English Learners

EESL 650 University of Alabama at Birmingham Summer-2010

Pieces of the PuzzleComprehensible Input

Carrie HintonMalerie Huguley

Rebecca SingletonMegan Kernstiens

Objectives

Teachers should be able to…• identify examples of

comprehensible input in small groups

• update his/her own lesson plans to incorporate comprehensible input

• list the aspects of comprehensible input with a graphic organizer

Comprehensible Input

What is it?input/instruction that is just above the students abilities and embedded in a meaningful context, midified, collaborative/interactive, and multimodal

Comprehensible Input

Take 2 minutes with your small group and identify as many examples of comprehensible input as you can according to the definition.

Comprehensible Input

"Comprehensible input is achieved when teachers pay attention to the unique linguistic needs of ELs and consistently incorporate these techniques into their daily teaching routines.”

Making Content Comprehensible for English Learners: The SIOP Model, page 79

Comprehensible InputHow can it be implemented?

• build consistency in classroom routines• create word walls• display pictures/graphics• repeat/rephrase• use visual cues• use whole body to convey message

Comprehensible Input

Fill our your graphic organizer with all the aspects of comprehensible input that you can think of with what you know so far.

Comprehensible Input

Be sure to…• Avoid idioms• Paraphrase• Repeat• Use cognates• Simplify sentence structure

Making Content Comprehensible for English Learners: The SIOP Model, pages 80-81

Comprehensible Input

Example video

Comprehensible Input

Take a few minutes to brainstorm how you will update/change your lessons to reflect this new found knowledge.

References

Echevarria, J., Short, D. J., & Vogt, M. (2007). Making Content Comprehensible for English Learners: The SIOP Model (3rd Edition) (3 ed.). Boston: Allyn &Amp; Bacon.