COMPREHENSIBLE INPUT

THE SIOP MODEL

COMPREHENSIBLE INPUT
What, when, why, how

SIOP10: Appropiate Speech

SIOP 11: Clear explanation of

academic task

SIOP 12: A variety of techniques used

 COMPREHENSIBLE INPUT

WHEN WHY
• When the teacher • Teachers will HOW
WHAT consciously uses increase students
• By using appropriate
support material, understanding and it
speech, clear
• Making a message that matches contributes to an
explanations of
understandable for students´ level of effective and
academic task, and a
all students English, to efficient classroom
variety of
accompany his in terms of
techniques.
verbal performance and
communication discipline.
 STEP-BY-STEP INSTRUCTIONS
1. Read the whole worksheet.
ACTIVITY 1:
2. Take notes while listening to the presentation
of SIOP feature 10: speech appropiate for
Speech appropiate for students´proficiency levels
students´proficiency
levels 3. At the end of the presentation you will have 5
minutes to complete the worksheet, starting
with the diagram and then writing at least 4
ways of how to speak appropiately in class.

4. Share with a partner

 SIOP FEATURE 10: SPEECH
APPROPRIATE FOR STUDENTS’
PROFICIENCY LEVELS
Effective SIOP teachers adjust their rate of
speech and enunciation to their students’
levels of English proficiency.
 S P E E C H A P P R O P I AT E F O R
STUDENTS´ PROFICIENCY
LEVELS

RATE & ENUNCIATION COMPLEXITY OF LANGUAGE

How the teacher speaks:

What is said: Vocabulary,
Clarity, speaking pace,
idioms, complexity of
pronounciation.
sentences.
 “Using appropriate speech
KEEP IN MIND patterns and vocabulary for
English learners contributes to
comprehensible input and
provides a basis for students to
be successful. It is difficult for
students to learn if a teacher’s
way of delivering information is
too fast, too complex, or
inarticulate”
 1. Enunciate clearly.
2. Ask students for elaboration.
3. Model what you want students to say before
having them produce language.
4. Avoid idioms, particularly with beginners.
5. Employ paraphrasing and repetition to enhance
HOW TO SPEEK understanding.
APPROPRIATELY?
6. Point out cognates to promote comprehension
for students whose native language has a Latin
base.
7. Simplify sentence structures to reduce the
complexity that some English learners find
confusing.
 SIOP FEATURE 11: CLEAR
EXPLANATION OF
ACADEMIC TASKS
Effective SIOP teachers provide explanations of
academic tasks in ways that make clear what
students are expected to accomplish and that
promote student success.
 • Instructions presented in a step-
by-step manner

• Showing a sample of the finished

The ideal product that is expected.
explanation of
• Oral instructions accompanied
an academic with written ones.
task entails:
• Showing visual of each step, if
needed.
 SIOP FEATURE 12: A VARIETY OF
TECHNIQUES USED TO MAKE
CONTENT CONCEPTS CLEAR
Effective SIOP teachers not only use images to
illustrate ideas to English learners, they use a wide
range of techniques for making the content more
accessible for all students.
 Use gestures, body language,
pictures, and objects to accompany
speech.

Provide a model of a process, task,

or assignment.

Preview material for optimal

learning.

Allow students alternative forms for

expressing their understanding of
information and concepts.
 Use multimedia and other
technologies in lessons.

Provide repeated exposures

to words, concepts, and skills.

Use graphic organizers

effectively.

Audiotape texts for greater

comprehension.
 STEP-BY-STEP INSTRUCTIONS
1. Remeber all the techniques for making content
ACTIVITY 2: concepts clear which were shown before.

2. Identify the icons.

Recalling techniques
for making content 3. Write the techniques you remember next to
concepts clear the corresponding icon.

4. Share with a partner.

5. If your partner has new information, write

down on your paper the new information.
  Name at least three strategies to
adjust your speech rate to the
students´ level of English
proficiency.
ASSESS YOUR  Can you say two ways to provide
LEARNING directions for completing academic
tasks?
 Can you identify techniques for
presenting content information in
ways that students comprehend?