Anna Christiansen

Educ 359

4/20/20

Title SIOP: Comprehensible Input

Subject Area(s)
Grade Level
Summary of the Lesson
Standards: (as applicable)
International Standards
National Standards
Professional Organization Standards
PA Academic Standards
PA Core Standards
Education SIOP model step 3:
Comprehensible Input
Undergraduate and Graduate students
The lesson will briefly discuss the
SIOP model, and then explain the
third step, comprehensible input,
in greater detail.
On professor’s Webley
No standards needed

Essential Questions  What is comprehensible input?

 How would you utilize
comprehensible input within your
classroom?
 Why is this method especially
important for English Language
Learners?
 What modifications can be
presented in the teacher, that
could help the students?
Objectives • Explore techniques for presenting
content information in ways
students comprehend

• Discuss modifications to teacher

speech that can increase
comprehension
Vocabulary:  Comprehensible input
 S.I.O.P. model
 Modifications
 English Language Learners

Estimated Time Setting up the technology to present the

PPT (3 minutes). Then I will introduce
the topic with providing the students
with objectives (2 minutes). After, I will
stimulate learners by reviewing the
S.I.O.P. model from the last lesson that
was given (5 minutes). I will begin
teaching about comprehensible input by
stating the definition, modifications, and
examples (20 minutes). After, I will
bring up my Kahoot, an interactive
game, to review (10 minutes). This will
conclude the lesson; the summative
assessment will be posted within the
discussion board!
Materials Required  Laptops
 Cellular device
 PowerPoint
 Kahoot
Procedure
Each professor may choose to align
this section to his/her content areas.
This section will include
anticipated areas of differentiated
instruction.
First, I will activate prior knowledge on
the S.I.O.P model and have students
recall the information. This will prepare
the students by building a solid
background of the lesson before diving
into the content. Then if there are no
further questions, I will move into the
direct instruction of the lesson. During
my lesson, I will be sure to gage
understanding of the content to make
sure students understand the content. I
will model the practices that I am
teaching such as slower speech,
enunciation, and gestures. This will give
students examples as to how they can
use comprehensible input in their
classroom! I will encourage the students
to speak up if there are questions and
make sure to ask questions to engage
students. After, the lesson I will dive
into the formative assessment which
will allow students to be involved in a
fun way. An interactive game known as
Kahoot will be played to review the
content that was discussed. This will be
the formative assessment, after each
questions the class will talk about why
they choose the answer and explain why
it is correct. This will allow me to see if
students understand the content,
therefore reflecting on my instruction.
After the lesson, I will have an
assessment that allows students to
decipher a teacher’s instruction using
the modifications described in the
lessons. The students will be asked this
via a discussion board as a modification
to online learning. Once the answers are
submitted, I will be able to evaluate the
level of understanding of the students.
This will then allow me to make
 educational decisions.
Formative Assessment The formative assignment will take
place with an interactive game at the
end of the lesson. This will engage
students to participate and learn the
information. It will also be a great way
to engage a conversation after every
question has been answered. With the
results of the individual questions, I can
squander every misconception and focus
on what concepts were not taught
correctly. I will then be able to reteach,
so the student understands the
information more clearly.

Game Username:ScrantonRoyal2021
Student Resources  Textbook
 PowerPoint

• Video at
https://study.com/academy/lesson/
siop-model-definition-
components-process.html

Accommodations  Electronic flashcards could be

given to students to understand
definition and pronunciation.
 Photos added in the presentation
to engage and stimulate learners
that have trouble with English
 Printed out versions of the
presentation to have student take
notes on paper.
 Print out Kahoot questions as a
 study guide.
 Guided notes for the reading to
ensure students are obtaining all
information
Assessment The summative assessment will be
reading two passages about two separate
teachers and grading their style of
teaching. This will allow students to
identify concepts that were taught
within the lesson and synthesize what
the teacher is either doing correctly or
incorrectly. The students will then
respond to the questions pertaining to
the individual stories as the assessment
on a discussion board.