MISD Bilingual/ESL Department

1. MISD Bilingual/ESL Department SIOP Comprehensible Input

2. How have we been doing? • Lesson Preparation • Building Background

3. Objectives • Content • Participants will evaluate the significance of intentionally infusing comprehensible input strategies into their lessons. • Language • Participants will write a reflection on the progress of their implementation of the components covered thus far.

4. SIOP Component 3 Comprehensible Input Video

5. Think About It… • Just because the students can’t speak English proficiently … doesn’t mean they can’t think! • Just because the students can’t read English… doesn’t mean they can’t think!

6. Language is mostly acquired when: • Lessons are interesting and relevant • Instruction follows natural language patterns • Input is provided in sufficient quantity • The message is clear so the learner can understand • There is appropriate monitoring of errors, since overcorrection increases student anxiety.

7. Language Acquisition • Teachers need to make content comprehensible based on the English Language acquisition level of each student. • Stages of Language Acquisition- • Beginner • Intermediate • Advanced • Advanced High (same level as native speakers)

8. Food for Thought…. • It is critical that students know what is expected and that step by step instructions are written for students to see and use. • Many students will begin to disengage or misbehave because they are not certain what they are expected to do.

9. Low SES Students • Research shows that consistency and an orderly, predictable classroom environment create a safe setting for our low SES students. • Feeling safe at school increases productivity, comprehension, language acquisition, and test scores.

10. Rate of Speech • In focus group research, middle school students reported that teachers talked too fast and they couldn’t understand the directions. • Lack of clear explanation – due to teachers’ impatience, speaking too fast, or poor instructions – was consistently cited as a problem by English Learners. • Variety of techniques to make the content comprehensible….

11. Techniques What do you already do in your classroom to help students understand what you are saying? • Use gestures • Use body language • Use pictures • Use realia • MODEL, MODEL, MODEL • Preview materials • Allow for alternate forms of expressing their understanding of info & concepts

12. Techniques cont. • Multimedia • Technology • Repeated exposure to words, concepts, skills • Be succinct • Graphic organizers

13. Assumptions What are some assumptions textbooks makes about English Learners, their backgrounds, language proficiency and abilities? • In pairs, create a chart showing the assumptions you feel your specific textbooks make. • Discuss whole group

14. Comprehensible Input Video Segment Discuss questions

15. Continuum of Strategies Type of Strategy Teacher- Centered Student- Centered Teacher- Assisted Peer- Assisted

16. Scaffolding Verbal scaffolding Paraphrasing Using “think-alouds” Reinforcing contextual definitions Procedural scaffolding Practice with others One on one teaching Small group instruction Partnering or grouping with more experienced ones

17. Verbal scaffolding • Examples of verbal scaffolding include paraphrasing, repetition of key points, summarizing, and using think-alouds. • When the verbal is paired with the nonverbal in the form of facial expressions, gestures, picture, charts, graphs, maps, or realia, this strategy is particularly effective. • Using a variety of visual aides and teaching to all learning styles are the most effective approaches.

18. Think-Alouds What is a think-aloud? • When teacher’s think-aloud - they are providing mental models for comprehension of content text. • Mental modeling gives students an insight into how good readers make sense of text. • It allows students to see options that are available to them and how good readers decide what to do. • It also helps students understand the complexities of reading and that it is an ongoing thinking process.

19. Outcomes of the Think-Aloud Approach • Students change their view of reading. • They realize that reading is a purposeful activity. • They are more involved in actively building their comprehension. • Verbalization skills increase. • More opportunities for cooperative learning. • Students become more independent readers

20. Strategies • Strategies are typically taught at a young age (not always true for our ESL students) • Teach the strategy using a text that is 2-4 reading levels below the students’ reading levels • They are practiced throughout their school careers • Provide ample opportunities for students to use and practice strategies • Consistently use the scaffolding techniques throughout the lesson • A variety of question types used* *Refer to Bloom’s Taxonomy

21. Using Analogies for Teaching Simple presentation of concepts help students to make connections with new knowledge. An analogy allows students to form a mental model of concepts to be learned based on what they are already familiar with, then transposing it to new knowledge. This process is called mapping. • An analogy works best when the concept is new • Make sure the students understand the analogy • Explain the specific similarities • Be aware of misconceptions the analogy may leave

22. Manipulatives and Experiments • Manipulatives are concrete objects that are used to demonstrate learning concepts and to enhance the meaning of presented information. • Students have the opportunity to hear, see, and touch manipulatives to promote the learning process and language acquisition. • Realia, or real objects, are the best manipulatives to make learning concrete.

23. Casual vs. Academic

24. Word Study Verbal-Visual Word Association

25. Word Analysis Rule Ruler Ruling Ruled

26. Bull’s Eye ___________Clue #1 ___________Clue #2 ___________Clue #3 ___________Clue #4 ___________Target Word

27. Pictionary…sort of! • Pick a word the class is working on • As you (or the student) draw the picture for the word…TALK your way through the picture, explain the picture as you talk • Easier for ESL students to guess when they hear familiar words in context • Even low level students can find something to say about the picture as they draw

28. Homework Assignment • Make input comprehensible!!! • Bring examples of how you are doing this in your lessons. Pictures or video would be greatly appreciated! • First fifteen minutes of our next meeting will be devoted to sharing with the class. • Next Meeting: ? Email us any time if you need additional support, have questions, or need advice – • amcadams@mckinneyisd.net – Annette McAdams, Dowell • tkelman@mckinneyisd.net – Tina Kelman, Faubion • srhykerd@mckinneyisd.net – Sonia Rhykerd