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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010296577 | PE1128.A2 E244 2013 f | Open Access Book | Book | Searching... |
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Summary
Summary
Making Content Comprehensible for English Learners: The SIOP ® Model is one of the most influential books in the field and in this new fourth edition the authors present the most comprehensive, coherent model of sheltered instruction yet by fully explaining the widely popular SIOP®(Sheltered Instruction Observation Protocol) Model and providing lesson plans and instructional activities to help teachers implement it effectively in K-12 classrooms. From its opening overview of the issues related to educating English learners to its new Chapter 12 that presents frequently asked questions with answers from the authors to help teachers get started implementing SIOP®, the book provides school administrators, teachers, coaches, teacher candidates, university faculty, and field experience supervisors with a superior tool for improving the education of English learners and promoting their academic gains.
New with the fourth edition is an accompanying online resource site, PDToolkit for SIOP® . The new website includes: Information About the Authors SIOP® Research SIOP® Resources SIOP® Lesson Plans and Activities SIOP® Videos To learn more, please visit: http://pdtoolkit.pearson.com .Author Notes
Jana Echevarrìa is a Professor Emerita at California State University, Long Beach. She has taught in elementary, middle, and high schools in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain and Mexico. An internationally known expert on second language learners, Dr. Echevarrìa is a Fulbright Specialist. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. Currently, she is Co-Principal Investigator with the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) funded by the U.S. Department of Education, Institute of Education Sciences (IES). In 2005, Dr. Echevarrìa was selected as Outstanding Professor at CSULB.
MaryEllen Vogt, Ed.D., is a Professor Emerita of Education at California State University, Long Beach. Dr. Vogt has been a classroom teacher, reading specialist, special education specialist, curriculum coordinator, and university teacher educator. She received her doctorate from the University of California, Berkeley, and is a co-author of fifteen books, including Reading Specialists and Literacy Coaches in the Real World (3rd ed., 2011) and the SIOP® book series. Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. She was inducted into the California Reading Hall of Fame, received her university's Distinguished Faculty Teaching Award, and served as President of the International Reading Association in 2004-2005.
Deborah J. Short is a professional development consultant and a senior research associate at the Center for Applied Linguistics in Washington, DC. She co-developed the SIOP® Model for sheltered instruction and has directed national research studies on English language learners funded by the Carnegie Corporation, the Rockefeller Foundation, and the U.S. Dept. of Education. She chaired an expert panel on adolescent ELL literacy that produced a policy report. As the director of Academic Language Research & Training, Dr. Short provides professional development on sheltered instruction and academic literacy around the U.S. and abroad. She has numerous publications, including the SIOP® book series and five ESL textbook series for National Geographic/Hampton-Brown. She has taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of Congo.
Table of Contents
Preface and Acknowledgments |
1 Introducing the SIOP Model |
Content and Language Objectives |
Background on English Learners |
Demographic Trends |
Diverse Characteristics |
Achievement Gaps |
School Reform, Standards and Accountability |
Preparing English Learners to be College and Career Ready |
Academic Language and Literacy |
Relationship to Second Language Learning |
Role in Schooling |
Research on Academic Language and Literacy |
Effective Instructional Practice for English Learners: the SIOP® Model |
Content-based ESL and Sheltered Content Instruction |
Research and Development of the Sheltered Instruction Observation Protocol (SIOP) Model |
Effective SIOP Model Instruction |
Implementing the SIOP® Model |
Summary |
Discussion Questions |
2 Lesson Preparation |
Content and Language Objectives |
Background |
SIOP® Feature 1: Content Objectives Clearly Defined, Displayed, and Reviewed with Students |
SIOP® Feature 2: Language Objectives Clearly Defined, Displayed, and Reviewed with Students |
Writing Content and Language Objectives |
SIOP® Feature 3: Content Concepts Appropriate for Age and Educational Background |
SIOP® Feature 4: Supplementary Materials Used to a High Degree |
SIOP® Feature 5: Adaptation of Content to All Levels of Student Proficiency |
SIOP® Feature 6: Meaningful Activities That Integrate Lesson Concepts with Language Practice Opportunities |
Teaching Ideas for Lesson Preparation |
Differentiating Ideas for Multi-Level Classes |
Rating Lessons with the SIOP® Protocol |
The Lesson |
The Gold Rush (Fourth Grade) |
Teaching Scenarios |
Discussion of Lessons |
Summary |
Discussion Questions |
3 Building Background |
Content and Language Objectives |
Background |
SIOP® Feature 7: Concepts Explicitly Linked to Students' Background Experiences |
Instructional Implications |
SIOP® Feature 8: Links Explicitly Made between Past Learning and New Concepts |
SIOP® Feature 9: Key Vocabulary Emphasized (e.g., introduced, written, repeated, and highlighted for students to see) |
Academic Language |
Academic Word List |
Vocabulary Instruction |
Teaching Ideas for Building Background |
Differentiating Ideas for Multi-Level Classes |
The Lesson |
Two Were Left (Sixth Grade) |
Teaching Scenarios |
Discussion of Lessons |
Summary |
Discussion Questions |
4 Comprehensible Input |
Content and Language Objectives |
Background |
SIOP® Feature 10: Speech Appropriate for Students' Proficiency Levels |
SIOP® Feature 11: Clear Explanation of Academic Tasks |
SIOP® Feature 12: A Variety of Techniques Used to Make Content Concepts Clear |
Teaching Ideas for Comprehensible Input |
Differentiating Ideas for Multi-Level Classes |
The Lesson |
Buoyancy (Ninth Grade) |
Teaching Scenarios |
Discussion of Lessons |
Summary |
Discussion Questions |
5 Strategies |
Content and Language Objectives |
Background |
SIOP® Feature 13: Ample Opportunities Provided for Students to Use Learning Strategies |
SIOP® Feature 14: Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding |
SIOP® Feature 15: A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills |
Teaching Ideas for Strategies |
Differentiating Ideas for Multi-Level Classes |
The Lesson |
The Rain Forest (Seventh Grade) |
Teaching Scenarios |
Discussion of Lessons |
Summary |
Discussion Questions |
6 Interaction |
Content and Language Objectives |
Background |
Mainstream Lesson |
SIOP® Model |
SIOP® Feature 16: Frequent Opportunities for Interaction and Discussion |
Oral Language Development |
Other Opportunities for Interaction |
SIOP® Feature 17: Grouping Configurations Support Language and Content Objectives of the Lesson |
SIOP® Feature 18: Sufficient Wait Time for Student Responses Consistently Provided |
SIOP® Feature 19: Ample Opportunity for Students to Clarify Key Concepts in L1 |
Teaching Ideas for Interaction |
Differentiating Ideas for Multi-Level Classes |
The Lesson |
Addition and Subtraction (First Grade) |
Teaching Scenarios |
Discussion of Lessons |
Summary |
Discussion Questions |
7 Practice & Application |
Content and Language Objectives |
Background |
SIOP® Feature 20: Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge |
SIOP® Feature 21: Activities Provided for Students to Apply Content and Language Knowledge |
SIOP® Feature 22: Activities That Integrate All Language Skills |
Teaching Ideas for Practice & Application |
Differentiating Ideas for Multi-Level Classes |
The Lesson |
The Solar System (Ninth Grade Newcomers, aged 15-18) |
Teaching Scenarios |
Discussion of Lessons |
Summary |
Discussion Questions |
8 Lesson Delivery |
Content and Language Objectives |
Background |
SIOP® Feature 23: Content Objectives Clearly Supported by Lesson Delivery |
SIOP® Feature 24: Language Objectives Clearly Supported by Lesson Delivery |
Meeting Content and Language Objectives |
SIOP® Feature 25: Student Engaged Approximately 90% to 100% of the Period |
SIOP® Feature 26: Pacing of the Lesson Appropriate to Students' Ability Levels |
Teaching Ideas for Lesson Delivery |
Differentiating Ideas for Multi-Level Classes |
The Lesson |
The Gold Rush (Fourth Grade) |
Teaching Scenarios |
Discussion of Lessons |
Summary |
Discussion Questions |
9 Review & Assessment |
Content and Language Objectives |
Background |
SIOP® Feature 27: Comprehensive Review of Key Vocabulary |
SIOP® Feature 28: Comprehensive Review of Key Content Concepts |
SIOP® Feature 29: Regular Feedback Provided to Students on Their Output |
SIOP® Feature 30: Assessment of Student Comprehension and Learning of All Lesson Objectives throughout the Lesson |
Teaching Ideas for Review & Assessment |
Differentiating Ideas for Multi-Level Classes |
The Lesson |
Egyptian Mummies (Eighth Grade) |
Teaching Scenarios |
Discussion of Lessons |
Summary |
Discussion Questions |
10 Issues of Reading, RTI and Special Education for English Learners |
Content and Language Objectives |
Issues of Reading and Assessment |
Assisting Struggling Learners: Response to Intervention |
Issues Related to Special Education |
Special Education Services: When Are They Appropriate? |
Search for Intervention Rather than Disability |
Teaching Ideas for Students with Special Needs |
Summary |
Discussion Questions |
11 Effective Use of the SIOP® Protocol |
Content and Language Objectives |
Best Practice in Using the SIOP® Protocol |
Scoring and Interpreting the SIOP® Protocol |
Assigning Scores |
Not Applicable (NA) Category |
Calculating Scores |
Sample Lesson |
Using SIOP® Scores and Comments |
Ideas for Using the SIOP protocol |
Reliability and Validity of the SIOP® |
Summary |
Discussion Questions |
12 Frequently Asked Questions about Getting Started with the SIOP® Model |
Content and Language Objectives |
General SIOP Questions |
Questions about Getting Started with the SIOP® Model in the Classroom |
Questions About School-wide Implementation of the SIOP Model |
Conclusion |
Appendix A The Sheltered Instruction Observation Protocol (SIOP®) |
Appendix B Lesson Plans |
Appendix C Research on the SIOP® Model |
Appendix D SIOP Professional Development Books and Resources |
Glossary |
References |
Index |