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    This document evaluates two teachers, Mr. Lew and Mr. Dillon, on their use of comprehensible input techniques based on the SIOP model. It rates them on a scale from 4 to 0 in three categories: the appropriateness of their speech for students' English proficiency levels, the clarity of their explanations of academic tasks, and the variety of techniques they use to make content concepts clear. Resources are also provided on the SIOP model and its components.

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    This document evaluates two teachers, Mr. Lew and Mr. Dillon, on their use of comprehensible input techniques based on the SIOP model. It rates them on a scale from 4 to 0 in three categories: the appropriateness of their speech for students' English proficiency levels, the clarity of their explanations of academic tasks, and the variety of techniques they use to make content concepts clear. Resources are also provided on the SIOP model and its components.

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    13 views6 pages

    Christiansen

    Uploaded by

    api-499375094
    This document evaluates two teachers, Mr. Lew and Mr. Dillon, on their use of comprehensible input techniques based on the SIOP model. It rates them on a scale from 4 to 0 in three categories: the appropriateness of their speech for students' English proficiency levels, the clarity of their explanations of academic tasks, and the variety of techniques they use to make content concepts clear. Resources are also provided on the SIOP model and its components.

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    of 6

    ACTIVITY FOR

    COMPREHENSIBLE
    INPUT
    MR. LEW
    EVALUATION OF MR. LEW
    4 3 2 1 0
    Speech Speech Speech
    appropriate for sometimes inappropriate for
    students’ inappropriate for students’
    proficiency level students’ proficiency level
    (slower rate, proficiency level
    enunciation, and
    simple sentence
    structure)
    Clear unclear no explanation
    explanation of explanation of of academic
    academic tasks academic tasks tasks

    A variety of Some techniques No techniques


    techniques used used to make used to make
    to make content content concepts content concepts
    concepts clear clear clear
    (modeling,
    visuals, hands-
    MR. DILLON
    EVALUATION OF MR. DILLON
    4 3 2 1 0
    Speech Speech Speech
    appropriate for sometimes inappropriate for
    students’ inappropriate for students’
    proficiency level students’ proficiency level
    (slower rate, proficiency level
    enunciation, and
    simple sentence
    structure)
    Clear unclear no explanation
    explanation of explanation of of academic
    academic tasks academic tasks tasks

    A variety of Some techniques No techniques


    techniques used used to make used to make
    to make content content concepts content concepts
    concepts clear clear clear
    (modeling,
    visuals, hands-
    RESOURCES

    • Echevarria, Vogt, and Short. Allyn & Bacon/ Pearson. Making Content
    Comprehensible for English Learners: The SIOP Model
    • https://study.com/academy/lesson/siop-model-definition-components-proces
    s.html

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