SIOP Made Easy The SIOP Model Echevarria Vogt amp Short 2000 Preparation Building Background Comprehensible Input Strategies Interaction Practice amp Application Lesson Delivery ID: 717261
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Slide1
Chapter 4 –Comprehensible Input
SIOP Made EasySlide2
The SIOP Model
(
Echevarria
, Vogt, & Short, 2000)
Preparation Building BackgroundComprehensible InputStrategies
Interaction
Practice & Application
Lesson Delivery
Review & AssessmentSlide3
Objectives
Content objectives
Review
effective ways for presenting content information in ways that students comprehend.Explore
various ways to model and provide directions for academic tasksLanguage objectivesListen to a lesson presented in a foreign language and summarize the main points of the lesson.Share favorite strategies aligned to the SIOP Model with peers on EdmodoSlide4
How Do People Acquire Languages?
Not like this!!!Slide5
STAGES OF LANGUAGE ACQUISITIONSlide6
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). Slide7
Providing Comprehensible Input
APPROPRIATE
SPEECH
Match teacher talk to the proficiency level of your students.Slide8
L2 Lesson – Which one helps you acquire the language better?
Bad Lesson
Good LessonSlide9
Adjusting Teacher Talk – Levels 1-2
Rate of speech
Slow down the rate of speech
Use pausesEnunciate clearly
COMPLEXITY OF SPEECH Level of Vocabulary UsedSimple sentence structure (e.g. no passive voice)Avoid idiomsParaphraseRepetitionVisual and oral languageAvoid idiomsCognatesSlide10
Adjusting Teacher TalkSlide11
Helping with Comprehensible Input
Homophones (sound the same, different spellings, different meaning)
there, their, & they’re
to, too, & two
sale & sailHomographs (spelled the same, different sound, different meaning)bow & bowwound & woundHomonyms (spelled the same, sound the same, different meaning)Duck and duckBat and batSynonyms (different words, same meanings)
Idioms (popular saying or cliché where the literal meaning does not match the figurative meaning)Slide12
Providing Comprehensible Input
CLEAR EXPLANATIONS
Model tasks and break down complex tasks into smaller chunks.Slide13
Providing Comprehensible Input
VARIETY OF TECHNIQUES
Making content concepts clear is simple
!Slide14
Strategies for Making Content Comprehensible
GESTURES
REALIA
VISUALS, ILLUSTRATIONS, TECHNOLOGYSlide15
Strategies for Making Content comprehensible
Preview MaterialAllow alternative forms of showing understanding
Hands-on activities
RepetitionSlide16
Strategies for Making
Content Comprehensible
Sentence Strips
L1 Support
Use Audio Versions of Text
Graphic OrganizersSlide17
Shock Lesson Follow Up
Mark important concepts on worksheets and notes.
Teach
Highlighting/Underlining
Use sticky notes on texts, novels, etc.Modify TextSlide18
Video Clip – Use your DVD
Example of a teacher making content comprehensible. (Chapter 4, Module 1)Slide19Slide20
Objectives
Content objectives
Review
effective ways for presenting content information in ways that students comprehend.Explore
various ways to model and provide directions for academic tasksLanguage objectivesListen to a lesson presented in a foreign language and summarize the main points of the lesson.Share favorite strategies aligned to the SIOP Model with peers on Edmodo