sustaining the siop
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Sustaining the SIOP. #3 Comprehensible Input. Sustaining the SIOP. Content Objectives Identify techniques for presenting content information in ways that students comprehend Review various ways to model and provide directions for academic tasks for all proficiency levels. Language Objectives - PowerPoint PPT PresentationTRANSCRIPT
Sustaining the SIOPSustaining the SIOPSustaining the SIOPSustaining the SIOP
#3 Comprehensible Input#3 Comprehensible Input
Sustaining the SIOPSustaining the SIOPSustaining the SIOPSustaining the SIOPContent ObjectivesContent Objectives• Identify techniques
for presenting content information in ways that students comprehend
• Review various ways to model and provide directions for academic tasks for all proficiency levels
Language Objectives
• Discuss and listen to ways to modify speech that can increase student comprehension
• Write ways to modify activities for students of all proficiency levels and read them to the group.
SIOP’s 8 Components
1) Lesson Preparation
2) Building Background
3) Comprehensible Input
4) Strategies
5) Interaction
6) Practice & Application
7) Lesson Delivery8) Review &
Assessment
Sustaining the SIOPSustaining the SIOPSustaining the SIOPSustaining the SIOP
SIOP MacarenaSIOP Macarena
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
SIOP’s 8 Components
1) Lesson Preparation
2) Building Background
3) Comprehensible Input
4) Strategies
5) Interaction
6) Practice & Application
7) Lesson Delivery8) Review &
Assessment
Sustaining the SIOPSustaining the SIOPSustaining the SIOPSustaining the SIOP
Component #3Component #3
Comprehensible InputComprehensible Input
Mr. Cortez Video• How 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?
Comprehensible Input: 3 Features
1) Appropriate Speech
2) Clear Explanation of Academic Tasks
3) A Variety of ESL Techniques Used
I Love Lucy• http://
www.youtube.com/watch?v=yb2lSEl_Kis&feature=related
Things we can learn from Lucy
What did Lucy do to try to get her guests to understand her? – Spoke Loudly
• The students can hear, they just can’t understand the language
– Spoke Slower• Speaking at a slower rate is okay as long
as it does not compromise meaning or pronunciation
Things we can learn from Lucy
What did Lucy do to try to get her guests to understand her? – Rephrasing
• Synonyms are helpful for ELL students, especially for Academic Vocabulary
– Gestures• Physical motion that aides comprehension
is appropriate, TPR, etc.. (Her guest used a little of this)
Appropriate Speech
•Beginning•Low Intermediate•High
Intermediate•Proficient•Advanced
Proficient
The Michigan English Language Proficiency Assessment (ELPA) is administered to LEP students and the students are scored based on their proficiency levels.
Student Proficiency Examples
• Basic: Rain• Low 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.
BEW’s Web of Words• I was so scared that….
BEW’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.
BEW’s Web of Words• How can an activity like the Web
of Words make Content more comprehensible to all the proficiency levels?
I was so scared that…
Basic students may need a picture to identify the word scared.
Clear Explanation of Academic Tasks
• Spoken and Written
• Step by Step• Modeled/
Demonstrated• Finished Product
as a sample
Techniques for Achieving Comprehensible Input
• Use expression and body language
• Slower rate (thinking time)
• Pauses between phrases
• Shorter sentences with simpler syntax
• Stress high-frequency vocabulary
• Repeat/Review Vocabulary
• Repeat/Restate for understanding
• Be friendly and enthusiastic
• Supportive affect• Different
perspectives
Deb Painter’s Class• Identify ways that Deb uses some
of these techniques in her classroom to reinforce the content.
• Write down examples under the appropriate technique
Deb Painter’s ClassBrainstorm with a partner how YOU
incorporate some of these into your lessons and create a list.
Tickets OutDid 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….