Enhance your English-Language content instruction with the SIOP Model and transform the academic English and literacy skills of your English learners. KEY TOPICS: Presents research-based, SIOP-tested techniques for lessons specifically for the English-language arts classroom. This highly anticipated book,The SIOP Model for Teaching English-Language Arts to English Learnersaddresses the issues faced in teaching language arts 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 English-language arts content. K-12 teachers, literacy coaches, reading specialists, curriculum coordinators, and intervention specialists.

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

LIST OF FEATURES

CHAPTER 1: INTRODUCTION AND REVIEW OF THE SIOP MODEL

A Review of the Key Components of the SIOP Model

1. Lesson Preparation

2. Building Background

3. Comprehensible Input

4. Strategies

5. Interaction

6. Practice & Application

7. Lesson Delivery

8. Review & Assessment

Why Is the SIOP Needed Now?

Organization and Purpose of This Book

Concluding Thoughts

CHAPTER 2: THE ACADEMIC LANGUAGE OF ENGLISH-LANGUAGE ARTS (ELA)

What is Academic Language?

How Does Academic Language Fit Into the SIOP Model?

How Is Academic Language Manifested in Classroom Discourse?

Why Do English Learners Have Difficulty with Academic Language?

How Can We Effectively Teach Academic Language In English-Language Arts?

The Role of Discussion and Conversation in Developing Academic Language

What is the Academic Language of English-Language Arts?

Concluding Thoughts

CHAPTER 3: ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (BY KARLIN LAPORTA AND LISA MITCHENER)

Reflecting on a Vignette

Introduction to SIOP Lesson Planning

Activity #1: Anticipation/Reaction Guide

SIOP Lesson Plan, Grade 1: Cluster K-2

Adaptations for Language Proficiency

Adaptations for Academic Proficiency

SIOP Lesson Plan, Grade 7: Cluster 6-8

Adaptations for Language Proficiency

Adaptations for Academic Proficiency

Activity #2: Semantic Feature Analysis

SIOP Lesson Plan, Grade 10: Cluster 9-12

Activity #2: The Conga Line

SIOP Lesson Plan, Grade 4: Cluster 3-5

Adaptations for Language Proficiency

Adaptations for Academic Proficiency

Concluding Thoughts

CHAPTER 4: LESSON AND UNIT DESIGN FOR SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (GRADES K-2) (BY LISA MITCHENER AND KARLIN LAPORTA)

Introduction

Getting Started

The Unit Planning Process

Unit and Lesson Plans

English-Language Arts Unit: Cluster K-2, Grade 1

Overview of the Unit

Description of Unit and Content Standards

SIOP Lesson Plan: Grade 1, Day 1

SIOP Lesson Plan: Grade 1, Day 2

SIOP Lesson Plan: Grade 1, Day 4

SIOP Lesson Plan: Grade 1, Day 5

SIOP Lesson Plan: Grade 1, Day 6

Concluding Thoughts

Literature References

CHAPTER 5: LESSON AND UNIT DESIGN FOR SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (GRADES 3-5) (BY LISA MITCHENER AND KARLIN LAPORTA)

Introduction

Unit and Lesson Plans

English-Language Arts Unit: Cluster 3-5, Grade 4

Overview of the Unit

Description of Unit and Content Standards

SIOP Lesson Plan: Grade 4, Day 1

SIOP Lesson Plan: Grade 4, Day 2

SIOP Lesson Plan: Grade 4, Day 3

SIOP Lesson Plan: Grade 4, Day 4

SIOP Lesson Plan: Grade 4, Day 5

SIOP Lesson Plan: Grade 4, Day 6

Concluding Thoughts

Literature References

CHAPTER 6: LESSON AND UNIT DESIGN FOR SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (GRADES 6-8) (BY KARLIN LAPORTA AND LISA MITCHENER)

Introduction

Unit and Lesson Plans

English-Language Arts Unit: Cluster 6-8, Grade 7

Overview of the Unit

Description of Unit and Content Standards

SIOP Lesson Plan: Grade 7, Day 1

SIOP Lesson Plan: Grade 7, Day 2

SIOP Lesson Plan: Grade 7, Day 3

SIOP Lesson Plan: Grade 7, Day 4

SIOP Lesson Plan: Grade 7, Day 5

SIOP Lesson Plan: Grade 7, Day 6

SIOP Lesson Plan: Grade 7, Day 7

Concluding Thoughts

Literature References

CHAPTER 7: LESSON AND UNIT DESIGN FOR SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (GRADES 9-12) (BY KARLIN LAPORTA AND LISA MITCHENER)

Introduction

Unit and Lesson Plans

English-Language Arts: Cluster 9-12, Grade 10

Overview of the Unit

Description of Unit and Content Standards

SIOP Lesson Plan: Grade 10, Day 1

SIOP Lesson Plan: Grade 10, Days 2-3

SIOP Lesson Plan: Grade 10, Days 4-5

SIOP Lesson Plan: Grade 10, Days 6-8

Concluding Thoughts

Literature References

CHAPTER 8: PULLING IT ALL TOGETHER

What We Have Learned

What Our Contributors Have Learned

Final Thoughts

APPENDIX A: COMPONENTS AND FEATURES OF THE SIOP MODEL

APPENDIX B: EXAMPLES OF ACADEMIC LANGUAGE IN THE ENGLISH-

LANGUAGE ARTS (K-2, 3-5, 5-8, 9-12)

APPENDIX C: MATRIX FOR ACTIVITIES AND THE SIOP COMPONENTS

APPENDIX D: BLACK LINE MASTERS FOR ACTIVITIES

REFERENCES

INDEX

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