Making Content Comprehensible for English Language Learners : The SIOP Model

by Echevarria, Jana L.; Vogt, MaryEllen J.; Short, Deborah J.

• ISBN13: 9780205386413
• ISBN10: 0205386415
• Edition: 3rd
• Format: Paperback w/Disk
• Copyright: 2008-01-01
• Publisher: National Geographic School Pub

Summary

Like no other text on the market, Making Content Comprehensible presents an empirically validated model of sheltered instruction. This text contains the Sheltered Instruction Observation Protocol (SIOP) model, which provides school administrators, staff developers, teachers, teacher candidates, university faculty, and field experience supervisors with a tool for observing and quantifying a teacher's implementation of quality sheltered instruction. New to This Edition A new, additional chapter addresses the issue of English learners who are struggling readers and/or students with disabilities by including detailed information about learning disabilities and delayed development in reading (Ch. 10). Revised vignettes present teaching scenarios where three teachers teaching the same grade level and content attempt to include the focal SIOP indicators, with varying degrees of success. Complete lesson descriptors allow readers to score the three teaching scenarios and help readers develop a degree of inter-rater reliability. New pedagogy! Each chapter contains: A graphic organizer that provides an overview of the chapter. "Background Sections" that include descriptions of the 8 sections and 30 indicators of the SIOP to help readers plan and prepare effective sheltered lessons. "Background Discussion Questions" appropriate for portfolio development in pre-service and graduate classes, for professional development workshops, or for reflection. The new, larger trim size facilitates using in the classroom the SIOP long and short versions and the lesson plan forms and rating the vignettes. Includes both the full SIOP and an abbreviated version for the reader's use. Two different SIOP lesson plan formats that can be used for planning and preparation, depending on your needs. An Appendix contains the results of studies that demonstrate that English learners whose teachers used the SIOP model outperformed similar students whose teachers did not implement the model. "Making Content Comprehensible is very practical and right on target for strategies in the field of ELLs." Professor Gerald McCain, Southern Oregon University "What clearly distinguishes Making Content Comprehensible from others in the field is that it provides an easy-to-use, powerful, field-tested protocol for effective lesson planning, delivery and assessment." Professor Karen L. Newman, Indiana University "The strength of Making Content Comprehensible is the clear picture it provides of instruction and the teaching scenarios. The discussion of the teaching techniques and evaluation of each of the three teachers provides invaluable examples for the student." Professor Judith B. O'Loughlin, New Jersey City University Author Bios: Dr. Jana Echevarria is Chair of the Department of Educational Psychology, Administration and Counseling at California State University, Long Beach. Formerly she was a professor of Special Education. Her professional experience includes elementary and secondary teaching in special education, ESL and bilingual programs. She has lived in Taiwan and Mexico where she taugh

Author Biography

Deborah J. Short is Director of the Language Education and Academic Development division at the Center for Applied Linguistics in Washington, D.C.

Table of Contents

Preface and Acknowledgments	xi
1. Introducing Sheltered Instruction	1	(19)
Objectives	1	(2)
Background	3	(5)
Changes in Instructional Practice	8	(2)
The Sheltered Instruction Approach	10	(3)
A Model for Sheltered Instruction	13	(3)
Sheltered Instruction Observation Protocol	16	(1)
Using the STOP: Getting Started	17	(1)
Summary	18	(1)
Discussion Questions	18	(2)
2. Lesson Preparation	20	(24)
Objectives	20	(1)
Background	21	(1)
Content Objectives	21	(1)
Language Objectives	22	(1)
Content Concepts	23	(1)
Supplementary Materials	24	(2)
Adaptation of Content	26	(3)
Meaningful Activities	29	(1)
Using the STOP	30	(1)
The Lesson	30	(1)
Unit: The Gold Rush (4th Grade)	30	(1)
Teaching Scenarios	31	(6)
Discussion of Lessons	37	(5)
Summary	42	(1)
Discussion Questions	42	(2)
3. Building Background	44	(21)
Objectives	44	(1)
Background	45	(3)
Concepts Linked to Students' Background	48	(1)
Links Made between Past Learning and New Concepts	48	(1)
Key Vocabulary Emphasized	49	(1)
Developing Content Language	50	(5)
Developing School Language	55	(1)
The Lesson	55	(1)
Unit: Mrs. Frisby and the Rats of NIMH	55	(1)
Teaching Scenarios	56	(6)
Discussion of Lessons	62	(1)
Summary	63	(1)
Discussion Questions	64	(1)
4. Comprehensible Input	65	(15)
Objectives	65	(1)
Background	66	(1)
Appropriate Speech for ELs	67	(1)
Explanation of Academic Tasks	68	(1)
Use of Techniques	69	(1)
The Lesson	69	(1)
Unit: Buoyancy (9th grade)	69	(1)
Teaching Scenarios	70	(5)
Discussion of Lessons	75	(3)
Summary	78	(1)
Discussion Questions	78	(2)
5. Strategies	80	(18)
Objectives	81	(1)
Background	81	(1)
Strategies	82	(4)
Scaffolding Techniques	86	(2)
Questioning	88	(1)
The Lesson	89	(1)
Unit: The Rain Forest (7th grade)	89	(1)
Teaching Scenarios	89	(5)
Discussion of Lessons	94	(2)
Summary	96	(1)
Discussion Questions	97	(1)
6. Interaction	98	(18)
Objectives	98	(1)
Background	99	(3)
Opportunities for Interaction	102	(3)
Grouping Configurations	105	(1)
Wait Time	106	(1)
Clarify Key Concepts in L1	106	(1)
The Lesson	107	(1)
Unit: Addition and Subtraction (1st grade)	107	(1)
Teaching Scenarios	107	(6)
Discussion of Lessons	113	(1)
Summary	114	(1)
Discussion Questions	115	(1)
7. Practice/Application	116	(14)
Objectives	117	(1)
Background	117	(1)
Hands-On Materials and/or Manipulatives for Practice	117	(2)
Application of Content and Language Knowledge	119	(1)
Integration of Language Skills	120	(1)
The Lesson	121	(1)
Unit: Ecosystems (11th grade)	121	(1)
Teaching Scenarios	121	(5)
Discussion of Lessons	126	(2)
Summary	128	(1)
Discussion Questions	128	(2)
8. Lesson Delivery	130	(13)
Objectives	131	(1)
Background	131	(1)
Content Objectives	131	(1)
Language Objectives	131	(1)
Student Engagement	132	(2)
Pacing	134	(1)
The Lesson	134	(1)
Unit: The Gold Rush (4th grade)	134	(1)
Teaching Scenarios	134	(4)
Discussion of Lessons	138	(3)
Summary	141	(1)
Discussion Questions	142	(1)
9. Indicators of Review/Assessment	143	(20)
Objectives	143	(1)
Background	144	(1)
Review of Key Vocabulary	145	(2)
Review of Key Content Concepts	147	(1)
Providing Feedback on Student Output	147	(1)
Assessment of Lesson Objectives	148	(3)
The Lesson	151	(1)
Unit: Egyptian Mummies (8th grade)	151	(7)
Teaching Scenarios	151	(7)
Discussion of Lessons	158	(4)
Summary	162	(1)
Discussion Questions	162	(1)
10. Issues of Reading Development and Special Education for English Learners	163	(15)
Objectives	164	(1)
Issues of Reading Development	164	(6)
Issues Related to Special Education	170	(1)
Special Education Referral, Assessment, and Placement	171	(4)
Site-Based Intervention Teams	172	(3)
Students with Special Needs	175	(1)
Summary	175	(1)
Discussion Questions	176	(2)
11. Scoring and Interpretation of the SIOP	178	(21)
Objectives	178	(2)
How to Score the STOP	180	(3)
Assigning Scores	181	(1)
Not Applicable (NA) Category	181	(1)
Calculating Scores	182	(1)
Sample Lesson	183	(3)
Using STOP Scores	186	(11)
Reliability and Validity of the SIOP	197	(1)
Summary	197	(1)
Discussion Questions	198	(1)
Appendix A: The Sheltered Instruction Observation Protocol	199	(12)
Complete STOP	200	(8)
Abbreviated STOP	208	(3)
Appendix B: Lesson Plans	211	(3)
Appendix C: SIOP Research: The Effects of Sheltered Instruction on the Achievement of Limited English Proficient Students	214	(7)
Glossary	221	(4)
References	225	(8)
Index	233