Enhance your Science content instruction with the SIOP Model and transform the academic English and science skills of your English learners. KEY TOPICS:Presents research-based, SIOP-tested techniques for lessons specifically for the science classroom. This highly anticipated book,The SIOP Model for Teaching Science to English Learnersaddresses the issues faced in teaching science 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 scientific content. K-12 teachers, science teachers, 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

Key Components of the SIOP Model

Lesson Preparation

Building Background

Comprehensible Input

Strategies

Interaction

Practice & Application

Lesson Delivery

Review & Assessment

Why Is the SIOP Needed Now?

Organization and Purpose of This Book

In Summary

CHAPTER 2: THE ACADEMIC LANGUAGE OF SCIENCE

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?

The Role of Discussion and Conversation in Developing Academic Language

What is the Academic Language of Science?

In Summary

CHAPTER 3: ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP SCIENCE LESSONS (BY HOPE AUSTIN-PHILLIPS, AMY DITTON, AND DEBORAH SHORT)

Mr. Etherton’s Vignette

Introduction

Science Techniques and Activities

Lesson Preparation

Alternate materials

Enlarged/Adapted Text

Building Background

Magic Curtain of Science

Oh Yesterday!

Quickwrite

Signal Words

4-Corners Vocabulary

Vocabulary Key Rings

Comprehensible Input

Procedures with Graphics

Framed Outlines

Move It!

Strategies

SQP2RS (Squeepers)

Stop and Think

Insert Method

T-chart

Interaction

You Are There

Milling to Music

Practice & Application

Great Performances

Musical Flash Cards

Red Light/Green Light

Lesson Delivery

Nine Squares

Stop That Video

Review & Assessment

Web of Information

Snowball!

Pass the Note Card

Simultaneous Round Table

Science Lesson Plans

In Summary

Revisiting Mr. Etherton

CHAPTER 4: LESSON AND UNIT DESIGN FOR SIOP SCIENCE LESSONS (BY AMY DITTON AND HOPE AUSTIN-PHILLIPS)

Mrs. Allen’s Vignette

Introduction

Objects in the Universe

Unit Overview, Grades K-2

Day Lesson Design
K-2 Unit

Newton’s First Law of Motion

Unit Overview, Grades 3-5

Day Lesson Design

3-5 Unit

Science Rocks!

Unit Overview, Grades 6-8

Day Lesson Design

6-8 Unit

Cells

Unit Overview, Grades 9-12

Day Lesson Design

9-12 Unit

In Summary

Revisiting Mrs. Allen

CHAPTER 5: PULLING IT ALL TOGETHER

What We Have Learned

What Our SIOP Science Contributors Have Learned

Thoughts From the Contributors to the Other SIOP Content Books

Final Thoughts

APPENDIX A: COMPONENTS AND FEATURES OF THE SIOP MODEL

APPENDIX B: EXAMPLES OF ACADEMIC LANGUAGE IN SCIENCE STANDARDS (K-2, 3-5, 5-8, 9-12)

REFERENCES

INDEX

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The Siop Model for Teaching Science to English Learners

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Summary

Author Biography

Table of Contents

Supplemental Materials

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