Making Content Comprehensible for English Learners
The SIOP Model: International Edition
3rd Edition
Published on 1. October 2009
Book
Mixed media product
288 pages
978-0-205-76858-5 (ISBN)
Description
One of the most influential books in the field in years!
Making Content Comprehensible for English Learners: The SIOP (R) Model presents a coherent, specific, field-tested model of sheltered instruction that specifies the features of a high quality sheltered lesson that teaches content material to English language learners.
For twelve years, educators have turned to Jana Echevarria, MaryEllen Vogt, and Deborah Short for an empirically validated model of sheltered instruction. In the Third Edition of this best-seller, the authors include new research findings and studies on the Sheltered Instruction Observation Protocol (SIOP (R)) Model, which offers school administrators, teachers, teacher candidates, coaches, university faculty, and field experience supervisors a tool for observing and quantifying a teacher's implementation of quality sheltered instruction.
Ringing Endorsements
"A framework that will engage, support, and increase the academic achievement of our culturally and linguistically diverse students. The [SIOP Model went] from good to great!"
-Socorro Herrera, Kansas State University
"Readability, organization, and practicality! The SIOP addresses precisely the needs that my beginning teachers face...the CD for SIOP...makes it all understandable. I love the book!"
-Danny Brassell, California State University, Dominguez Hills
Take a Glimpse Inside the Third Edition:
New, user-friendly format of the SIOP (R) protocol.
Background Sections include descriptions of the eight components and thirty features of the SIOP (R) Model, and are updated to reflect recent research and best practices to help readers plan and prepare effective sheltered lessons.
Practical Guidelines to help readers develop effective language and content objectives.
Discussion Questions have been rewritten and are appropriate for portfolio development in pre-service and graduate classes, for professional development workshops, or for teacher reflection and application.
Agroundbreaking CD-ROM with video clips, interviews of the authors, and reproducible resources (e.g., lesson plan formats), make this the perfect professional development asset for any grade level or content area teacher!
Making Content Comprehensible for English Learners: The SIOP (R) Model presents a coherent, specific, field-tested model of sheltered instruction that specifies the features of a high quality sheltered lesson that teaches content material to English language learners.
For twelve years, educators have turned to Jana Echevarria, MaryEllen Vogt, and Deborah Short for an empirically validated model of sheltered instruction. In the Third Edition of this best-seller, the authors include new research findings and studies on the Sheltered Instruction Observation Protocol (SIOP (R)) Model, which offers school administrators, teachers, teacher candidates, coaches, university faculty, and field experience supervisors a tool for observing and quantifying a teacher's implementation of quality sheltered instruction.
Ringing Endorsements
"A framework that will engage, support, and increase the academic achievement of our culturally and linguistically diverse students. The [SIOP Model went] from good to great!"
-Socorro Herrera, Kansas State University
"Readability, organization, and practicality! The SIOP addresses precisely the needs that my beginning teachers face...the CD for SIOP...makes it all understandable. I love the book!"
-Danny Brassell, California State University, Dominguez Hills
Take a Glimpse Inside the Third Edition:
New, user-friendly format of the SIOP (R) protocol.
Background Sections include descriptions of the eight components and thirty features of the SIOP (R) Model, and are updated to reflect recent research and best practices to help readers plan and prepare effective sheltered lessons.
Practical Guidelines to help readers develop effective language and content objectives.
Discussion Questions have been rewritten and are appropriate for portfolio development in pre-service and graduate classes, for professional development workshops, or for teacher reflection and application.
Agroundbreaking CD-ROM with video clips, interviews of the authors, and reproducible resources (e.g., lesson plan formats), make this the perfect professional development asset for any grade level or content area teacher!
More details
Edition
3rd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
College/higher education
Dimensions
Height: 212 mm
Width: 276 mm
Thickness: 14 mm
Weight
698 gr
ISBN-13
978-0-205-76858-5 (9780205768585)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Jana Echevarria | MaryEllen Vogt | Deborah J. Short
Making Content Comprehensible for English Learners
The SIOP Model: International Edition
Book
06/2012
4th Edition
Pearson
€51.98
Article exhausted; check for reprint
Previous edition
Jana Echevarria | MaryEllen Vogt | Deborah J. Short
Making Content Comprehensible for English Language Learners
The SIOP Model
Book
02/2004
2nd Edition
Pearson
€45.99
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
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.
1. 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.
2. 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.
3. 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.
4. Comprehensible Input.
Appropriate Speech for ELLs.
Explanation of Academic Tasks.
Use of Techniques.
The Lesson.
5. Strategies.
Strategies.
Scaffolding Techniques.
Questioning.
The Lesson.
6. Interaction.
Opportunities for Interaction. -Oral Language Development -Other Opportunities for Interaction
Grouping Configurations.
Wait Time.
Clarify Key Concepts in L1.The Lesson.
7. 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.
8. 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.
9. Review/Assessment.
Review of Key Vocabulary.
Review of Key Content Concepts.
Providing Feedback on Student Output.
Assessment of Lesson Objectives.
The Lesson.
10. 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.
11. 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.
Appendix A: The Sheltered Instruction Observation Protocol.
Appendix B: Lesson Plans.
Appendix C: Research on the SIOP Model.
Glossary.
References.
Index.
Preface and Acknowledgments.
Overview of the Book.
Overview of the Chapters.
Acknowledgments.
1. 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.
2. 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.
3. 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.
4. Comprehensible Input.
Appropriate Speech for ELLs.
Explanation of Academic Tasks.
Use of Techniques.
The Lesson.
5. Strategies.
Strategies.
Scaffolding Techniques.
Questioning.
The Lesson.
6. Interaction.
Opportunities for Interaction. -Oral Language Development -Other Opportunities for Interaction
Grouping Configurations.
Wait Time.
Clarify Key Concepts in L1.The Lesson.
7. 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.
8. 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.
9. Review/Assessment.
Review of Key Vocabulary.
Review of Key Content Concepts.
Providing Feedback on Student Output.
Assessment of Lesson Objectives.
The Lesson.
10. 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.
11. 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.
Appendix A: The Sheltered Instruction Observation Protocol.
Appendix B: Lesson Plans.
Appendix C: Research on the SIOP Model.
Glossary.
References.
Index.