Presentation on theme: "#3 Comprehensible Input"— Presentation transcript:
1#3 Comprehensible Input Sustaining the SIOP#3 Comprehensible Input
2Sustaining the SIOP Language Objectives Content Objectives Identify techniques for presenting content information in ways that students comprehendReview various ways to model and provide directions for academic tasks for all proficiency levelsLanguage ObjectivesDiscuss and listen to ways to modify speech that can increase student comprehensionWrite ways to modify activities for students of all proficiency levels and read them to the group.
14Component #3 Comprehensible Input Sustaining the SIOPComponent #3Comprehensible Input
15Mr. Cortez VideoHow did the teacher purposely approach comprehensible Input?How will Comprehensible Input help ELL students (English Language Learner)? Non-ELL’s?What did you like about this lesson? What did you not like about this lesson?
16Comprehensible Input: 3 Features 1) Appropriate Speech2) Clear Explanation of Academic Tasks3) A Variety of ESL Techniques Used
18Things we can learn from Lucy What did Lucy do to try to get her guests to understand her?Spoke LoudlyThe students can hear, they just can’t understand the languageSpoke SlowerSpeaking at a slower rate is okay as long as it does not compromise meaning or pronunciation
19Things we can learn from Lucy What did Lucy do to try to get her guests to understand her?RephrasingSynonyms are helpful for ELL students, especially for Academic VocabularyGesturesPhysical motion that aides comprehension is appropriate, TPR, etc.. (Her guest used a little of this)
20Beginning Low Intermediate High Intermediate Proficient Appropriate SpeechBeginningLow IntermediateHigh IntermediateProficientAdvanced ProficientThe Michigan English Language Proficiency Assessment (ELPA) is administered to LEP students and the students are scored based on their proficiency levels.
21Student Proficiency Examples Basic: RainLow Intermediate: The sky has clouds and there is rain.Intermediate: The day is very cloudy and heavy rain is falling.High Intermediate: It is a cloudy spring day and it is raining more than usual.See Stages of Language Acquisition
22BEW’s Web of WordsI was so scared that….ThemeIdea
23BEW’s Web of Words Fill one box with your phrase Find a person with the same hair color as you and share your phrase.Listen and copy their phrase into your web.
24BEW’s Web of WordsHow can an activity like the Web of Words make Content more comprehensible to all the proficiency levels?
25I was so scared that…Basic students may need a picture to identify the word scared.
26Clear Explanation of Academic Tasks Spoken and WrittenStep by StepModeled/ DemonstratedFinished Product as a sampleDirectionsWrittenSpokenModelStep by StepCheck for UnderstandingFinished ProductAssessApply
27Techniques for Achieving Comprehensible Input Use expression and body languageSlower rate (thinking time)Pauses between phrasesShorter sentences with simpler syntaxStress high-frequency vocabularyRepeat/Review VocabularyRepeat/Restate for understandingBe friendly and enthusiasticSupportive affectDifferent perspectives
28Deb Painter’s ClassIdentify ways that Deb uses some of these techniques in her classroom to reinforce the content.Write down examples under the appropriate technique
29Deb Painter’s ClassBrainstorm with a partner how YOU incorporate some of these into your lessons and create a list.
30Tickets Out Did we meet our objectives? One new thing that I learned or relearned was…Something I didn’t understand….Something I would like to learn more about next time….