Comprehensible+Input

=Comprehensible Input= SIOP Models 10, 11, & 12 Group Members: Megan Thorpe, Beth Comer, and Kelsey Zlab

n Speech Appropriate for Students’ Proficiency Levels – Rate and enunciation of speech: Students beginning to learn English benefit most when their teacher speaks slowly, while using pauses and enunciating. As students become more comfortable with the English language, speaking slowly becomes increasing less important. – Sentence and word complexity: It is important for teachers to match their students’ proficiency levels when speaking to them. For example, using simpler vocabulary when they are first beginning to study the English language. – Idioms: Idioms are common sayings such as “seeing eye to eye” or “getting the hang of it” that we know to mean agreeing with someone or getting better at something. These saying can be confusing for ELL’s. They benefit much more when their teachers use simpler, more straightforward, vocabulary in addition to the use of visuals. – Paraphrasing and repetition: Repeated exposure enhances connections in the brain. If students hear the word “cut” repeatedly along with watching their teacher cut a piece of paper, they will be more likely to remember the word the next time they hear it. – Cognates: This technique is most suitable for students who speak Latin-based language. It is much easier for a student to understand the word “calculate” than “figure out” because calculate goes along with a calculator. – S-V-O sentence structure: S-V-O sentence structure is subject-verb-object. It is a very simple sentence structure and therefore easy for beginning students to learn. n i.e. ‘”He decided to break the rules of diplomatic convention and embark on his own”’ instead of ‘”By breading the rules of diplomatic convention and by embarking on his own, he was, he knew, risking ridicule and, in the event that things went sour, disgrace.”’
 * SIOP Model #10**

n Clear Expectations: At all levels, ELL students learn better when they are given clear expectations. – Oral and written instructions: Always give written instruction along with oral instruction in an ELL classroom. That way, if a student does not understand or forgets the information, they have an additional form of instructions in front of them. Also, it is a way for ELL’s to connect oral language with written language. Students who have difficulty with auditory processing especially benefit from written instructions. – Clear rubric: Providing students with a clear and straightforward rubric shows them what is expected of them. Oftentimes, teachers will become frustrated with their students because they are not working on their assignment. However, this is often because they don’t know what is expected of them or how to get started on the assignment. A clear rubric along with oral and written instruction helps with this. – Provide examples: When working on a specific activity, such as writing a story about their summer, give an example for them to, again, see what is expected of them. Examples also ensure that they understand what the assignment is about. This also helps with behavior interruptions in class. – Scaffold information: Especially in writing, it is important to show students what good writing looks like. Helping students with their writing one on one is obviously important, but very unpractical considering the size of a typical classroom. By using scaffolding, more skilled peers, in this case students at a higher level of language development can help students in the earlier stages of writing.
 * SIOP Model #11**

n Techniques Used to Make Content Concepts Clear – Visuals: The following visuals along with oral speech can speed up the language learning process. Using visuals and gestures allows students to connect the words they hear to the objects they see. – i.e. When working through a math problem about marbles, bring in marbles for the ELL students to work with. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Gestures <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Body Language <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Tangible Objects <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Concrete Examples <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Graphic Organizers: When ELL students have so much information being thrown at them, they can get extremely stressed. Using a graphic organizer helps them not only to keep organized, but to be able to go back and revisit a concept that may have been confusing earlier on. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– Model/ Practice: providing a model and then having the students practice the task on their own often clears up any confusion they may have. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– i.e. During a unit on the water cycle, show the students the evaporation, condensation, and precipitation by drawing it on the board. Then, have them practice what they learned by having a project in which they put colored water in a bag and hang it in the window to see the water cycle. Practicing in this example could be as simple as having the students record they changes they see once a day. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Provide models of task, process or assignment <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Preview-do-review: if students are given a preview of an upcoming unit, they will know that they are responsible for which will better prepare them during the unit. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Provide opportunities for repeated exposure: This applies not only to words, but to concepts and skills as well. By repeating these things, students are able to make the connection between oral, written and visual language. <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– Proficiency <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Provide alternative ways for students to demonstrate proficiency <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– Mediums: Using different forms of teaching besides lecture such as power points, videos, or websites keeps students engaged and it also give them for visual support in their learning. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n www.xtranormal.com <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– Scaffolding <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Sentence strips: This technique is useful in all grade levels. It can be used in a variety of subjects from the obvious reading and writing to math and even science. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Retelling a story: At first, story might only seem like foreign words to an ELL student. However, through retelling a story, they will eventually be able to piece together what they story is actually about. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Break down math problems
 * SIOP Model #12**

<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Rubrics <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [|www.rubrics4teachers.com] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [|www.rubistar.4teachers.org] <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Graphics <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [] <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Technology <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [|www.xtranormal.com] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [|www.free-reading.net] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [|www.starfall.com] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [|www.colorincolorado.org] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [|www.rif.org] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [|www.readwritethink.org] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [|www.readingrockets.org] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [|www.fcrr.org] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [|www.familyreading.org] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [|www.eslkids.com/kid.html] <span style="font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">– [|www.pbskids.org]
 * Additional Resources**

<span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n Echevarria, J., Vogt, M., & Short, D. J. (2008). //Making content comprehensible for English learners: The SIOP model// (3rd ed.). Boston: Pearson Education, Inc. <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n   __ www.angelfire.com __ <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n   __www.xtranormal.com__ <span style="font-family: Wingdings; mso-bidi-font-family: Wingdings; mso-fareast-font-family: Wingdings; msobidifontfamily: Wingdings; msofareastfontfamily: Wingdings; msolist: Ignore;">n [|www.youtube.com]
 * References**

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