ISBN-10:
0133362779
ISBN-13:
2900133362779
Pub. Date:
06/05/2013
Publisher:
Pearson
Making Content Comprehensible for Secondary English Learners: The SIOP Model / Edition 2

Making Content Comprehensible for Secondary English Learners: The SIOP Model / Edition 2

by Jana Echevarria
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  • 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.

    Improve mastery and retention with the Enhanced Pearson eText*
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    Product Details

    ISBN-13: 2900133362779
    Publisher: Pearson
    Publication date: 06/05/2013
    Series: SIOP Series
    Edition description: Older Edition
    Pages: 368
    Product dimensions: 6.00(w) x 1.25(h) x 9.00(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

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