Making Content Comprehensible for English Learners : The SIOP Model

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

• ISBN13: 9780205518869
• ISBN10: 0205518869
• Edition: 3rd
• Format: Paperback
• Copyright: 2007-04-25
• Publisher: National Geographic School Pub

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.