Using THE SIOP (R) MODEL with Pre-K and Kindergarten English Learners
Published on 12. July 2011
Book
Paperback/Softback
144 pages
978-0-13-708523-1 (ISBN)
Description
This new addition to the best-selling SIOP (R) Model series shows how to use the SIOP (R) Model with pre-K and kindergarten English learners so they can fully participate in all aspects of early schooling.
Understand the young English learner and language development, learn all eight components of the SIOP Model (lesson preparation, building background, comprehensible input and strategies, interaction and lesson delivery, practice & application and review & assessment), and see how other programs have used the SIOP Model to create an optimal learning environment for their young students.
Focuses on preschool-aged children and kindergarteners-and shows how to create an effective and developmentally appropriate instructional setting for these young English learners.
Provides an overview of the SIOP Model-and explains its research support and application to early childhood programs.
Describes the young English learner, current demographic trends and the fundamentals of language development early in the book-to provide a context for later material (Chapters 2 and 3).
Devotes four chapters to the eight components of the SIOP Model-so educators learn how to use lesson preparation, building background, comprehensible input and strategies, interaction and lesson delivery, practice & application and review & assessment with their young English learners (Chapters 4-7).
Provides a sample lesson plan and highlights three sample programs-so educators can see how to implement the framework in different settings and circumstances.
Includes a comprehensive version of the SIOP protocol and an abbreviated version-so educators learn how to use the tool to observe lessons, provide feedback, and support other teachers (Chapter 9 and Appendix A).
Understand the young English learner and language development, learn all eight components of the SIOP Model (lesson preparation, building background, comprehensible input and strategies, interaction and lesson delivery, practice & application and review & assessment), and see how other programs have used the SIOP Model to create an optimal learning environment for their young students.
Focuses on preschool-aged children and kindergarteners-and shows how to create an effective and developmentally appropriate instructional setting for these young English learners.
Provides an overview of the SIOP Model-and explains its research support and application to early childhood programs.
Describes the young English learner, current demographic trends and the fundamentals of language development early in the book-to provide a context for later material (Chapters 2 and 3).
Devotes four chapters to the eight components of the SIOP Model-so educators learn how to use lesson preparation, building background, comprehensible input and strategies, interaction and lesson delivery, practice & application and review & assessment with their young English learners (Chapters 4-7).
Provides a sample lesson plan and highlights three sample programs-so educators can see how to implement the framework in different settings and circumstances.
Includes a comprehensive version of the SIOP protocol and an abbreviated version-so educators learn how to use the tool to observe lessons, provide feedback, and support other teachers (Chapter 9 and Appendix A).
Reviews / Votes
Clearly written with step- by- step procedures and how to application of the SIOP(R) Model. A useful guide or tool for in-service teachers... I recommend it as a valuable resource. Sanjuanita Ybarra-Hana, ESL Teacher, Barlow Elementary, Plainfield, NJ The authors have a comprehensive grasp of early childhood "techniques" and have refashioned the SIOP(R) Model to this age group with lots of examples and detail. This book is very appealing and should be a welcome resource to early childhood educators. Even without a full-scale adoption of the SIOP(R) Model in a school or district, the book can serve as a professional development resource for individual reference or the basis of a group book study. Joseph E. Leaf, ESL Coordinator, Norristown Area School District, Norristown, PAMore details
Series
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
College/higher education
Product notice
Paperback (trade)
Unsewn / adhesive bound
Dimensions
Height: 278 mm
Width: 217 mm
Thickness: 12 mm
Weight
345 gr
ISBN-13
978-0-13-708523-1 (9780137085231)
Schweitzer Classification
Persons
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.
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.
Carla Peterson is a professor in the Department of Human Development and Family Studies and the Associate Dean for Research and Graduate Studies for the College of Human Sciences at Iowa State University. Dr. Peterson earned a Ph.D. at the University of Minnesota. She has worked in early care and education for 35 years as a teacher, administrator, teacher trainer, and researcher. She has worked in child care, Head Start, and early childhood special education settings. Her research and teaching have focused on designing interventions to meet children's individual needs within inclusive settings.
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.
Carla Peterson is a professor in the Department of Human Development and Family Studies and the Associate Dean for Research and Graduate Studies for the College of Human Sciences at Iowa State University. Dr. Peterson earned a Ph.D. at the University of Minnesota. She has worked in early care and education for 35 years as a teacher, administrator, teacher trainer, and researcher. She has worked in child care, Head Start, and early childhood special education settings. Her research and teaching have focused on designing interventions to meet children's individual needs within inclusive settings.
Content
Chapter 1 The SIOP Model and Young Children
What is the SIOP Model?
The SIOP Model: 8 Components and 30 Features
Research-Validated Approach
SIOP Professional Development
Concluding Thoughts
Chapter 2 Getting to Know Young English Learners and Early Childhood Programs by Carla Peterson, Gayle J. Luze, Molly Luchtel and Emily Worthington
Young Children and How They Grow
English Learners in Early Care and Education
Challenges in Early Childhood Instruction
Changing Landscape of Early Care and Education
Concluding Thoughts
Chapter 3 Language Development in Young Children
How Is Language Learned?
Language Register
Language Purposes
Teacher Roles in Language Development
First (Home) Language Development
English Language Development
Academic Language
Language Assessment
Parents As Partners
Supporting Children with Disabilities
Concluding Thoughts
Chapter 4 Using the SIOP with Young Learners: Lesson Preparation, Building Background
Components of the SIOP Model
Lesson Preparation
Building Background
Concluding Thoughts
Chapter 5 Using the SIOP with Young Learners: Comprehensible Input and Strategies
Components of the SIOP Model
Comprehensible Input
Strategies
Concluding Thoughts
Chapter 6 Using the SIOP with Young Learners: Interaction and Lesson Delivery
Components of the SIOP Model
Interaction
Lesson Delivery
Concluding Thoughts
Chapter 7 Using the SIOP with Young Learners: Practice & Application and Review & Assessment
Components of the SIOP Model
Practice & Application
Review & Assessment
Concluding Thoughts
Chapter 8 Implementing the SIOP Model in Preschool and Kindergarten: Sample Programs
Columbus Junction, Iowa
Veterans Memorial Elementary School, Rhode Island
AppleTree Institute for Education Innovation Partnership, Washington DC
Concluding Thoughts
Chapter 9 Best Practice Using the SIOP protocol to Support Teachers
Best Practices in Using the SIOP Protocol
Lesson Observation
Teacher Self-Reflection
Professional Development
Guidelines for Using the SIOP Protocol in Early Childhood Settings
Benefits of Using the SIOP Model and Protocol
Using the Comments Feature on the SIOP (R) Protocol
Reliability and Validity of the SIOP (R)
Concluding Thoughts
Appendix A: The SIOP Protocol: Full Version, Short Version, SIOP Checklist
What is the SIOP Model?
The SIOP Model: 8 Components and 30 Features
Research-Validated Approach
SIOP Professional Development
Concluding Thoughts
Chapter 2 Getting to Know Young English Learners and Early Childhood Programs by Carla Peterson, Gayle J. Luze, Molly Luchtel and Emily Worthington
Young Children and How They Grow
English Learners in Early Care and Education
Challenges in Early Childhood Instruction
Changing Landscape of Early Care and Education
Concluding Thoughts
Chapter 3 Language Development in Young Children
How Is Language Learned?
Language Register
Language Purposes
Teacher Roles in Language Development
First (Home) Language Development
English Language Development
Academic Language
Language Assessment
Parents As Partners
Supporting Children with Disabilities
Concluding Thoughts
Chapter 4 Using the SIOP with Young Learners: Lesson Preparation, Building Background
Components of the SIOP Model
Lesson Preparation
Building Background
Concluding Thoughts
Chapter 5 Using the SIOP with Young Learners: Comprehensible Input and Strategies
Components of the SIOP Model
Comprehensible Input
Strategies
Concluding Thoughts
Chapter 6 Using the SIOP with Young Learners: Interaction and Lesson Delivery
Components of the SIOP Model
Interaction
Lesson Delivery
Concluding Thoughts
Chapter 7 Using the SIOP with Young Learners: Practice & Application and Review & Assessment
Components of the SIOP Model
Practice & Application
Review & Assessment
Concluding Thoughts
Chapter 8 Implementing the SIOP Model in Preschool and Kindergarten: Sample Programs
Columbus Junction, Iowa
Veterans Memorial Elementary School, Rhode Island
AppleTree Institute for Education Innovation Partnership, Washington DC
Concluding Thoughts
Chapter 9 Best Practice Using the SIOP protocol to Support Teachers
Best Practices in Using the SIOP Protocol
Lesson Observation
Teacher Self-Reflection
Professional Development
Guidelines for Using the SIOP Protocol in Early Childhood Settings
Benefits of Using the SIOP Model and Protocol
Using the Comments Feature on the SIOP (R) Protocol
Reliability and Validity of the SIOP (R)
Concluding Thoughts
Appendix A: The SIOP Protocol: Full Version, Short Version, SIOP Checklist