Creating Comprehensible Input for ELLs Kristen Lindahl Presented to the PCSD Based on Making Content Comprehensible for Elementary English Learners: The SIOP Model (Echevarria, Vogt, & Short, 2008)

THEORETICAL BASE OF COMPREHENSIBLE INPUT Stephen Krashen (1983): The Monitor Model Consists of 5 hypotheses about L2 acquisition Public school educators have latched on to two of them Comprehensible Input Provide input to the student at a level slightly higher than they are able to understand (challenge but not overwhelm) Abbreviated as “ i + 1” Necessary for L2 acquisition to occur Affective Filter Outside stressors cause the student to have less “room” for attention to cognitive tasks A reduction of these stressors enables the student to focus more on cognitive tasks

COMPREHENSIBLE INPUT IN THE SIOP MODEL SIOP Indicator #10: Speech Appropriate for Students’ English Proficiency Levels (E, V, & S, 2008) Rate and enunciation Slow down Pause at thought groups Enunciate clearly Complexity of Speech Use Simple Sentence Structure Avoid Idioms Idiom Examples Roll the DiceCut to the chase Kick the bucketOut of this world Need a handHit the road Touch baseGet the hang of it Zip itSee eye to eye Big CheesePut your foot down

COMPREHENSIBLE INPUT IN THE SIOP MODEL SIOP Indicator #11: Clear Explanation of Academic Tasks Step-by-Step Instructions (no more than 3-5 steps) Provide a model, or model/demonstrate, visuals Think-Alouds Match oral directions with written ones Comprehension Checks Example of step-by-step instructions Differentiate between behavioral and cognitive instructions. “Read the text. Summarize the information in your graphic organizer.” Steps in summarization: 1. Read the text. 2. Decide what is important (what to keep). 3. Decide what is less important (what to delete). 4. Communicate the important parts in your own words.

COMPREHENSIBLE INPUT IN THE SIOP MODEL SIOP Indicator #12: A Variety of Techniques used to Make Concepts Clear Gestures, body language, pictures, & objects Model processes, tasks, and assignments Preview material/concepts Allow alternative forms for expressing understanding Use multimedia/technology Provide repeated exposures to words, concepts, and skills Chunk information into smaller bits… “Chunk & Chew” Graphic & advance organizers