How would a teacher apply the features of "comprehensible input" into a lesson?
The three strategies that improve student achievement are presented in the SIOP Model (Ecchevaria, Vogt, & Short, 2004). Preparation is the first component and includes features of planning a lesson which provide students with learning opportunities to acquire content knowledge and academic language simultaneously. Another SIOP component is Comprehensible Input which focuses on ensuring students are to able access grade level content knowledge regardless of proficiency level. Lesson Delivery supports the effectiveness of planning in preparation and ensuring comprehensible input through a lesson.
Comprehensible input is the notion that language should be presented in a manner that allows students the opportunity to access content and develop language proficiency (Krashen, 1981). Teachers make new learning accessible to ELLs by incorporating a variety of techniques to clarify content within a context-embedded learning environment (Faltis, 2006). This may include visuals, total physical response, adjustment of speech (when appropriate), and explicit direction (Gibbons, 2002).
A teacher can apply many of the features of "comprehensive input" in order to make learning accessible for all learners. Since this can include visuals, reading out loud can always be used, as well as motivational pictures and/or diagrams.
For reading out loud paraphrasing may be used to clarify difficult vocabulary or difficult concepts for children with limited language proficiency. Questions that ...
Comprehensive input is the notion that language should be presented in a way that enables students to access content and gain langauge proficiency. The following solution explains how a teacher may apply features of this concept into lessons in order to make learning accessible for all students.