9780205627615

The SIOP Model for Teaching History-Social Studies to English Learners

by ; ;
  • ISBN13:

    9780205627615

  • ISBN10:

    0205627617

  • Edition: 1st
  • Format: Paperback
  • Copyright: 7/18/2010
  • Publisher: Pearson

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Supplemental Materials

What is included with this book?

  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
  • The Used and Rental copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

Summary

Enhance your#xA0;History-Social Studies#xA0;content instruction with the SIOP Model and transform the academic English and content area skills of your English learners. #xA0; Based on the best-selling resource, Making Content Comprehensible for English Learners: The SIOP Modelby acclaimed authors Jana Echevarria, MaryEllen Vogt, and Deborah Short; teachers, coaches, and intervention teachers have access to research-based, SIOP-tested techniques for lessons specifically for the History-Social Studies#xA0;classrooms. This highly anticipated book, The SIOP Model for Teaching History-Social Studies to English Learnersaddresses the issues faced in teaching history-social studies to English learners (ELs) at each grade-level. SIOP techniques and activities organized around the eight SIOP components guide educators in promoting academic language development along with comprehensible content. #xA0; Written for SIOP teachers and those who have learned the SIOP Model, this book includes proven, effective lessons and comprehensive units. In addition, this book provides ideas to adapt the techniques for students at different levels of English proficiency. This book is sure to become an indispensable resource for history-social studies educators of English learners. #xA0; Presents a systematic process for teaching both the academic content of history-social studies and its associated academic languageto English learners. Offers ideas and activities about teaching history-social studiesand organizes activities by grade-bands#x13;K-2, 3-5 (or 6), 6-8, and 9-12 and SIOP components. Provides use-tomorrow ideas and activities for implementing the eight components of the SIOP Modelin a history-social studiesclassroom. Includes lesson plans and comprehensive units that illustrate how a particular activity can be effective for ALL students, not just English learners. Create the ideal SIOP classroom with other resourcesfrom the SIOP Model Series: 99 Ideas and Activities for Teaching English Learners with the SIOP Model;#xA0; Implementing the SIOP Model through Effective Coaching and Professional Development; The SIOP Model for Administrators; Making Content Comprehensible for Elementary English Learners; and Making Content Comprehensible for Secondary English Learners ; The SIOP Model for Teaching Math to English Learners; The SIOP Model for Teaching#xA0;English - Language Arts#xA0;to English Learners;and The SIOP Model for Teaching Science to English Learners(all published by Pearson)

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

PREFACE AND ACKNOWLEDGEMENTS

 

CHAPTER 1: THE ACADEMIC LANGUAGE OF HISTORY AND SOCIAL STUDIES

            What is Academic Language?

How Is Academic Language Manifested in Classroom Discourse?

What is the Academic Language of Social Studies and History ?

Why Do English Learners Have Difficulty with Academic Language?

How Can We Effectively Teach Academic Language With the SIOP Model?

Academic Vocabulary

Oral Discourse

Concluding Thoughts

CHAPTER 2:  ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP HISTORY-SOCIAL STUDIES LESSONS: LESSON PREPARATION, BUILDING BACKGROUND, COMPREHENSIBLE INPUT, & STRATEGIES (BY JOHN SEIDLITZ, ROBIN LITEN-TEJADA, AND DEBORAH SHORT)

John Michael’s Teaching Situation

Introduction

            History and Social Studies Techniques and Activities

Lesson Preparation                  

            Building Language Objectives from Content Objectives

            Differentiating Sentence Starters

Building Background

            Concrete Personal Experiences

            Post a Connection

            Oh Yesterday! + Year

            Predict Definitions

            Vocabulary Scan

Comprehensible Input

            Prop Box Improv

            Listen for Information

            Move It!

Strategies

            Highlight Key Information in the Text

            Cut and Match Answers

            Expert/Novice

            Concluding Thoughts

CHAPTER 3:  ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP HISTORY-SOCIAL STUDIES LESSONS: INTERACTION, PRACTICE & APPLICATION, LESSON DELIVERY, REVIEW & ASSESSMENT (BY ROBIN LITEN-TEJADA, JOHN SEIDLITZ, AND DEBORAH SHORT)

Introduction

Interaction

            Structured Conversations

            Learning Styles Debate

            You Are There

Practice & Application

            Readers Theater

            Living Diorama

            Partner Listening Dictation

            Go Graphic — One Step Further

Lesson Delivery

            Group Response with a White Board

            Chunk and Chew Review

            Stand Up/Sit Down

Review & Assessment

            Oral Number 1-3 for Self-Assessment

            Writing Self-Assessment Rubrics

            Number Wheels

            Whip Around, Pass Option

            Numbered Heads Together with Movement

            Differentiated Tickets Out

Concluding Thoughts

            Revisiting Mr. Michaels

CHAPTER 4: SIOP HISTORY AND SOCIAL STUDIES UNIT DESIGN AND LESSON PLANNING

            Ms. Parry’s Vignette

Introduction

SIOP Unit Design

            SIOP Unit Planner 1

            SIOP Unit Planner 2

SIOP Lesson Planning

Technology in SIOP Lessons

SIOP History — Social Studies Lesson Formats

Concluding Thoughts

CHAPTER 5: SIOP SOCIAL STUDIES UNIT, GRADES K-2 (BY ROBIN LITEN-TEJADA AND DEBORAH SHORT)

Introduction

Past and Present

            Lesson 1

            Lesson 2

            Lesson 3

            Lesson 4

            Lesson 5

            Lesson 6

Concluding Thoughts

CHAPTER 6: SIOP SOCIAL STUDIES UNIT, GRADES 3-5 (BY ROBIN LITEN-TEJADA AND DEBORAH SHORT)

Introduction

Where in the World Are You?

            Lesson 1

            Lesson 2

            Lesson 3

            Lesson 4

            Lesson 5

            Lesson 6

Concluding Thoughts

CHAPTER 7: SIOP U.S. HISTORY UNIT, GRADES 6-8 (BY JOHN SEIDLITZ AND DEBORAH SHORT)

Introduction

Causes of the American Revolution

            Lesson 1

            Lesson 2

            Lesson 3

            Lesson 4

Concluding Thoughts

CHAPTER 8: SIOP GLOBAL HISTORY UNIT, GRADES 9-12 (BY JOHN SEIDLITZ AND DEBORAH SHORT)

Introduction

Containing Communism After World War II

            Lesson 1

            Lesson 2

            Lesson 3

            Lesson 4

            Lesson 5

Concluding Thoughts   

CHAPTER 9: PULLING IT ALL TOGETHER

What We Have Learned

What Our SIOP History and Social Studies Contributors Have Learned

Final Thoughts

APPENDIX A:  COMPONENTS AND FEATURES OF THE SIOP MODEL

APPENDIX B: EXAMPLES OF ACADEMIC LANGUAGE IN HISTORY AND SOCIAL STUDIES STANDARDS (K-2, 3-5, 6-8, 9-12)

APPENDIX C: BLACKLINE MASTERS FOR K-2, 3-5, 6-8, & 9-12 UNITS

REFERENCES

INDEX

 


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