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Making Content Comprehensible for English Learners : The SIOP Model,9780205518869

Making Content Comprehensible for English Learners : The SIOP Model

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Edition:
3rd
ISBN13:

9780205518869

ISBN10:
0205518869
Format:
Paperback
Pub. Date:
4/25/2007
Publisher(s):
National Geographic School Pub
List Price: $60.49

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Summary

Making Content Comprehensibleis like no other book available! Presenting an empirically validated model of sheltered instruction. This resource includes new research, findings, and studies on the Sheltered Instruction Observation Protocol (SIOP) model, which provides school administrators, teachers, teacher candidates, and field experience supervisors with a tool for observing and quantifying a teacher's implementation of quality sheltered instruction.Making Content Comprehensiblepresents a coherent, specific, field-tested model of sheltered instruction that specifies the features of a high quality sheltered lessons that teaches content material to English language learners. Each of the 30 items from the SIOP model are illustrated through vignettes with "best" lessons included in the appendices for teachers and also includes "use tomorrow activities" to take into the classroom. The authors also address implementation issues and provide suggestions for success as well as how-to incorporate technology into the SIOP. In addition, a ground-breaking CD-ROM with video clips, interviews of the authors, and reproducibles(e.g., lesson plan formats), etc. make this the perfect professional development resource for any grade level or content area teacher! School administrators, teachers, teacher candidates, university faculty, and field experience supervisors.

Author Biography

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 learn-ers funded by the Carnegie Corporation, the Rockefeller Foundation, and the U.S. Dept. of Education. She recently chaired an expert panel on adolescent ELL literacy. 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.

 

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 Professor Emerita of Education at California State University, Long Beach. MaryEllen 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.

Table of Contents

Most chapters begins with "Objectives" and Background
Most chapters conclude with Teaching Scenarios, Summary and Discussion Questions
Preface and Acknowledgments
Overview of the Book
Overview of the Chapters
Acknowledgments
Introducing Sheltered Instruction. Demographic Changes
English Learner Diversity
School Reform and Accountability in the 21st Century
Academic Literacy
Changes in Instructional Practice for English Learners
The Sheltered Instruction Observation Protocol
The SIOP Model
Implementing the SIOP Model: Getting Started
Lesson Preparation
Content Objectives Clearly Defined for Students
Language Objectives Clearly Defined for Students
Writing Language and Content Objectives
Content Concepts Appropriate for Age and Eductaional Background
Supplementary Materials Used to a High Degree
Adaptation of Content to All Levels of Student Proficiency
Meaningful Activities That Integrate Lesson Concepts with Language Practice
Using the SIOP Protocol
The Lesson
Building Background
Concepts Linked to Students' Background
Links Made Between Past Learning and New Concepts
Key Vocabulary Emphasized
Developing Content Language
Developing School Language
The Lesson
Comprehensible Input
Appropriate Speech for ELLs
Explanation of Academic Tasks
Use of Techniques
The Lesson
Strategies
Strategies
Scaffolding Techniques
Questioning
The Lesson
Interaction
Opportunities for Interaction
Oral Language Development
Other Opportunities for Interaction
Grouping Configurations
Wait Time
Clarify Key Concepts in L1
The Lesson
Practice/Application
Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content
Activities Provided for Students to Apply Content and Language Knowledge
Activities that Integrate all Language Skills
The Lesson
Lesson Delivery
Content Objectives Clearly Supported by Lesson Delivery
Language Objectives Clearly Supported by Lesson Delivery
Meeting Content and Language Objectives
Students Engaged 90% - 100% of the Period
Pacing of Lesson Appopriate to Students' Ability Levels
The Lesson
Review/Assessment
Review of Key Vocabulary
Review of Key Content Concepts
Providing Feedback on Student Output
Assessment of Lesson Objectives
The Lesson
Issues of Reading Development and Special Education for English Learners
Issues of Reading Development and Assessment
Issues Related to Special Education
Special Education Services: When are They Appropriate?Assisting Struggling Learners
Students with Special Needs
Effective Use of the SIOP Protocol
Scoring and Interpretation of the SIOP Protocol
Assigning Scores Not Applicable (NA) Category Calculating ScoresSample Lesson
Using SIOP Scores and comments
Reliability and Validity of the SIOP
The Sheltered Instruction Observation Protocol
Lesson Plans
Research on the SIOP Model
Glossary
References
Index
Table of Contents provided by Publisher. All Rights Reserved.


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