Friday, November 10, 2017

SIOP Day 2 Comprehensible Input

Comprehensible Input: Speech appropriate for student proficiency levels activity- E for everyday; S for sometimes; N for never 1. Face students 2. Enunciate clearly 3. Pause frequently 4. Paraphrase and repeat often 5. Avoid asides 6. Clarify pronouns; you (you singular or you plural) 7. Point out cognates for students who have a Latin base 8. Monitor rate of speech, vocabulary/idioms, and sentence structure to match PLs 9. Consider proficiency of students
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10 comments:

  1. UnknownNovember 15, 2017 at 2:14 PM

    1. E
    2. E
    3. S
    4. E
    5. S
    6. N
    7. S
    8. S
    9. E

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  2. UnknownNovember 15, 2017 at 2:14 PM

    E . 1. Face students
    E . 2. Enunciate clearly
    E . 3. Pause frequently
    S . 4. Paraphrase and repeat often
    S . 5. Avoid asides
    S . 6. Clarify pronouns; you (you singular or you plural)
    E . 7. Point out cognates for students who have a Latin base
    S . 8. Monitor rate of speech, vocabulary/idioms, and sentence structure to match PLs
    E . 9. Consider proficiency of student

    ReplyDelete
  3. UnknownNovember 15, 2017 at 2:14 PM

    1. Face students: E
    2. Enunciate clearly: E
    3. Pause frequently: E
    4. Paraphrase and repeat often: S
    5. Avoid asides: E
    6. Clarify pronouns; you (you singular or you plural): S
    7. Point out cognates for students who have a Latin base: S
    8. Monitor rate of speech, vocabulary/idioms, and sentence structure to match PLs: S
    9. Consider proficiency of students: S

    ReplyDelete
  4. Hannah JohnsonNovember 15, 2017 at 2:15 PM

    1. Face Students-E
    2. Enunciate clearly-E
    3. Pause Frequently-S/E-Is there is U for Usually?
    4. Paraphrase and repeat often-E-With EC students, I have to repeat everything and scaffold directions and tasks.
    5. Avoid asides-S
    6. Clarify Pronouns-S/N
    7. Point out cognates-N-I do not know that many, but I often ask student the Spanish translation for vocabulary words for reiteration and my own understanding.
    8. Monitor Rate of Speech-E
    9. Consider proficiency for students-E

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  5. LoriNovember 15, 2017 at 2:16 PM

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  6. AnonymousNovember 15, 2017 at 2:17 PM

    One of the things I struggle with is taking the time to explain all of the vocabulary/idioms I use in everyday language. There are so many! One of the ways I've tried to get better is to constantly pause and ask my kids, "Does that make sense?". As time goes on, they seem to be getting much more comfortable saying that they're confused. They even enjoy learning about our silly English phrases and we laugh together about how crazy our language is!

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  7. UnknownNovember 15, 2017 at 2:20 PM

    1. Face students -Everday---It is important to face students so they can hear hear. 2. Enunciate clearly-Everday---My students will usually let me know when they don't understand me. 3. Pause frequently---Sometime---I sometimes get carried away with talking so I need to do this more often. 4. Paraphrase and repeat often---Everyday---I try to check for understanding and repeat as needed. 5. Avoid asides---Never---I am pretty good at making sure that I don't start conversations until I have finished giving directions. 6. Clarify pronouns; you (you singular or you plural)----Sometimes---Most of the times my students will let me know if they don't understand what I am talking about when using pronouns. 7. Point out cognates for students who have a Latin base----Everyday----I place emphasize on this because it is another way to help students' language progress. 8. Monitor rate of speech, vocabulary/idioms, and sentence structure to match---Everyday---I think this is very important especially with vocabulary because I want to constantly model how to use the vocabulary and structure that I am teaching in my lesson. PLs 9. Consider proficiency of students----Everyday----If I want my students to be successfully with language and content objective, I have to make sure that I am providing the supports that my students need at their level.

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  8. UnknownNovember 15, 2017 at 2:23 PM

    I believe that I use speech appropriate for my students. But, sometimes I feel like I give too many instructions and I rush with my instructions for independent work in order to get to reading groups (time constraints). I use visual aids to help them remember what they need to do. I am working on my wait time. It's hard, but I know they need time to process ideas and information that's presented.

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  9. UnknownNovember 26, 2017 at 5:37 PM

    Comprehensible Input: Speech appropriate for student proficiency levels activity- E for everyday; S for sometimes; N for never
    1. Face students - E
    2. Enunciate clearly - E
    3. Pause frequently - E
    4. Paraphrase and repeat often -E
    5. Avoid asides - S
    6. Clarify pronouns; you (you singular or you plural) - N
    7. Point out cognates for students who have a Latin base - E
    8. Monitor rate of speech, vocabulary/idioms, and sentence structure to match PLs - S
    9. Consider proficiency of students - S

    ReplyDelete
  10. UnknownDecember 13, 2017 at 9:40 AM

    1. Face students (Everyday) Looking at facial expressions is one way I can tell if I need to paraphrase or repeat something. 2. Enunciate clearly (E) 3. Pause frequently (E) 4. Paraphrase and repeat often (S) 5. Avoid asides (S) 6. Clarify pronouns; you (you singular or you plural) (S) 7. Point out cognates for students who have a Latin base (S) 8. Monitor rate of speech, vocabulary/idioms, and sentence structure to match PLs Having vocab words and pictures up and the explicit vocab instruction has empowered students to speak up and ask for a visual if there is a word that comes up during class and they do not understand it. (E) 9. Consider proficiency of students (E)

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