Comprehensible Input SIOP Component #3

Before we begin….Let’s do a quick review from last time

In regards to SIOP, what

does the clock symbolize?

That’s right! The SIOP model is comprised of 8 components and 30 features.

Sheltered Instructional Observation ProtocolS.I.O.P. – 8 Components, 30 Features

Lesson PreparationBuilding BackgroundComprehensible Input StrategiesInteractionPractice/ApplicationLesson DeliveryReview/Assessment

Quick Review

Which components have we covered?

1. Lesson Preparation

1. Building Background Knowledge

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

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

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.

Three Features of Comprehensible Input

Feature 10: Appropriate Speech

Feature 11: Clear Explanation of Academic Tasks

Feature 12: A Variety of Techniques Used

Comprehensible Input

After reading, discussing,and engaging in activitiesrelated to Comprehensibleinput, you will be able tomeet the followingObjectives:

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.

Three Features of Comprehensible Input

Feature 10: Appropriate Speech

Feature 11: Clear Explanation of Academic Tasks

Feature 12: A Variety of Techniques Used

#10 – Speech Appropriate for Students’ Proficiency Levels

Chapter 4: #1

#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.”

#10 – Speech Appropriate for Students’ Proficiency Levels

#10 – Speech Appropriate for Students’ Proficiency Levels

#10 – Speech Appropriate for Students’ Proficiency Levels

#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.

#11 – Clear Explanation of Academic Tasks

#11 – Clear Explanation of Academic Tasks

#11 – Clear Explanation of Academic Tasks

#11 – Clear Explanation of Academic Tasks

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.

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.

#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.

#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?

#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?

#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.

#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 stipsScaffold language by chunking information into smaller bits, asking questions about it and talking about it.

#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.

Three Features of Comprehensible Input

Feature 10: Appropriate Speech

Feature 11: Clear Explanation of Academic Tasks

Feature 12: A Variety of Techniques Used

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.

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.