Comprehensible Input

Appropriate Speech

• Rate and enunciation

o How the teacher speaks

• Complexity of speech

o What the teacher says

• Vocabulary • Enunciation • Sentence structure• Idioms• Cognates

Explanation of Academic Tasks

• Step by step instructions – no more than 3 steps

• Visual representation or demonstration

• Expectable/repeated process or steps

Use of Techniques

Actual teaching techniques have a greater impact on student achievement than just having a lot of pictures illustrating content concepts.”

(Echevarría, Vogt & Short, 2013)

“

Types of Techniques

• Inside the content

o Appropriate materials

• Appropriate text• High-interest/low-ability reading material• Highlighted textbooks• Trade books and literature• Video-based information• Simplify vocabulary• Shorten assignments and tests• Use strategies which cause the brain to work• Graphic organizers• Semantic maps

Types of Techniques

• Outside the Contento Teacher behavior

• Hands-on• Visuals• Modeling• Demonstrations• Gestures• Body language• Focus on essential learning

o Student interaction

• Cooperative learning• Peer tutoring• Discovery learning• Semantic mapping• Representational illustrations, games• Group assignments

• Focus on concrete first, then abstract• Use pauses in between phrases• Give extra time for oral answers• Use an overhead projector• Write directions on the board, and

give them orally• Allow for more time for assignments

Reading Content Area Textbooks

• Highlight text to narrow material to essential components• Identify textbook structure• Text preview and picture walks• Marginal notes• Taped texts• Use out-of-level textbooks, trade books or magazine-type material• Pre-teach vocabulary• Create leveled study guides• Reinforce key concepts• Use teacher created graphic organizers or outlines for key ideas• Jigsaw text reading

Comprehensible Input is Critical

Comprehensible input may be the most important component in modifying a lesson for ELL students. If students do not understand what they are hearing, reading or writing, they do not have the opportunity to learn.

Effective Teachers:

• Constantly modulate and adjust speech to ensure that the content is comprehensible.

• Use a variety of techniques, including modeling, gestures, hands-on activities, and demonstrations, so that students understand and learn the content material.

• Provide explanations of academic tasks in ways that not only clearly state what students are expected to accomplish, but also promote student success.

Effective Teachers:

Use a variety of techniques, including modeling, gestures, hands-on activities, and demonstrations, so that students understand and learn the content material.

Effective Teachers:

Provide explanations of academic tasks in ways that not only clearly state what students are expected to accomplish, but also promote student success.

References

Echevarría, J., Vogt, M. E., & Short, D. J. (2013). Making content comprehensible for English language learners: the SIOP® Model (4th ed.). Upper Saddle River, NJ: Pearson.

Kelley, K. D, & Noble, C. C.. (2010). Comprehensible input [PowerPoint slides]. From Sheltered English Instruction Workshop. Flagstaff, AZ.

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