Transcript Component 3-Comprehensible Input

Sorting Activity Instructions
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Inside your white envelope is a set of cards. Sort
the cards into three piles using the following
categories:
objectives
activities
topics
When you are finished, discuss how the three
piles differ.
Why might the SIOP only ask teachers to display
and review lesson objectives rather than
activities and topics?
SIOP Component 3:
Comprehensible Input
SIOP Component 3:
Comprehensible Input
Content Objective(s):
 Explore techniques for presenting content
information in ways that students comprehend
 Review various ways to model and provide
directions for academic tasks
Language Objective(s):
 Discuss and sort the following into groups:
objectives, activities, & topics
 Listen to a story and follow the directions
 Discuss modifications to teacher speech that
can increase student comprehension
“The Wright Family”
• How did this activity make you feel? What did your group do?
• Who can tell me what the story was about? Why or why not?
• If the goal was comprehension, what could I have done differently?
• Do our activities support learning outcomes?
SIOP Component 3:
Comprehensible Input
F10: Speech is appropriate for students’
proficiency level (e.g. slower rate, enunciation, and
simple sentence structure for beginners).
F11: Clear explanation of academic tasks.
F12: Use a variety of techniques to make
content concepts comprehensible (e.g.
modeling, visuals, hands-on activities, demonstrations,
gestures, and body language).
Speech is appropriate for students’
proficiency level
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Rate and enunciation
 How
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the teacher speaks
Complexity of speech
 What
the teacher says
Adjust “Teacher Talk”
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Face the students
Pause frequently
Paraphrase often
Speak slower if necessary
Emphasize important ideas
Avoid “asides”
User shorter sentences
Wait time
Meaning emphasized (not grammar)
Avoid interpreting
Helping with Comprehensible Input
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Homophones (sound the same, different spellings, different meaning)
there, their, & they’re
to, too, & two
 sale & sail
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Homographs (spelled the same, different sound, different meaning)
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bow & bow
wound & wound
Homonym (spelled the same, sound the same, different meaning)
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Duck and duck
Bat and bat
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Synonyms (different words, same meanings)
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Idioms (popular saying or cliché where the literal meaning does not
match the figurative meaning)
Idioms
A distinctive expression whose meaning
cannot be deduced from the combined
meaning of its individual words.
 Often unique to a culture or group of
people.
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Interaction with a new student –
A behavior problem
“Freeze!” I want to talk to you.
“I know that you’re the new kid on the block and perhaps you don’t
know the ropes yet, but you are off the wall and need to straighten
up. You’ve only been here a month but it is time to face the music;
you are digging yourself a hole that I am not sure you can get out of.
You did not start here with your best foot forward and I can see the
writing on the wall. If you’re just getting along by the skin of your
teeth now, there is no way that I will turn a blind eye. So, let’s go
back to square one. Put on your thinking cap and figure out how you
should behave before I pull the plug on you here.”
Cognates
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A word with similar pronunciation and
meaning in multiple languages.
False Cognates
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A word with similar pronunciation but
different meaning in multiple languages.
Comprehensible Input – Ask
Yourself . . .
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Is my speech appropriate for the proficiency
level of my students?
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Do I avoid jargon and idioms?
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Do I present instructions step-by-step?
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Do I use peer-modeling?
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Do I paraphrase and restate student’s
responses (modeling correct English)?
Comprehensible Input – Ask
Yourself . . .
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Do I use think-alouds?
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Do I reinforce definitions in context?
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Do I use a variety of question types?
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Do I use a variety of grouping structures in a
class (pair, triad, team)?
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Do I vary group members from day-to-day?
Comprehensible Input – Ask
Yourself . . .
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Do I give students enough wait time?
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Do I allow students to confer with each other
(in their L1 if necessary) to clarify concepts?
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Do I use hands-on activities to help students
make abstract concepts concrete?
Comprehensible Input – Ask
Yourself . . .
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Do I include opportunities for students to
read, write, listen, and speak?
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Do I continually include vocabulary review in
daily work?
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Do I use a variety of methods to elicit group
responses?
SIOP Component 3:
Comprehensible Input
Content Objective(s):
 Explore techniques for presenting content
information in ways that students comprehend
 Review various ways to model and provide
directions for academic tasks
Language Objective(s):
 Discuss and sort the following into groups:
objectives, activities, & topics
 Listen to a story and follow the directions
 Discuss modifications to teacher speech that
can increase student comprehension