Making Content Comprehensible for Elementary English Learners
The SIOP Model
Published on 27. August 2010
Book
Mixed media product
288 pages
978-0-205-62756-1 (ISBN)
Description
Based on the widely used text, Making Content Comprehensible for English Learners: The SIOP Model, which includes all grade levels, this book is geared towards the specific needs of elementary students and teachers. The book opens with an introductory chapter that provides an overview of issues in the education of English learners. Each chapter that follows discusses one research-based component of the SIOP Model of instruction and give explicit guidance on how to implement the component in elementary classrooms. Each chapter also includes vignettes of 3 teachers implementing the SIOP Model to varying degrees. Readers have the opportunity to analyze the instruction and rate the lessons. The authors provide their own analysis and discussion of each lesson as well.
Reviews / Votes
"As a classroom teacher with English learners, this book would be a savior in assisting me with my teaching."- Jodi Grubb, Pittsfield Elementary School, Pittsfield, NH"This is a fabulous resource for elementary teachers who have English language learners of all proficiency levels in their classrooms. [The book] is especially helpful for those buildings that do not have much ELL support and not enough minutes in the day. The SIOP model allows you to work with your ELLs while still teaching content/grade level material...It is obvious that the authors know what teachers need and...give both the strategies that teachers are longing for while also providing them with the research based knowledge to help [teachers] understand...Excellent!" -Lisa J. DeMaagd, ELL teacher, Taft Elementary, Wyoming, MI
"This book is very readable and clear...The author[s] have an excellent grasp of what classroom teachers need...[the book] gave me great insight to helping students with diverse backgrounds...It was great to see one lesson beging taught in a variety of ways (three) and then having the discussion of why one teacher got a better score on the rubric then the other. I think this would help me tremendously on how to use the [SIOP Model] in the classroom." -Jodi Grubb, second grade teacher, Pittsfield Elementary School, Pittsfield, NH
"This is an excellent resource and explained by the experts on SIOP. There is so much research and knowledge in this text. It would give teachers so much background on English language learners and how to teach these and all students. Good instruction is good instruction and it is explained well in this text." -Carla R. Chavez, Prairie Park Elementary School, Lawrence, KS
"The [book] has so much great research and information about working with ELL students...it would be a valuable resource to all teachers, no matter the student population. Often Title one schools have students with low vobaulary that are native speakers, but the strategies [in this book] would be great for these students also." -Carla R. Chavez, Prairie Park Elementary School, Lawrence, KS
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
College/higher education
Dimensions
Height: 276 mm
Width: 216 mm
Weight
590 gr
ISBN-13
978-0-205-62756-1 (9780205627561)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Jana Echevarria | MaryEllen Vogt | Deborah J. Short
Making Content Comprehensible for Elementary English Learners
The SIOP Model
Book
07/2013
2nd Edition
Pearson
€65.60
Article exhausted; check for reprint
Persons
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 (R) 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 (R) 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 Echevarria 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. Echevarria 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. Echevarria 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 (R) 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.
Jana Echevarria 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. Echevarria 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. Echevarria 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 (R) 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.
Content
There are page reference errors in the printed Table of Contents of Making Content Comprehensible for Elementary English Learners: The SIOP Model . We realize some educators and students have already purchased the book with the incorrect Table of Contents. The following Table of Contents has been updated for online reference.
Preface and Acknowledgments xi
Introducing Sheltered Instruction 2
Objectives 2
Demographic Changes 6
English Learner Diversity 7
School Reform and Accountability in the Twenty-First Century 9
Academic Literacy 12
Changes in Instructional Practice for English Learners 14
The Sheltered Instruction Observation Protocol 17
The SIOP (R) Model 19
Implementing the SIOP (R) Model: Getting Started 21
Summary 22
Discussion Questions 23
Lesson Preparation 24
Objectives 24
Background 25
SIOP (R) Feature 1: Content Objectives Clearly Defined, Displayed, and Reviewed
with Students 26
SIOP (R) Feature 2: Language Objectives Clearly Defined, Displayed, and Reviewed
with Students 27
Writing Content and Language Objectives 30
SIOP (R) Feature 3: Content Concepts Appropriate for Age and Educational Background 34
SIOP (R) Feature 4: Supplementary Materials Used to a High Degree 36
SIOP (R) Feature 5: Adaptation of Content to All Levels of Student Proficiency 37
SIOP (R) Feature 6: Meaningful Activities That Integrate Lesson Concepts
with Language Practice Opportunities 41
Using the SIOP (R) Protocol 42
The Lesson 42
Unit: The Gold Rush (Fourth Grade) 42
Teaching Scenarios 43
Discussion of Lessons 49
Summary 53
Discussion Questions 53
Building Background 54
Objectives 54
Background 55
SIOP (R) Feature 7: Concepts Explicitly Linked to Students' Background Experiences 56
Instructional Implications 58
SIOP (R) Feature 8: Links Explicitly Made Between Past Learning and New Concepts 60
SIOP (R) Feature 9: Key Vocabulary Emphasized 60
Academic Language 61
Vocabulary Instruction 65
The Lesson 71
Unit: Mrs. Frisby and the Rats of NIMH (Sixth Grade) 71
Teaching Scenarios 72
Discussion of Lessons 77
Summary 78
Discussion Questions 79
Comprehensible Input 80
Objectives 80
Background 81
SIOP (R) Feature 10: Speech Appropriate for Students' Proficiency Levels 82
SIOP (R) Feature 11: Clear Explanation of Academic Tasks 83
SIOP (R) Feature 12: A Variety of Techniques Used to Make Content Concepts Clear 85
The Lesson 87
Unit: Land Forms (Third Grade) 87
Teaching Scenarios 87
Discussion of Lessons 92
Summary 94
Discussion Questions 95
Strategies 96
Objectives 96
Background 97
SIOP (R) Feature 13: Ample Opportunities Provided for Students to Use Learning
Strategies 98
SIOP (R) Feature 14: Scaffolding Techniques Consistently Used, Assisting and Supporting
Student Understanding 102
SIOP (R) Feature 15: A Variety of Questions or Tasks That Promote Higher-Order Thinking
Skills 104
The Lesson 106
Unit: Saving Our Planet (Fifth Grade) 106
Teaching Scenarios 107
Discussion of Lessons 111
Summary 116
Discussion Questions 116
Interaction 118
Objectives 118
Background 119
Mainstream Lesson 121
SIOP (R) Model 122
SIOP (R) Feature 16: Frequent Opportunities for Interaction and Discussion 123
Oral Language Development 123
Other Opportunities for Interaction 126
SIOP (R) Feature 17: Grouping Configurations Support Language and Content Objectives
of the Lesson 131
SIOP (R) Feature 18: Sufficient Wait Time for Student Responses Consistently Provided 133
SIOP (R) Feature 19: Ample Opportunity for Students to Clarify Key Concepts in L1 134
The Lesson 134
Unit: Addition and Subtraction (First Grade) 134
Teaching Scenarios 135
Discussion of Lessons 139
Summary 140
Discussion Questions 140
Practice & Application 142
Objectives 142
Background 143
SIOP (R) Feature 20: Hands-On Materials and/or Manipulatives Provided for Students
to Practice Using New Content Knowledge 145
SIOP (R) Feature 21: Activities Provided for Students to Apply Content and
Language Knowledge 146
SIOP (R) Feature 22: Activities Integrate All Language Skills 148
The Lesson 150
Unit: Weather (Second Grade) 150
Teaching Scenarios 150
Discussion of Lessons 156
Summary 158
Discussion Questions 158
Lesson Delivery 160
Objectives 160
Background 161
SIOP (R) Feature 23: Content Objectives Clearly Supported by Lesson Delivery 162
SIOP (R) Feature 24: Language Objectives Clearly Supported by Lesson Delivery 162
Meeting Content and Language Objectives 162
SIOP (R) Feature 25: Students Engaged Approximately 90% to 100% of the Period 163
SIOP (R) Feature 26: Pacing of the Lesson Appropriate to Students'Ability Levels 165
The Lesson 166
Unit: The Gold Rush (Fourth Grade) 166
Teaching Scenarios 166
Discussion of Lessons 170
Summary 172
Discussion Questions 173
Review & Assessment 174
Objectives 174
Background 176
SIOP (R) Feature 27: Comprehensive Review of Key Vocabulary 176
SIOP (R) Feature 28: Comprehensive Review of Key Content Concepts 178
SIOP (R) Feature 29: Regular Feedback Provided to Students on Their Output 179
SIOP (R) Feature 30: Assessment of Student Comprehension and Learning
of All Lesson Objectives Throughout the Lesson 179
The Lesson 185
Unit: Mathematics (Kindergarten) 185
Teaching Scenarios 185
Discussion of Lessons 191
Summary 194
Discussion Questions 195
Issues of Reading Development and Special
Education for English Learners 196
Objectives 197
Issues of Reading Development and Assessment for Children 198
Issues Related to Special Education 203
Special Education Services: When Are They Appropriate? 204
Assisting Struggling Learners: Response to Intervention 206
Students with Special Needs 209
Summary 210
Discussion Questions 210
Effective Use of the SIOP (R) Protocol 212
Objectives 212
Best Practice in Using the SIOP (R) Protocol 213
Scoring and Interpreting the SIOP (R) Protocol 215
Assigning Scores 215
Not Applicable (NA) Category 216
Calculating Scores 216
Sample Lesson 217
Using SIOP (R) Scores and Comments 220
Reliability and Validity of the SIOP (R) 230
Summary 230
Discussion Questions 230
Appendix A: The Sheltered Instruction Observation Protocol (SIOP (R)) 232
Appendix B: Lesson Plans 240
Appendix C: Research on the SIOP (R) Model 246
Summary: Selected Findings from the SIOP (R) Research Project 249
Current SIOP (R) Research Studies 250
References 253
Glossary 254
References 258
Index 268
Preface and Acknowledgments xi
Introducing Sheltered Instruction 2
Objectives 2
Demographic Changes 6
English Learner Diversity 7
School Reform and Accountability in the Twenty-First Century 9
Academic Literacy 12
Changes in Instructional Practice for English Learners 14
The Sheltered Instruction Observation Protocol 17
The SIOP (R) Model 19
Implementing the SIOP (R) Model: Getting Started 21
Summary 22
Discussion Questions 23
Lesson Preparation 24
Objectives 24
Background 25
SIOP (R) Feature 1: Content Objectives Clearly Defined, Displayed, and Reviewed
with Students 26
SIOP (R) Feature 2: Language Objectives Clearly Defined, Displayed, and Reviewed
with Students 27
Writing Content and Language Objectives 30
SIOP (R) Feature 3: Content Concepts Appropriate for Age and Educational Background 34
SIOP (R) Feature 4: Supplementary Materials Used to a High Degree 36
SIOP (R) Feature 5: Adaptation of Content to All Levels of Student Proficiency 37
SIOP (R) Feature 6: Meaningful Activities That Integrate Lesson Concepts
with Language Practice Opportunities 41
Using the SIOP (R) Protocol 42
The Lesson 42
Unit: The Gold Rush (Fourth Grade) 42
Teaching Scenarios 43
Discussion of Lessons 49
Summary 53
Discussion Questions 53
Building Background 54
Objectives 54
Background 55
SIOP (R) Feature 7: Concepts Explicitly Linked to Students' Background Experiences 56
Instructional Implications 58
SIOP (R) Feature 8: Links Explicitly Made Between Past Learning and New Concepts 60
SIOP (R) Feature 9: Key Vocabulary Emphasized 60
Academic Language 61
Vocabulary Instruction 65
The Lesson 71
Unit: Mrs. Frisby and the Rats of NIMH (Sixth Grade) 71
Teaching Scenarios 72
Discussion of Lessons 77
Summary 78
Discussion Questions 79
Comprehensible Input 80
Objectives 80
Background 81
SIOP (R) Feature 10: Speech Appropriate for Students' Proficiency Levels 82
SIOP (R) Feature 11: Clear Explanation of Academic Tasks 83
SIOP (R) Feature 12: A Variety of Techniques Used to Make Content Concepts Clear 85
The Lesson 87
Unit: Land Forms (Third Grade) 87
Teaching Scenarios 87
Discussion of Lessons 92
Summary 94
Discussion Questions 95
Strategies 96
Objectives 96
Background 97
SIOP (R) Feature 13: Ample Opportunities Provided for Students to Use Learning
Strategies 98
SIOP (R) Feature 14: Scaffolding Techniques Consistently Used, Assisting and Supporting
Student Understanding 102
SIOP (R) Feature 15: A Variety of Questions or Tasks That Promote Higher-Order Thinking
Skills 104
The Lesson 106
Unit: Saving Our Planet (Fifth Grade) 106
Teaching Scenarios 107
Discussion of Lessons 111
Summary 116
Discussion Questions 116
Interaction 118
Objectives 118
Background 119
Mainstream Lesson 121
SIOP (R) Model 122
SIOP (R) Feature 16: Frequent Opportunities for Interaction and Discussion 123
Oral Language Development 123
Other Opportunities for Interaction 126
SIOP (R) Feature 17: Grouping Configurations Support Language and Content Objectives
of the Lesson 131
SIOP (R) Feature 18: Sufficient Wait Time for Student Responses Consistently Provided 133
SIOP (R) Feature 19: Ample Opportunity for Students to Clarify Key Concepts in L1 134
The Lesson 134
Unit: Addition and Subtraction (First Grade) 134
Teaching Scenarios 135
Discussion of Lessons 139
Summary 140
Discussion Questions 140
Practice & Application 142
Objectives 142
Background 143
SIOP (R) Feature 20: Hands-On Materials and/or Manipulatives Provided for Students
to Practice Using New Content Knowledge 145
SIOP (R) Feature 21: Activities Provided for Students to Apply Content and
Language Knowledge 146
SIOP (R) Feature 22: Activities Integrate All Language Skills 148
The Lesson 150
Unit: Weather (Second Grade) 150
Teaching Scenarios 150
Discussion of Lessons 156
Summary 158
Discussion Questions 158
Lesson Delivery 160
Objectives 160
Background 161
SIOP (R) Feature 23: Content Objectives Clearly Supported by Lesson Delivery 162
SIOP (R) Feature 24: Language Objectives Clearly Supported by Lesson Delivery 162
Meeting Content and Language Objectives 162
SIOP (R) Feature 25: Students Engaged Approximately 90% to 100% of the Period 163
SIOP (R) Feature 26: Pacing of the Lesson Appropriate to Students'Ability Levels 165
The Lesson 166
Unit: The Gold Rush (Fourth Grade) 166
Teaching Scenarios 166
Discussion of Lessons 170
Summary 172
Discussion Questions 173
Review & Assessment 174
Objectives 174
Background 176
SIOP (R) Feature 27: Comprehensive Review of Key Vocabulary 176
SIOP (R) Feature 28: Comprehensive Review of Key Content Concepts 178
SIOP (R) Feature 29: Regular Feedback Provided to Students on Their Output 179
SIOP (R) Feature 30: Assessment of Student Comprehension and Learning
of All Lesson Objectives Throughout the Lesson 179
The Lesson 185
Unit: Mathematics (Kindergarten) 185
Teaching Scenarios 185
Discussion of Lessons 191
Summary 194
Discussion Questions 195
Issues of Reading Development and Special
Education for English Learners 196
Objectives 197
Issues of Reading Development and Assessment for Children 198
Issues Related to Special Education 203
Special Education Services: When Are They Appropriate? 204
Assisting Struggling Learners: Response to Intervention 206
Students with Special Needs 209
Summary 210
Discussion Questions 210
Effective Use of the SIOP (R) Protocol 212
Objectives 212
Best Practice in Using the SIOP (R) Protocol 213
Scoring and Interpreting the SIOP (R) Protocol 215
Assigning Scores 215
Not Applicable (NA) Category 216
Calculating Scores 216
Sample Lesson 217
Using SIOP (R) Scores and Comments 220
Reliability and Validity of the SIOP (R) 230
Summary 230
Discussion Questions 230
Appendix A: The Sheltered Instruction Observation Protocol (SIOP (R)) 232
Appendix B: Lesson Plans 240
Appendix C: Research on the SIOP (R) Model 246
Summary: Selected Findings from the SIOP (R) Research Project 249
Current SIOP (R) Research Studies 250
References 253
Glossary 254
References 258
Index 268