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I make sure to provide comprehensible out by..

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I make sure to provide comprehensible out by..

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Using student friendly vocabulary, preaching vocabulary before reading, and modeling.

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I provide a list of all vocabulary words for the topic being taught and have them listed in alternating colors. I also repeat instructions in a variety of tones or slower speeds. Finally, I model exactly what I am wishing the students to do for me.

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Modeling, visuals, very explicit instructions, then helping facilitate while students work on a lesson independently.

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Modeling, visuals, very explicit instructions, then helping facilitate while students work on a lesson independently.

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In my classroom I provide comprehensible input by allowing my students to have time to stop and think about what I have modeled.

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In my classroom I provide comprehensible input by allowing my students to have time to stop and think about what I have modeled.

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Modeling and providing a variety of representations of the content (i.e. words, pictures, videos, etc.)

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Modeling and providing a variety of representations of the content (i.e. words, pictures, videos, etc.)

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I use comprehensive input all the time in my classroom. And I teach a functional communications unit for students with autism who are mostly nonverbal. All my instruction Hass to be comprehensive demonstrating and applying schema to what I am trying to teach.

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Modeling, visuals, repetition, check for understanding, chunking, sentence stems.

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Modeling, visuals, repetition, check for understanding, chunking, sentence stems.

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I use visuals, realia, anchor charts, and non-verbal clues to make my content comprehensible. I speak slowly, model instruction and repeat words frequently so that students can follow along.

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I provide comprehensible input by modelling for my students, as well as providing visuals of class supplies we need for various activities and assignments. (visuals of scissors, pencils, text books etc.) I also use explicit, simplified language.

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I provide comprehensible input by modelling for my students, as well as providing visuals of class supplies we need for various activities and assignments. (visuals of scissors, pencils, text books etc.) I also use explicit, simplified language.

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Modeling using graphic representation, vocal and understandable language and vocabulary, and pausing for input or comprehension.

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I make sure to use word walls, images, sentence stems, pictures, hands-on activities, and books that are inclusive of other cultures. I let students talk to their elbow partners before sharing out and I often use word banks for students. I try to have expectations written on the board, so students can read directions after having heard them.

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I make sure to use word walls, images, sentence stems, pictures, hands-on activities, and books that are inclusive of other cultures. I let students talk to their elbow partners before sharing out and I often use word banks for students. I try to have expectations written on the board, so students can read directions after having heard them.

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I never discourage my student to use their L1, but I also encourage them to try and experiment on the TL or L2. Translating is never forbidden, but I try to show images before we translate. I also see in modeling a powerful tool for my students.

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I use comprehensible input in my classroom by modeling instruction, using nonverbal cues, using manipulatives and having many opportunities for hands on learning as well as having a positive classroom environment.

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In the algebra 1 and Math Models Class, I do translate the Key words and sentences in the primary language first before we try to read what is in English the second language for my students, I encourage them to use any English word they can remember in expression and use of Audio visuals with Captions. writing expressions and formula in different places in class.

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In my third grade classroom, I provide comprehensible input by using visuals, math manipulatives, anchor charts, and explicit teaching of vocabulary words.

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In my third grade classroom, I provide comprehensible input by using visuals, math manipulatives, anchor charts, and explicit teaching of vocabulary words.

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In my classroom I model and use visuals all the time! I will also rephrase the instructions.

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I preteach vocabulary to my students in ELA, including visuals that represent the word.
I chunk out directions and speak slowly.

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I use visuals when teaching, I model things and give students the opportunity to follow along!

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I use visuals when teaching, I model things and give students the opportunity to follow along!

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In my 5th grade classroom, modeling is important for all students in the class, especially with writing instruction.

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I model, provide visuals, speak slowly and clearly, and rephrase 

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I model, provide visuals, speak slowly and clearly, and rephrase 

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In my classroom I provide comprehensible input by focusing on clear, modeled, and easy to understand instructions. By doing this students are able to focus on their task, and not trying to decode my "teacher-speak."

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Most humans have the ability to block out sensory input such as white noise that is ongoing and does not effect them (I do not). I think that if we are providing input that is not comprehensive, that is not activating 'notice', then we are going to get blocked out/ignored, just like the fan that has been running all day. So I would make my input varied. I would use verbal and audible expression. I would speak slowly but vary my rate of speech. I would use a variety of visuals, realia, and manipulatives. And I would include movement and activities that demonstrate comprehension so that I can adjust my instruction if it is clear that my input was not comprehended.

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In my classroom, I use visual directions, slow speech and rephrasing, and whole body learning.

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In my classroom, I use visual directions, slow speech and rephrasing, and whole body learning.

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In my classrooms, I use modeling, visuals, slowed speech, and kinesthetic activities to provide students with comprehensible input

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In my classroom, I use modeling, slowed speech, visuals and simplified directions to provide my students with comprehensible input.

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In my classroom, I use modeling, slowed speech, visuals and simplified directions to provide my students with comprehensible input.

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I  make sure I provide comprehensible input in my 5th grade math and science classroom, by having visual cues to demonstrate lessons.  Also, I do many hands-on activities in the classroom to demonstrate comprehensible Input.

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I  make sure I provide comprehensible input in my 5th grade math and science classroom, by having visual cues to demonstrate lessons.  Also, I do many hands-on activities in the classroom to demonstrate comprehensible Input.

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In my second grade classroom I provide comprehensible input by making sure I use manipulatives, visual cues, and explicit modeling.

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In my classroom I provide comprehensible input by modelin, using nonverbal cues, positive reinforcement, and visuals.

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In my classroom I provide comprehensible input by modeling, providing visuals, and explicitly teaching.