Using THE SIOP® MODEL with Pre-K and Kindergarten English Learners

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  • Edition: 1st
  • Format: Paperback
  • Copyright: 3/1/2011
  • Publisher: Pearson
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This new addition to the best-selling SIOPreg; Model series shows how to use the SIOPreg; Model with pre-K and kindergarten English learners so they can fully participate in all aspects of early schooling. Understand the young English learner and language development, learn all eight components of the SIOP Model (lesson preparation, building background, comprehensible input and strategies, interaction and lesson delivery, practice & application and review & assessment), and see how other programs have used the SIOP Model to create an optimal learning environment for their young students. Focuses onpreschool-aged children and kindergarteners-and shows how to create an effective and developmentally appropriate instructional setting for these young English learners. Provides anoverview of the SIOP Model-and explains its research support and application to early childhood programs. Describes theyoung English learner, current demographic trends and the fundamentals of language developmentearly in the book-to provide a context for later material (Chapters 2 and 3). Devotes four chapters to theeight components of the SIOP Model-so educators learn how to use lesson preparation, building background, comprehensible input and strategies, interaction and lesson delivery, practice & application and review & assessment with their young English learners (Chapters 4-7). Providesa sample lesson planand highlightsthree sample programs-so educators can see how to implement the framework in different settings and circumstances. Includes acomprehensive version of the SIOP protocol and an abbreviated version-so educators learn how to use the tool to observe lessons, provide feedback, and support other teachers (Chapter 9 and Appendix A).

Author Biography

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.


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.


Carla Peterson is a professor in the Department of Human Development and Family Studies and the Associate Dean for Research and Graduate Studies for the College of Human Sciences at Iowa State University. Dr. Peterson earned a Ph.D. at the University of Minnesota. She has worked in early care and education for 35 years as a teacher, administrator, teacher trainer, and researcher. She has worked in child care, Head Start, and early childhood special education settings. Her research and teaching have focused on designing interventions to meet children’s individual needs within inclusive settings.

Table of Contents

Chapter 1 The SIOP Model and Young Children

            What is the SIOP Model?

                        The SIOP Model: 8 Components and 30 Features

            Research-Validated Approach

            SIOP Professional Development

            Concluding Thoughts


Chapter 2  Getting to Know Young English Learners and Early Childhood Programs by Carla Peterson, Gayle J. Luze, Molly Luchtel and Emily Worthington

            Young Children and How They Grow

English Learners in Early Care and Education

Challenges in Early Childhood Instruction

Changing Landscape of Early Care and Education

Concluding Thoughts


Chapter 3  Language Development in Young Children

How Is Language Learned?

                        Language Register

                        Language Purposes

 Teacher Roles in Language Development

First (Home) Language Development

English Language Development

            Academic Language

            Language Assessment

Parents As Partners

Supporting Children with Disabilities

Concluding Thoughts


Chapter 4 Using the SIOP with Young Learners: Lesson Preparation, Building Background

Components of the SIOP Model

                        Lesson Preparation

                        Building Background

                        Concluding Thoughts


Chapter 5 Using the SIOP with Young Learners: Comprehensible Input and Strategies

Components of the SIOP Model

                        Comprehensible Input


            Concluding Thoughts

Chapter 6  Using the SIOP with Young Learners: Interaction and Lesson Delivery

Components of the SIOP Model


                        Lesson Delivery

            Concluding Thoughts

Chapter 7 Using the SIOP with Young Learners: Practice & Application and Review & Assessment

Components of the SIOP Model

                        Practice & Application

                        Review & Assessment

            Concluding Thoughts


Chapter 8  Implementing the SIOP Model in Preschool and Kindergarten: Sample Programs

Columbus Junction, Iowa

Veterans Memorial Elementary School, Rhode Island

AppleTree Institute for Education Innovation Partnership, Washington DC

Concluding Thoughts


Chapter 9 Best Practice Using the SIOP protocol to Support Teachers

         Best Practices in Using the SIOP Protocol

                        Lesson Observation

                        Teacher Self-Reflection

                        Professional Development

            Guidelines for Using the SIOP Protocol in Early Childhood Settings

            Benefits of Using the SIOP Model and Protocol

Using the Comments Feature on the SIOP® Protocol

Reliability and Validity of the SIOP®

 Concluding Thoughts


Appendix A: The SIOP Protocol: Full Version, Short Version, SIOP Checklist

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