School Name: Session Four Comprehensible Input & Learning Strategies

1. School Name:Session FourComprehensible Input & Learning Strategies presenters:

2. ReviewContentandLanguage ObjectivesOn the Entrance Slip, respond to the following: • What is the purpose for writing content objectives (learning targets)? • What is the purpose for writing language objectives? • List at least two ways to share objectives with students. • Why do we share objectives with students? • Why do we return to the objectives at the end of the period? • List at least two ways to do that. Entrance Slip Small Group Share (5-7 min) and Whole Group Share (10-12 min)

3. ReviewContent objectives/learning targetsTable Brainstorm: what do you know in 60 seconds ? • are connected to grade level standards • clearly state what the student is expected to learn • are clearly written in student-friendly terms • establish key concepts and key content vocabulary ~ Can our students explain the learning targets to us, to a visitor to the class, or to their parents? ~ Will they clearly understand how to prepare for the assessment? Knock Three Times

4. ReviewLanguage objectivesTable Brainstorm: what do you know in 60 seconds ? • support content objectives • provide access to content • include how students will communicate content • will require students to use a language domain for communication • can include language forms and functions We always include reading, listening, speaking and writing in our lessons. Now we will make their purpose more explicit for ourselves and our students. Knock Three Times

5. Practice Time Write a Content Objective for a lesson you will deliver this week Write a Language Objective that describes how you will include reading, writing, speaking, or listening to do one or more of the following: support content objectives provide access to content tell how students will communicate content engage students in a language domain teach language forms or functions • connected to grade level standards • clearly stating what the student is expected to learn • written in student-friendly terms • establishing key concepts and key content vocabulary Use the Lesson Template for writing these - 10 minutes

6. Today’s Agenda Review and write Content and Language Objectives Share Building Background techniques that you have focused on in your classroom Explore Comprehensible Input and Strategies Incorporate Comprehensible Input and Strategies in the lesson template in which you have written Content and Language Objectives Quick review

7. Debrief of Techniques used for Building Background To connect my lesson to students’ experiences I _________________________. To connect my lesson to a prior lesson I _________________________. To emphasize key vocabulary I ________________________ . Give One, Get One

8. Components of Sheltered Instruction Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Delivery Review and Assessment

9. Select or design a specific technique to make input more comprehensible for students in an upcoming lesson. 2. Differentiatebetween student strategies for learning and teacher techniques for scaffolding. Orally describe specific techniques to make input more comprehensible for students in an upcoming lesson. 2. Read about, discuss, and reflect on how to include student strategies and teacher techniques into lesson planning. Today’s Content and Language Objectives(the what and the how) Shoulder Partner

10. Wright Family Exercise • What was the passage about? • How did you feel as the passage was read? • What could the reader have done differently to help you comprehend the content of the passage?

11. Watch the following video…

12. SIOP Component 3:Comprehensible Input • Speech appropriate for students’ proficiency levels • Clear explanation of academic tasks • A variety of techniques used to make content concepts clear Comprehensible Input is making a conscious effort to make a lesson understandable through a variety of means. 3 features

13. Component 3

14. Appropriate Speech Making adjustments to speech so that the message to the student is understandable.

15. Enunciate and speak more slowly Avoid jargon Avoid idiomatic speech (unless taught) Monitor the vocabulary and sentence structure by keeping it simple (ex: subject-verb-object) Use straightforward and clear language Accompany language with visual representation Use paraphrasing and repetition Use cognates from students L1 Ways to make speech appropriate: Knock 2 times

16. Clear Explanation of Tasks • Step by step manner • Modeled or demonstrated • Shown a finished product first • Oral directions accompanied by posted written ones and/or pictures

17. Gestures Body language Pictures Real objects (realia) Provide a model of the process Hands-on Activities Preview material Total Physical Response (TPR) Multimedia resources Repeated exposures to words, concepts and skills Scaffold language by chunking information Sentence Strips Graphic Organizers Audiotapes Input Charts (GLAD) I Do, We Do, You Do A variety of techniques to make content concepts clear:

18. Watch the following video looking at Comprehensible Input…

19. Plus Delta • Give examples of two techniques the instructor used to make himself understood. • What two techniques could have supported his students even further? Shoulder Partner

20. The Features of Learning Strategies: • Ample opportunities provided for students to use learning strategies • Scaffolding techniques consistently used, assisting and supporting student understanding • A variety of questions or tasks that promote higher-order thinking skills

22. Learning Strategies External Behavior Engaging Others About Thinking Thinking About Thinking

23. Examples of how we get there: Engaging Others thinking External behavior Thinking about thinking 23

24. Scaffolding Increasing Independence Applying Explicit teaching Modeling Practicing Teaching Techniques Student Strategies

25. Higher-Order Questioning • Ask questions that promote critical thinking • Plan for high level questions with Bloom’s Taxonomy

26. What percentage of questions teachers ask students fall into the knowledge level? 26

27. Researchers have found that of approximately 80,000 questions the average teacher asks annually, 80 percent of them are at the knowledge level.

28. Examples using Goldilocks • Create: Create a new character. How will the character interact with the other characters and change the story? • Evaluate: What do you think she learned by going into that house? • Analyze: Compare Goldilocks to any friend. • Apply: How were the bears like real people? • Understand: Why didn’t her mother want her to go to the forest? • Remember: Who was Goldilocks?

29. Strategies Video

30. Strategy Summary Our ultimate goal is for students to develop independence in self-monitoring and self-regulation through practice with peer-assisted and student- centered strategies….

31. Planning Time… How will you incorporate Comprehensible Input and Strategies in the lesson template in which you have written Content and Language Objectives ?

32. Select or design a specific technique to make input more comprehensible for students in an upcoming lesson. 2. Differentiatebetween student strategies for learning and teacher techniques for scaffolding. Orally describe specific techniques to make input more comprehensible for students in an upcoming lesson. 2. Read about, discuss, and reflect on how to include student strategies and teacher techniques into lesson planning. DID WE MEETToday’s Content and Language Objectives?(the what and the how) Stand Up / Sit Down

33. Plus Delta Ticket Out Exit Slip