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Sei500 r5 comprehensible_input
- 2. Appropriate Speech • Rate and enunciation o How the teacher speaks • Complexity of speech o What the teacher says • Vocabulary • Enunciation • Sentence structure • Idioms • Cognates
- 3. Explanation of Academic Tasks • Step by step instructions – no more than 3 steps • Visual representation or demonstration • Expectable/repeated process or steps
- 4. Use of Techniques Actual teaching techniques have a greater impact on student achievement than just having a lot of pictures illustrating content concepts.” (Echevarría, Vogt & Short, 2013) “
- 5. Types of Techniques • Inside the content o Appropriate materials • Appropriate text • High-interest/low-ability reading material • Highlighted textbooks • Trade books and literature • Video-based information • Simplify vocabulary • Shorten assignments and tests • Use strategies which cause the brain to work • Graphic organizers • Semantic maps
- 6. Types of Techniques • Outside the Content o Teacher behavior • Hands-on • Visuals • Modeling • Demonstrations • Gestures • Body language • Focus on essential learning o Student interaction • Cooperative learning • Peer tutoring • Discovery learning • Semantic mapping • Representational illustrations, games • Group assignments • Focus on concrete first, then abstract • Use pauses in between phrases • Give extra time for oral answers • Use an overhead projector • Write directions on the board, and give them orally • Allow for more time for assignments
- 7. Reading Content Area Textbooks • Highlight text to narrow material to essential components • Identify textbook structure • Text preview and picture walks • Marginal notes • Taped texts • Use out-of-level textbooks, trade books or magazine-type material • Pre-teach vocabulary • Create leveled study guides • Reinforce key concepts • Use teacher created graphic organizers or outlines for key ideas • Jigsaw text reading
- 8. Comprehensible Input is Critical Comprehensible input may be the most important component in modifying a lesson for ELL students. If students do not understand what they are hearing, reading or writing, they do not have the opportunity to learn.
- 9. Effective Teachers: • Constantly modulate and adjust speech to ensure that the content is comprehensible. • Use a variety of techniques, including modeling, gestures, hands-on activities, and demonstrations, so that students understand and learn the content material. • Provide explanations of academic tasks in ways that not only clearly state what students are expected to accomplish, but also promote student success.
- 10. Effective Teachers: Use a variety of techniques, including modeling, gestures, hands-on activities, and demonstrations, so that students understand and learn the content material.
- 11. Effective Teachers: Provide explanations of academic tasks in ways that not only clearly state what students are expected to accomplish, but also promote student success.
- 12. References Echevarría, J., Vogt, M. E., & Short, D. J. (2013). Making content comprehensible for English language learners: the SIOP® Model (4th ed.). Upper Saddle River, NJ: Pearson. Kelley, K. D, & Noble, C. C.. (2010). Comprehensible input [PowerPoint slides]. From Sheltered English Instruction Workshop. Flagstaff, AZ. © 2010 University of Phoenix, Inc. All rights reserved.”
Editor's Notes
- Consider hearing a teacher quickly give a multi-step direction using complex vocabulary. How much of the instructions would you understand and remember? Now, consider hearing a teacher slow down and enunciate clearly. How much of the instructions would you understand and remember? Finally, consider hearing a teacher speak slowly and model the steps. How much of the instructions would you understand and remember? This clearly demonstrates the effectiveness of using appropriate speech. Teachers carefully monitor the vocabulary and sentence structure they use with ELLs to match their proficiency levels. Remember to limit the use of idioms, the reasons to paraphrase and repeat information, and the power of cognates. Simple sentence structure and precise diction or enunciation are critical.
- It is critical for ELLs to have instructions presented in a step-by-step manner, preferably accompanied by a visual representation or demonstration of what is expected. Oral instructions should always be accompanied by written ones so that students can go back to each step. This cannot be overstated.
- The tough part is making sure there is sufficient planning to incorporate these techniques into lessons. Start small, take baby steps and soon they will become a natural part of your lessons. The techniques suggested are critical for providing meaningful, understandable lessons, including adapting the content to students proficiency levels, using scaffolding techniques, and providing opportunities for students to use newly acquired content and language knowledge. Many ELL techniques are applicable to content classrooms with slight modifications. For example, sentence strips are often used to write and organize the events in a story. An ELL modifications might be to provide sentence starters or sentence stems for ELLs to generate the sentences or ideas on the strips.