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    Siop 2 Casey H 1

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    The document discusses comprehensible input techniques for teaching English learners and creating activities. It provides examples of a video about breakfast that demonstrates techniques like using images and subtitles. Teachers are asked to reflect on techniques they are comfortable with and ones that are new to them, and to set a goal to try one new technique. An example is given of an activity for middle school ESL students that focuses on reintroducing themselves through slideshows, applying concepts like talking about interests and families.

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    Siop 2 Casey H 1

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    api-486816605
    30 views2 pages
    The document discusses comprehensible input techniques for teaching English learners and creating activities. It provides examples of a video about breakfast that demonstrates techniques like using images and subtitles. Teachers are asked to reflect on techniques they are comfortable with and ones that are new to them, and to set a goal to try one new technique. An example is given of an activity for middle school ESL students that focuses on reintroducing themselves through slideshows, applying concepts like talking about interests and families.

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    siop 2 casey h 1

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    The document discusses comprehensible input techniques for teaching English learners and creating activities. It provides examples of a video about breakfast that demonstrates techniques like using images and subtitles. Teachers are asked to reflect on techniques they are comfortable with and ones that are new to them, and to set a goal to try one new technique. An example is given of an activity for middle school ESL students that focuses on reintroducing themselves through slideshows, applying concepts like talking about interests and families.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    30 views2 pages

    Siop 2 Casey H 1

    Uploaded by

    api-486816605
    The document discusses comprehensible input techniques for teaching English learners and creating activities. It provides examples of a video about breakfast that demonstrates techniques like using images and subtitles. Teachers are asked to reflect on techniques they are comfortable with and ones that are new to them, and to set a goal to try one new technique. An example is given of an activity for middle school ESL students that focuses on reintroducing themselves through slideshows, applying concepts like talking about interests and families.

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    of 2

    SIOP Loom Activity #2

    Comprehensible Input

    1. Watch the Breakfast video.


    2. Reflect and record in your notes:
     What words, phrases, meanings, were you able to understand?
    o Cereal, orange juice, croissant, delicious, banana,
     What helped you to understand and create meaning of this video?
    o The images and the subtitles
     Could those techniques be employed in a classroom of mixed linguistic abilities?
    o These would be extremely helpful as comprehensible input

    Comprehensible Input Techniques

    1. Look at the techniques listed on the last three slides. Reflect and record in your notes:
     What techniques come easy to you as you teach (list 2-3)?
    o Using gestures, pictures, body language
    o Multimedia
    o Graphic Organizers
     Which techniques would stretch you (list 2-3)?
    o Preview or Pre-Teach
    o Provide related exposure to words, concepts, and skills
    o Be concise
     Make a goal to try one new technique next time you teach (church, practicum, work, class,
    etc.)
    o The next time I teach a lesson at my work meeting, I want to give specific relations
    to words by providing examples or showing skills that match the word.

    Application of Strategies

    1. Create a task/activity that would apply to the grade level and/or content area you hope to teach
    in the future
    a. Middle School TESOL/ESL teacher or teacher aid
    2. Use the DoK chart and what you know about Blooms Taxonomy to create a task/activity that
    would be high complexity with low linguistic demands
    3. Your task/activity description should be complete but does not have to be super detailed like in
    a lesson plan. The description of your task/activity should be about 1 paragraph (approximately
    250 words).

    Students will enter a level four activity even with a novice or low intermediate fluency in
    the L2. This activity will apply the concepts we have learned for meeting our basic needs and
    interpersonal interactions. What this will look like is each student will create and design their
    own poster or slideshow to re-introduce themselves and compare this presentation to their very
    first presentation at the beginning of the year that was merely photos. This project will have
    more requirements to meet as they are able to prove to the teacher and themselves how far
    they have come. This doesn’t have to be as detailed as “I’m a Sagittarius, having been born at
    this specific time and because of this these are my characteristics according to the stars….” But
    by this point in the class they should know basic phrases and concepts such as colors, foods,
    hobbies, etc. as well as some proper sentence structure. The rubric will be more focused on
    fluency and the ability to keep going throughout the presentation rather than exact accuracy on
    grammar. Areas would be focused more on BICS than CALP as I see if they are able to talk about
    their families, their countries, and their favorite things. I would include a minimum number of
    slides and allow their fellow peers to critique each other in writing about each presentation to
    reflect on what they could improve in the future.

    Opportunities to Interact

    1. Reflect and record your thoughts and ideas regarding the question, “How do student
    interactions increase student achievement?” Think of your future role as a teacher as well as
    your current role as a student as you answer the question. Length should be about a paragraph
    (250 words).

    Student interactions are vital in a learning environment. If you are teaching creating an
    abundance of opportunities for students to interact, this will encourage more elaborate
    responses about different concepts. Our slideshow stated that “While teachers certainly have
    knowledge to share and discuss with students, learning is more effective when students have an
    opportunity to participate fully in lessons by discussing ideas and information”. In order to
    create these opportunities, a teacher will need to reduce TTT, or, “Teacher Talking Time” to a
    minimum. No one enjoys sitting in a lecture hall. As you ask students questions, give them
    sufficient time to think about it. Their minds need at least 10-20 seconds to be able to retrieve
    information from memory. I have been told time and time again to not be afraid to stand there
    silently until a student answers. To get their brains moving and fluctuating, it would also be good
    to use verbal prompts to expand their thinking. When a teacher asks “How did you get to that
    conclusion” or “What makes you feel that way about the reading” it invites the students to dig
    deeper into their reasoning and the connections their brain was making. This doesn’t have to be
    limited to student-teacher interactions either. Students can work together in peer interactions
    as well. Being allowed to teach one another and share a variety of viewpoint from your peers is
    a great way to increase student achievement. Having a number of ideas can help your students
    expand what they thought they knew or make new considerations from a perspective other
    than their own. This will help students learn team skills such as respect, listening, or leading a
    group.

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