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MISD Bilingual/ESL Department
SIOP Comprehensible
Input
How have we been doing? Lesson Preparation Building Background
Objectives Content
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.
SIOP Component 3Comprehensi
ble Input Video
Think About It…
Just because the students can’t speak English proficiently …
doesn’t mean they can’t think!
Just because the students can’t read English…
doesn’t mean they can’t think!
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.
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)
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.
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.
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….
Techniques
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
What do you already do in your classroom to help students understand what you are saying?
Techniques cont. Multimedia Technology Repeated exposure to words, concepts, skills Be succinct Graphic organizers
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
Assumptions
Comprehensible Input Video Segment
Discuss questions
Continuum of Strategies
Type of Strategy
Teacher- Centered
Teacher- Assisted Peer- Assisted
Student- Centered
ScaffoldingVerbal scaffolding
ParaphrasingUsing “think-alouds”
Reinforcing contextual definitions
Procedural scaffoldingPractice with othersOne on one teaching
Small group instructionPartnering or grouping with more
experienced ones
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.
Think-AloudsWhat 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.
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
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
Using Analogies for TeachingSimple 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
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.
Casual vs. Academic
Word StudyVerbal-Visual Word Association
Vocabulary Term Personal Association
Definition in student friendly terms
Relevant non-example
Word Analysis
RuleRulerRulingRuled
Bull’s Eye
___________Clue #1
___________Clue #2
___________Clue #3
___________Clue #4___________T
arget Word
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
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: ?
Email us any time if you need additional support, have questions, or need advice –
[email protected] – Annette McAdams, Dowell [email protected] – Tina Kelman, Faubion [email protected] – Sonia Rhykerd
