Presentation on theme: "The SIOP® Model COMPREHENSIBLE INPUT"— Presentation transcript:
1 The SIOP® Model COMPREHENSIBLE INPUT NC Guide to the SIOP Model Institute The SIOP Model OverviewCOMPREHENSIBLE INPUTThe SIOP® Model1 minThis component, Comprehensible Input, comprises some of the features that make SIOP instruction different from “just good Instruction.” An effective SIOP teacher pays attention to the unique characteristics of English learners, that is their linguistic needs. Making the message understandable for students is referred to as “comprehensible input,” a term made famous by one of the giants in the field of ESL, Stephen Krashen.11
2 Content Objectives We will: Discuss speech appropriate for students’ proficiency level.Explore techniques for presenting content information in ways that students comprehend.Identify ways to provide clear directions for academic tasks.1 minHere are the content objectives for Comprehensible Input.Note to presenters: There are several ways to present content and language objectives. We suggest that you vary the presentation of these as you go through each component. You might:Ask participants to read them aloud.Ask one participant to read them aloud.Ask participants to read them silently.The presenter reads them.The next 3 ideas are from Making Content Comprehensible 4th edition, Teaching Ideas for Lesson Preparation p. 44Ask participants to pick out important words from the objective and highlight them.Ask participants to paraphrase the objective with a partner, each taking a turn, using the frame: “We are going to learn___”.Present the objective and then do a Timed Pair-Share, asking participants to predict some of the things they think they will be doing for this section.
3 Language Objectives We will: Use the word “should” and defend our use of this feature for various proficiency levels to discuss 3 ways of adapting teacher speech to increase student comprehension.Use if-then statements to discuss the features of Comprehensible Input.2 min We will meet these objectives as we go through this section, particularly when we share the lesson plan we are developing.Remember that our language objectives attempt to model the form that Language Objectives will take in your classes. In the classroom you, North Carolina’s teachers, would teach the language indicated in the language objective in conjunction with the content objective. You would aim to include the four domains of language (listening, speaking, reading and writing) throughout the unit. The words italicized in blue are language features a teacher might focus on.Note to presenters: See the notes in Content objectives for ways to present objectives. Present the objective and then do a Timed Pair-Share, asking participants to predict some of the things they think they will be doing for this section.Possible response: I should slow down my rate of speech, use pauses, and enunciate clearly because my students are at entering and emerging proficiency levels and still need this extra support. I should not adjust my rate of speech and enunciation for my students’ at higher levels of English proficiency because they are comfortable with the language and need to hear it as it is usually spoken. I should monitor my vocabulary and sentence structure to reduce the complexity that some ELs at entering proficiency level find confusing .**Remind participants that even when students with lower language proficiencies are challenged with language production, they can (and do) think at higher levels. The students’ responses must be scaffolded using such strategies such as sentence frames, charts, pictures, a buddy's voice, etc.If I use speech appropriate for my students’ English proficiency level, then my students will be better able to understand content concepts.If I break down my directions into a step-by-step process and show students a finished product, then my ELs will be better able to complete the assignment as expected.
4 Comprehensible Input Features AppropriateSpeechA Variety ofTechniquesUsedClearExplanationof AcademicTasks1 minWe learn language when it is meaningful. Just listening to or being immersed in English is not enough. Students learning rigorous content material in a language they do not speak or understand completely require specialized teaching techniques to make the message understood. They require Comprehensible Input , or language that they can understand. This is achieved when teachers pay attention to the linguistic needs of their students and consistently incorporate these 3 features, speech appropriate to students’ language proficiency level, clear instructions, and a variety of teaching techniques – not just showing pictures during the lesson.
5 Comprehensible Input Features AppropriateSpeechA Variety ofTechniquesUsedClearExplanationof AcademicTasks2 minCommunication is made more understandable through speech that is appropriate to students’ proficiency levels. Appropriate speech is particularly important as students try to meet Common Core listening and speaking standards in each grade level.Ask participants, “How is the component especially tied to the CCSS?Answer: The CCSS asks students to comprehend information presented orally and to express their understanding in a variety of ways, such as recounting key ideas and details, and paraphrasing or summarizing the information presented. The way information is presented orally will have a significant impact on the degree to which ELs will be able to achieve these standards.
6 Speech Appropriate for Students’ Proficiency Levels 3 minLet’s listen to English learners who were asked what teachers do that makes learning difficult. We begin with Jasmine, followed by Salvador, and Michael. Explain that this video is from the Pearson PD toolkit that they have access to with the Making Content Comprehensible 4th edition text. As you listen to these students identify the points that they make.Pearson PDToolkit**Presenter needs to have access code and have established login for quick link to PD Toolkit—HAVE THIS READY PRIOR TO THE PRESENTATION.Notes: Once in the pdtoolkit under Comprehensible Input, click on the video marked “Student Input” to play this clip.Student InputLet's begin the Comprehensible Input component by hearing from English learners who were asked what teachers do that makes learning difficult. We begin with Jasmine, followed by Salvador, and Michael. Notice the similarity of their responses. 1:04 minutes
7 Share out Salvador Jasmine Michael 2 min Debrief: What did the students say? Were there any patterns?Note: video students are Jasmine, followed by Salvador, and Michael.JasmineMichael
8 Use Appropriate Speech (Adjust Teacher Talk) Face studentsEnunciate clearlyPause frequentlyParaphrase and repeat oftenAvoid asidesClarify pronounsPoint out cognatesMonitor rate of speech, vocabulary/idioms, and sentence structure usedConsider language proficiency of students10 min HO: Speech Appropriate …Slide shows only title & chunk & chew with cow at first.Have participants turn to handout (Speech Appropriate for Students’ Proficiency Levels) in CI section and say, “We are going to chunk and chew the ways listed here to monitor teacher talk.”CLICK and chunk and chew and cow disappear from slide. List of ways to adjust teacher talk appears.Say to participants: Analyze your use of these subfeatures by:Marking on the handout if you do those things E-everyday, S-sometimes, N-never;Then, chunk & chew, that is, share your analysis with the person beside you. Explain that “Chunk and Chew” means participants talk with a partner or in a small group about what they have just learned. See explanation in MCC p.199Discuss with your partner how you plan to adjust your teacher talk in the future. In your discussion use the word “should” and defend your use of these subfeatures by using sentence starters, such as , “I know that I should pause frequently, but I sometimes forget. I will do a better job of remembering to pause especially for my level 1 ELs.” Or, it is important to face students when I speak because it is easier to hear if the listener can see the speaker's mouth. (This connects to language objectives of section)Possible responses: enunciate clearly (it is difficult to understand some dialects and English spoken rapidly such as “wadja say?” for “what did you say?), pause frequently… may need to remind some what idioms and cognates are (note:avoid using idioms for clarity, but need to teach them, and can use them after they have been taught)Chunk and Chew
9 Comprehensible Input Features AppropriateSpeechA Variety ofTechniquesUsedClearExplanationof AcademicTasks1 minAll learners, English learners and native English speakers, perform better in school when the teacher gives clear directions for assignments and activities.
10 Clear Explanation of Academic Tasks Do your students understand how to do the assigned work?With a partner, use your text to explore SIOP techniques for giving instructions your ELs will understand (MCC p.99- top of 101)Add ideas of your ownWhole group share out6 minClear Explanation of Academic Tasks**Have the participants think about their own personal experiences, maybe as parents, with school assignments that their own children brought home and the parents had difficulties understanding the instructions (even in elementary school!).Have participants follow the instructions on this slide. Participants write ideas on a Post-it and then whole group share out. Presenter should write on chart paper the ideas that are shared out. Possible responses are below:Step by step directionsOral and written directionsWhen writing instructionsBe exact, concise, and completeUse action verbs in the command form (list, identify, describe, define, name, explain, choose, show, choose, justify, predict)Include visuals, model or demonstrate directionsShow a finished productAdditional ideas:Ask students to summarize the stepsSet a time limitCirculate and give informal feedbackInvolve the students—have them demonstrate to othersRepeat language and routines
11 Let’s Compare: Teacher 1: Teacher 2: Tells students to read the first 3 pages of their text to themselves to be discussed when they have finished.Has students call out unfamiliar words as she writes them on the board. Asks students to look up assigned word in the glossary. She orally defines words not in the glossary.Teacher 2:Orally reviews step-by-step instructions projected on a PowerPoint.Demonstrates instructions as he proceeds using a word bank and solicits peer interaction.2 minAsk participants to identify the teacher showing the better use of the feature, Clear Explanation of Student Tasks, and why they selected this teacher.Possible response: Teacher 2 provides clearer explanation of student tasks because he/she gives step-by-step written instructions as well as oral instructions. Provides a model and uses supports so that all domains (l,s,r,w, thinking) are addressed.
12 Comprehensible Input Features AppropriateSpeechA Variety ofTechniquesUsedClearExplanationof AcademicTasks1 minThere are numerous techniques we can use to make a concept comprehensible or meaningful to our students. Many of these are the same techniques we used when our own children or our brothers and sisters were babies and we were trying to get them to say a word. Let’s watch a video clip to see what techniques this teacher uses to help us understand her lesson.
13 Use a Variety of Techniques Mrs. AminWhat is the lesson about?What techniques are used to make the lesson understandable?What could make the lesson more comprehensible?9 minThere is a hyperlink on the slide to this video on YouTube. The video is also available as a DVD version with Enhancing English Language Learning in Elementary Classrooms cited on the slide and it is on the moodle.uncc.edu/ site under Web Resource as TESOL lesson with Mrs Amin.Note: The YouTube clip is 5 minutes and 44 seconds. It shows Mrs. Amin teaching 2 versions of her lesson which is in Farsi. The first is without comprehensible input and the second using many techniques to make her lesson comprehensible. In the first lesson there are about 10 second pauses at 1:21, 2:21, and 3:24. In these 10 second pauses ask students how they are doing; remind them that only 1 minute 21 seconds have passed, then 2 minutes 21 seconds and 3 minutes 24 seconds. What if they had to listen to this from 8:30 until 3:00? Lesson 2, with comprehensible input, begins at 3:37.Note: Can stop after 1:21 or 2:21 after reading the audience, but be sure to include portions of the tape showing Mrs. Amin NOT using visuals/gestures and USING visuals/gestures.Ask participants:Were you at the frustration level?What was the lesson about?Have the group identify techniques used to make lesson understandable..Grognet,Allene, Judith Jameson, et al. Enhancing English Language Learning in Elementary Classrooms.Video. Washington D.C: Center for Applied Linguistics and Delta Publishing Company, 2000.
14 Mrs. Amin Nutrition = تغذيه , تقويت Healthy = سالم، تندرست Unhealthy = ناتندرست، ناسالم، ناخوش، ناخوشى اور، غير سالم، بيمارFood = خوراک، غذا، قوت، طعام1 minUsually participants suggest that she should have written the key words. Remind participants that the lesson is in Farsi. This is what a written handout would look like. This is a good reality check for those teachers who have ELs who do not use the Roman alphabet.
15 Use a Variety of Techniques 5 minIn this short video clip (2:43) MaryEllen Vogt, one of the authors and researchers of the SIOP Model, describes some other teaching techniques we can use to make our content comprehensible. As you listen to Mary Ellen write down the techniques she suggests. At the end of the clip add other teaching techniques you use. We will use this list in the next activity.For clip go to:Under Comprehensible Input videos click onComprehensible Input for English LearnersIn this segment, Dr. MaryEllen Vogt discusses comprehensible input for English language learners. Our speech to our students needs to be comprehensible. We need to speak slowly and clearly, show visuals, use graphic organizers, paraphrase, make textbooks more clear.
16 Teaching Techniques How to Make Content Comprehensible Use gestures, body movements, and facial expressionsUse pantomime and dramatizationUse realia (real things), photos, pictures, drawings, technologyModelBreakdown complex tasks into manageable steps3 minWe’re going to summarize techniques to make content comprehensible. Each group will read out one or two items from their list without repeating a technique already given. Afterwards, others will share ideas not mentioned.
17 Technology tool - Wordsift 5 minGo to wordsift site which is hyperlinked. Select Darwin & evolution under sample text and press “Sift” button. After about 1 minute the results will appear: images, related website, videos… Show and discuss with participants the tools that appear after the “sift”.
18 Teaching ScenariosRead the scenarios you are assigned in the Comprehensible Input (CI) section of Making Content Comprehensible.p. 105 buoyancy1 minExplain that each component in the book, Making Content Comprehensible, includes teaching scenarios. We are going to examine the one on p Instructions for how we will do this activity are on the next slide.
19 Comprehensible Input Scenarios Form groups for each scenario:Count off and groups read together.1) Mr. Dillon 2) Mr. Lew 3) Mrs. CastilloRate 0-4:What evidence do you see of Comprehensible Input features?15 minFacilitator: Have participants form groups to read, then circulate to monitor their discussion. They shouldn’t look at the author’s ratings until after they have rated the teachers.Tell participants that the author’s ratings are on pShare out:Compare your scores with those given by D. Short, J. Echevarria, and M. Vogt.
20 Use an if-then statement to give feedback. Comprehensible InputWhat did I learn? Write 3-5 ideas that were most meaningful to you about making content comprehensible on chart paper.Reflection and Feedback?How does CI help the teacher? The students?Use an if-then statement to give feedback.5 minEach group should post a paper with 3-5 ideas. In the reflection ask participants to use an if-then statement such as:If I use speech appropriate for my students’ English proficiency level, then my students will be better able to understand content concepts.If I break down my directions into a step-by-step process and show students a finished product, then my ELs will be better able to complete the assignment as expected.
21 Sample SIOP Lesson Plan 5 minsHO: Sample SIOP Lesson Plan: Making Predictions.We will model how the features of Comprehensible Input can be part of your lesson plan.Ask participants to highlight features of comprehensible Input in the sample lesson plan. Use numbered heads or throw a soft ball for responses. The CI features are marked on the handout.
22 Owning Comprehensible Input Continue to write a lesson plan you can use including the features of Comprehensible InputSpeech appropriate for students’ proficiency levelsClear explanation of academic tasksA variety of techniques used to make content concepts clearMaximum 10 minutesParticipants continue to SIOP their lesson, adding the features of Comprehensible Input.May consider having participants work on this for 5-10 minutes, putting a * in the areas where they want to work or making notes to help them complete the plan later, (evening??). Participants can SIOP their lesson individually or with a partner.2222
23 Content Objectives How did we: Discuss speech appropriate for students’ proficiency levelExplore techniques for presenting content information in ways that students comprehendIdentify ways to provide clear directions for academic tasks1 minParticipants should give an example of how we met these objectives.
24 Language Objectives How did we: Use the word “should” and defend our use of this feature for various proficiency levels to discuss 3 ways of adapting teacher speech to increase student comprehensionUse if-then statements to discuss the features of Comprehensible Input2 minAsk participants to give one example of how they accomplished one of the language objectives “i.e. think back on what you said to defend your use of teacher talk in your lesson.”Possible response: I should slow down my rate of speech, use pauses, and enunciate clearly because my students are at entering and emerging proficiency levels and still need this extra support. I should not adjust my rate of speech and enunciation for my students’ at higher levels of English proficiency because they are comfortable with the language and need to hear it as it is usually spoken. I should monitor my vocabulary and sentence structure to reduce the complexity that some ELs at entering proficiency level find confusing .**Remind participants that even when students with lower language proficiencies are challenged with language production, they can (and do) think at higher levels. The students’ responses must be scaffolded using such strategies such as sentence frames, charts, pictures, a buddy's voice, etc.If I use speech appropriate for my students’ English proficiency level, then my students will be better able to understand content concepts.If I break down my directions into a step-by-step process and show students a finished product, then my ELs will be better able to complete the assignment as expected.84 min