Making Content Comprehensible for English Learners: The SIOP Model / Edition 4

Making Content Comprehensible for English Learners: The SIOP Model / Edition 4

4.2 5
by Jana Echevarria, MaryEllen Vogt, Deborah J. Short
     
 

ISBN-10: 0132689723

ISBN-13: 9780132689724

Pub. Date: 06/06/2012

Publisher: Pearson

Making Content Comprehensible for English Learners: The SIOP ® Model, 4/e

Jana Echevarría, MaryEllen Vogt, and Deborah J. Short

Ready to get started with SIOP ® ? Start with this book!

This book introduces and explains the SIOP

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Overview

Making Content Comprehensible for English Learners: The SIOP ® Model, 4/e

Jana Echevarría, MaryEllen Vogt, and Deborah J. Short

Ready to get started with SIOP ® ? Start with this book!

This book introduces and explains the SIOP ® (Sheltered Instruction Observation Protocol) Model, a comprehensive, coherent, research-validated model of sheltered instruction, now implemented in districts throughout all 50 states and in dozens of countries. The SIOP Model improves teaching effectiveness and results in academic gains for students.

The SIOP® Model, developed by the authors over 15 years ago, offers teachers a comprehensive, well-articulated model of instruction for planning and implementing lessons that helps educators a) provide English learners and other students with access to grade-level content standards, b) develop the students’ academic English skills, and c) prepare students to be college and career ready. The only research-validated model of instruction currently available for teaching English learners, the SIOP® Model is applicable across content areas and is now being implemented at all levels of education from pre—K to community colleges and universities.

"We started SIOP ® in 2003 and our state math proficiency went from 39% for our ELL sub group to 75%. In reading it went from 29% to 72%, so we attribute a lot of that to our SIOP ® model."

-Patricia Smiley, Director of Instruction, Emporia, Kansas

"SIOP ® helps teachers plan and deliver quality instruction for all students. Bottom line, there is no other professional development that provides teachers with a complete model for instruction."

-Dr. Katharine Garcia, Alief ISD, Houston, TX

"With SIOP ®, teachers learn to write language objectives to match content regardless of the curriculum area."

- Dr. Karen Broadnax, Director ESL/Multilingual Services

Jana Echevarría 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. Echevarría 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. Echevarría 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.

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Product Details

ISBN-13:
9780132689724
Publisher:
Pearson
Publication date:
06/06/2012
Series:
SIOP Series
Edition description:
Older Edition
Pages:
360
Sales rank:
25,123
Product dimensions:
8.50(w) x 10.70(h) x 0.90(d)

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

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Making Content Comprehensible for English Learners: The SIOP Model 4.2 out of 5 based on 0 ratings. 5 reviews.
Guest More than 1 year ago
The SIOP model provides a comprehensive framework that clearly delineates the essential components of an effective lesson specifically targeted to meet the needs of English Learners. It's much more than just 'good teaching', it is about incorporating both language and content objectives in every lesson while making the lesson comprehensible.
Anonymous More than 1 year ago
Anonymous More than 1 year ago
Anonymous More than 1 year ago
Guest More than 1 year ago
useful for all students, especially marginal because of culture.