I can name and describe the three features of this component. • I can discuss modifications to teacher speech that can increase student comprehension. • I can write the steps needed for students to perform an academic task and have a partner provide feedback on how clear the steps would be for an ELL student.

11. Three Features of Comprehensible Input • Feature 10: Appropriate Speech • Feature 11: Clear Explanation of Academic Tasks • Feature 12: A Variety of Techniques Used

12. TPR #10 – Speech Appropriate for Students’ Proficiency Levels • Speech appropriate for students’ proficiency levels refers to • 1. rate and enunciation - how the teacher speaks • Aware of how fast they are speaking, enunciating clearly • 2. complexity of speech – what is said such as: • Level of the vocabulary used • Complexity of the sentence structure • Use of idioms – common sayings that cannot be translated exactly such as, “below the belt” for unfair. Els understand things literally, helped by clear visuals. Chapter 4: #1

13. #10 – Speech Appropriate for Students’ Proficiency Levels • Students will respond according to their proficiency level. Example: Students who are asked to describe the setting in a story will have various responses: • Level 1: (No response, not sure what setting is yet or in silent period) • Level 2: “Cold day.” • Level 3: “The day is cold and there is snow.” • Level 4: “The day is very cold and heavy snow is falling.” • Level 5: “It is a cold, winter day and it is snowing more heavily then usual.” • Level 6: “The unusually heavy snow on the day the story takes place causes a number of problems for the characters.”

14. #10 – Speech Appropriate for Students’ Proficiency Levels • Paraphrasing & repetition enhance understanding for Els and all students. Brain research tells us that repetition strengthens connections in the brain (Jensen, 2005). • Els benefit from repeated exposures to a word in order to hear it accurately because they often lack the auditory acuity to decipher sounds of English words.

15. #10 – Speech Appropriate for Students’ Proficiency Levels • Cognates are often useful in promoting comprehension for students whose native language has a Latin base. • For example: “Calculate the total number of pennies” would be easier for Spanish speakers than “figure out,” because of the Spanish cognate: “calcular.” (Vogt, Echevarria, Elem. SIOP p.83) • There are over 8,000 cognates between Spanish & English (CAL)

16. #10 – Speech Appropriate for Students’ Proficiency Levels • Using appropriate speech patterns and terms that are easier for Els to understand contributes to comprehensible input.

17. #10 – Speech Appropriate for Students’ Proficiency Levels • Please stand, walk and find someone from a different grade level to talk with: • Discuss modifications to teacher speech that can increase student comprehension. • Discuss any modifications to your speech you have made for Els or individuals with hearing loss.

18. TPR #11 – Clear Explanation of Academic Tasks • ELs and native English speakers perform better in academic situations when the teachers gives clear instructions for assignments and activities. • 1. It is critical for Els to have instructions presented in a step-by-step manner, preferably modeled or demonstrated. Ideally, a finished product is shown. • 2. Oral directions should always be accompanied by written ones so Els can refer back to them at a later point in time. (Elem. SIOP p. 83)

19. #11 – Clear Explanation of Academic Tasks • Middle school students were asked what their teachers do that makes learning easier or more difficult. The following are some student comments: • “She doesn’t explain it too good. I don’t understand the words she’s saying because I don’t even know what they mean.” • She talks too fast. I don’t understand the directions. • He talks too fast. Not patient.” • It helps when he comes close to my desk and explains stuff in the order that I have to do it.”

20. #11 – Clear Explanation of Academic Tasks • An example of a clear explanation of tasks written on the board by a teacher for a reading selection which contains lots of words about people, places, and things in the community. • Read the story together • Read words cards with your partner. • Place each card in a column: people, places, things. • Tell your partner why the card goes in the column. • The teacher goes over each step showing visuals with each step.

21. #11 – Clear Explanation of Academic Tasks • Take a minute, think of a two or three step academic task you have asked a student to do. Write down the steps on a piece of blank paper. • Talk with someone from the same grade level and ask them to provide feedback on how clear the directions would be for an English Learner.

22. #12 – A Variety of Techniques Used to Make Content Concepts Clear • Use TPR! Gestures, body language, pictures & realia • TPR – Total Physical Response was first used by James Asher in the 1960s. • Marzano’s Dual Coding Theory says that when both linguistic and nonlinguistic input is used it strengthens the memory trace and increases the likelihood that the memory will stored for future recall.

23. #12 – A Variety of Techniques Used to Make Content Concepts Clear • Learn the gesture for #12 & then talk with a partner: • Have you used TPR in the classroom to teach vocabulary? How? • What are some subjects or vocabulary words you could use TPR with?

24. #12 – A Variety of Techniques Used to Make Content Concepts Clear • Bring in realia or use supplemental materials. • Example: talking about forms of water; bring ice! – What have you done? • Watch video clips PRIOR to starting a unit. • Why would it be important to watch the video before the unit instead of after?

25. #12 – A Variety of Techniques Used to Make Content Concepts Clear • Provide a model of a process, task, or assignment. • Preview material for optimal learning. • When students’ attention is focused on the specific information they will be responsible for learning in the lesson, students are able to prepare themselves for the information that is coming, making itmore comprehensible for them. • Allow Alternative forms of expressing their understanding of information: ie. Pictures, maps, etc. • Use multimedia and other technologies in lessons.

26. #12 – A Variety of Techniques Used to Make Content Concepts Clear • Provide repeated exposures to words, concepts, and skills. Els are learning through a new language, and in order for the input to be comprehensible, they need repetition. • Use sentence strips: write events & sequence stips • Scaffold language by chunking information into smaller bits, asking questions about it and talking about it.

27. #12 – A Variety of Techniques Used to Make Content Concepts Clear • Use graphic organizers effectively: • Show key vocabulary and concepts graphically • Most effective when they match the objectives & task • Record texts for comprehension • A recorded version of the text not only allows for multiple opportunities to hear the text, but the reader who records the text can modify it to proficiency levels. The same passage may be read more slowly with clear enunciation for beginning speakers.

28. Three Features of Comprehensible Input • Feature 10: Appropriate Speech • Feature 11: Clear Explanation of Academic Tasks • Feature 12: A Variety of Techniques Used

29. TPR Review I’ll do the gestures and then you turn and tell your neighbor which feature I am representing and give a brief description of that feature. I will then randomly select someone to share out their answer. A

30. Our Objectives for today: Content Objectives: • I can identify the third component of SIOP and the three features of this component. • I can explore techniques for presenting content information in ways that students comprehend. • I can review various ways to model and provide directions for academic tasks. • Language Objectives: • I can name and describe the three features of this component. • I can discuss modifications to teacher speech that can increase student comprehension. • I can write the steps needed for students to perform an academic task and have a partner provide feedback on how clear the steps would be for an ELL student.