Making Content Comprehensible for Secondary English Learners: The SIOP Model / Edition 3

by Jana Echevarria, MaryEllen Vogt, Deborah Short

Overview

Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134550137.

A comprehensive, coherent, research-validated model designed for helping secondary English learners meet rigorous academic standards.

In this comprehensive guide, secondary educators get a user-friendly approach for planning and implementing lessons that provide students access to grade-level content, develop students’ academic English skills, and prepare students to be college- and career-ready. Proven successful in improving teaching effectiveness and realizing academic gains for students, the SIOP Model presented in this book can be implemented in all content areas, and across grade levels and English proficiency levels.

Highlights of the 3rd Edition include specific applications of SIOP to Common Core and other state standards, as well as new educational reforms such as ESSA. To help teachers implement the SIOP model, new learning aids have been added, including Reflect and Apply exercises, Teaching with Technology vignettes, a new SIOP lesson plan template and sample lesson plan, and a new user-friendly approach to identifying and writing language objectives. The Enhanced Pearson eText version provides embedded video links that enable students to see the SIOP model in action, along with interviews featuring SIOP educators.

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Product Details

ISBN-13:	9780134530093
Publisher:	Pearson Education
Publication date:	01/10/2017
Edition description:	New Edition
Pages:	384
Sales rank:	379,256
Product dimensions:	8.40(w) x 10.70(h) x 0.60(d)

About the Author

Jana Echevarría, PhD, is Professor Emerita at California State University, Long Beach where she was selected as Outstanding Professor. She has taught in general education, special education, ESL, and bilingual programs in U.S. schools, and has lived and worked in Taiwan, Mexico, Spain, and in Macedonia where she was a Fulbright Specialist. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. She has presented her research across the United States and internationally including Oxford University (England), Wits University (South Africa), Harvard University (United States), Stanford University (United States), University of Barcelona (Spain) and South East Europe University (Macedonia). A founding researcher of the SIOP Model, her publications include more than 60 books, book chapters and journal articles. Currently she serves as the EL expert for the U.S. Department of Justice on the Lau case. Her blog is found at www.janaechevarria.com.

MaryEllen Vogt, EdD, is Professor Emerita of Education at California State University, Long Beach. Dr. Vogt, a former classroom teacher, reading specialist, curriculum coordinator, and teacher educator, received her doctorate from the University of California, Berkeley. She is an author of numerous articles and chapters, and is co-author of seventeen books for teachers and administrators, including Professional Learning in Action: An Inquiry Approach for Teachers of Learning (Risko & Vogt, 2016). Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. Dr. Vogt has provided professional development in all fifty states and in several countries, including Germany, where she served as a Visiting Scholar at the University of Cologne. 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.

Deborah J. Short, PhD, founded and directs Academic Language Research & Training, a consulting company, and provides professional development on sheltered instruction, content-based language teaching, and academic literacy worldwide. Formerly she was a Division Director at the Center for Applied Linguistics, Washington, DC, where she co-developed the SIOP Model and directed quasi-experimental and experimental studies on English learners funded by the Carnegie Corporation of New York, Rockefeller Foundation, and U.S. Department of Education, among others. Her publications include journal articles, the SIOP^® Model book series, and several ESL textbook series for National Geographic/Cengage. She taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of the Congo. She has served on the Board of Directors of the TESOL International Association and has presented research in the United States, Canada, New Zealand, Brazil, Colombia, Europe, and the Middle East.

Table of Contents

Brief Table of Contents

1. Introducing the SIOP® Model

2. Lesson Preparation

3. Building Background

4. Comprehensible Input

5. Strategies

6. Interaction

7. Practice & Application

8. Lesson Delivery

9. Review & Assessment

10. Issues of Reading, RTI, and Special Education for English Learners

11. Effective Use of the SIOP® Protocol

12. Frequently Asked Questions: Getting Started with the SIOP^® Model

Appendix A: SIOP (Sheltered Instruction Observation Protocol)

Appendix B: Lesson Plans

Appendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) Model

Appendix D: SIOP Professional Development Resources

Glossary

References

Index

Detailed Table of Contents

1. Introducing the SIOP® Model

Background on English Learners

Demographic Trends

Diverse Characteristics

School Reform, Standards, and Accountability

Achievement Gaps

Academic Language and Literacy

Research on Academic Language and Literacy

Role in Schooling

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

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

Selecting and Writing Content and Language Objectives

SIOP® Feature 3: Content Concepts Appropriate for Age and Educational Background Level of Students

SIOP® Feature 4: Supplementary Materials Used to a High Degree, Making the Lesson Clear and Meaningful

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 for Reading, Writing, Listening, and/or Speaking

Teaching Ideas for Lesson Preparation

Differentiating Ideas for Multi-level Classes

Rating Lessons with the SIOP® Protocol

The Lesson

Teaching Scenarios

Discussion of Lessons

Teaching with Technology

Summary

Discussion Questions

3. Building Background

Background

SIOP® Feature 7: Concepts Explicitly Linked to Students’ Background Experiences

Something to Think About

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 Vocabulary

Word Consciousness

Teaching Academic Vocabulary

Teaching Ideas for Building Background

Differentiating Ideas for Multi-level Classes

The Lesson

Teaching Scenarios

Discussion of Lessons

Teaching with Technology

Summary

Discussion Questions

4. Comprehensible Input

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

Teaching Scenarios

Discussion of Lessons

Teaching with Technology

Summary

Discussion Questions

5. Strategies

Background

SIOP® Feature 13: Ample Opportunities Provided for Students to Use Learning Strategies

Things to Consider When Teaching Learning Strategies

SIOP® Feature 14: Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding

Three Types of Scaffolding

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

Teaching Scenarios

Discussion of Lessons

Teaching with Technology

Summary

Discussion Questions

6 . Interaction

Background

Typical Lesson

SIOP® Lesson

SIOP® Feature 16: Frequent Opportunities for Interaction and Discussion Between Teacher/Student and Among Students, Which Encourage Elaborated Responses About Lesson Concepts

Oral Language Development

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 as Needed with Aide, Peer, or L1 Text

Teaching Ideas for Interaction

Differentiating Ideas for Multi-level Classes

The Lesson

Teaching Scenarios

Discussion of Lessons

Teaching with Technology

Summary

Discussion Questions

7. Practice & Application

Background

SIOP® Feature 20: Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge in the Classroom

SIOP® Feature 21: Activities Provided for Students to Apply Content and Language Knowledge

SIOP® Feature 22: Activities Integrate All Language Skills

Teaching Ideas for Practice & Application

Differentiating Ideas for Multi-level Classes

The Lesson

Teaching Scenarios

Discussion of Lessons

Teaching with Technology

Summary

Discussion Questions

8. Lesson Delivery

Background

SIOP® Feature 23: Content Objectives Clearly Supported by Lesson Delivery

SIOP® Feature 24: Language Objectives Clearly Supported by Lesson Delivery

SIOP® Feature 25: Students Engaged Approximately 90% to 100% of the Period

SIOP® Feature 26: Pacing of the Lesson Appropriate to Students’ Ability Levels

Linking Lesson Preparation and Lesson Delivery

Teaching Ideas for Lesson Delivery

Differentiating Ideas for Multi-level Classes

The Lesson

Teaching Scenarios

Discussion of Lessons

Teaching with Technology

Summary

Discussion Questions

9. Review & Assessment

Background

Classroom Context and the Review & Assessment Component

Formative and Summative Assessment

Informal Assessment

Formal Assessment

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

Teaching Scenarios

Discussion of Lessons

Teaching with Technology

Summary

Discussion Questions

10. Issues of Reading, RTI, and Special Education for English Learners

Issues of Reading Development and Assessment

Estimating Students’ Reading Levels

English Learners and the Common Core State Standards for Reading, Writing, Listening, and Speaking

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

Best Practice in Using the SIOP® Protocol

Scoring and Interpreting the SIOP® Protocol

Assigning Scores

Not Applicable (NA) Category

Calculating Scores

Using Non-Numeric Rating

Sample Lesson

Using SIOP® Scores and Comments

Reliability and Validity of the SIOP®

Summary

Discussion Questions

12. Frequently Asked Questions: Getting Started with the SIOP^® Model

General SIOP® Questions

Questions About Getting Started with SIOP® in the Classroom

Questions About School-wide Implementation of the SIOP® Model

Appendix A: SIOP (Sheltered Instruction Observation Protocol)

Appendix B: Lesson Plans

Appendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) Model

Appendix D: SIOP Professional Development Resources

Glossary

References

Index

Editorial Reviews

"This text is relevant and necessary learning for pre-service teachers whether they are seeking ESL certification or not. With the growing demographic shifts, all teachers will inevitably have a few ore more ELs in their classrooms. More importantly, it places emphasis on necessary features which ought to be embedded in all lesson plans for ELs and other demographic groups which require direct and explicit instruction for mastery of academic language and content concepts." — Miriam D. Ezzani, University of North Texas

From the Publisher