Developing Academic Language with the SIOP Model
Published on 9. July 2015
Book
Paperback/Softback
160 pages
978-0-13-708524-8 (ISBN)
Description
In Developing Academic Language with the SIOP (R) Model, teachers and teacher candidates get an informative look at how to use the highly effective SIOP Model to design effective lessons that meet high standards, while scaffolding content information and promoting language skills and development for all students-English learners and native English speakers alike-in today's age of the Common Core and other state standards. The focus is on ways to develop and advance English learners' proficiency in academic English across all grades and all subjects so they are able to access and acquire information related to academic topics; communicate and produce information in academic contexts; and create and extend knowledge through linguistic, conceptual, and sociocultural choices. The book is packed with practical guidelines, activities, techniques, and sample lessons.
Reviews / Votes
What They're Saying About Developing Academic Language with the SIOP(R) Model: "It has practical, realistic information that teachers need to help them design and deliver lessons that will build their students' academic English proficiency within the structure of content area achievement." Dr. Margaret (Meg) E. D. Baker Regional Title III Program Specialist Georgia Department of Education Atlanta, Georgia "It does an excellent job of integrating theory and practice. The text builds on SIOP(R), yet provides enough background information that if readers are not familiar with SIOP(R), they will still understand the connections. The balance of practical suggestions with foundational theories provides readers with a good understanding of academic language and how to develop this type of language." Dr. Laurie Weaver University of Houston--Clear LakeMore details
Persons
Deborah J. Short, Ph.D., directs Academic Language Research & Training, a consulting company, and provides professional development on sheltered instruction and academic literacy worldwide. Formerly she was a Division Director at the Center for Applied Linguistics, Washington, DC where she co-developed the research-validated SIOP Model for sheltered instruction. She has directed numerous research studies on English language learners funded by the Carnegie Corporation of New York, the Rockefeller Foundation, and the U.S. Department of Education, among others. Her publications include journal articles, the SIOP Model book series, and several ESL textbook series for National Geographic Learning/Cengage. She taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of the Congo.
Jana Echevarria, Ph.D., is Professor Emerita at California State University, Long Beach where she was selected as Outstanding Professor. She has taught in elementary, middle, and high school in general education, special education, ESL, and bilingual programs. An internationally known expert on second language learners, her research and publications focus on effective instruction for English learners, including those with learning disabilities. She has presented her research across the U.S. and internationally including Oxford University (England), Wits University (South Africa), Harvard University (U.S.), South East Europe University (Macedonia), and University of Barcelona (Spain). A founding researcher of the Sheltered Instruction Observational Protocol, commonly known as SIOP, her publications include over 50 books, book chapters and journal articles.
Jana Echevarria, Ph.D., is Professor Emerita at California State University, Long Beach where she was selected as Outstanding Professor. She has taught in elementary, middle, and high school in general education, special education, ESL, and bilingual programs. An internationally known expert on second language learners, her research and publications focus on effective instruction for English learners, including those with learning disabilities. She has presented her research across the U.S. and internationally including Oxford University (England), Wits University (South Africa), Harvard University (U.S.), South East Europe University (Macedonia), and University of Barcelona (Spain). A founding researcher of the Sheltered Instruction Observational Protocol, commonly known as SIOP, her publications include over 50 books, book chapters and journal articles.
Content
Chapter 1 Understanding Academic Language: A Second Language for All
Defining Academic Language
Social and Academic Language
Characteristics of Academic Language
Academic Language in the Common Core and Next Generation Standards
Using Academic Language to Meet Standards
What Teachers Need to Know About Teaching Academic Language to English Learners
Addressing Academic Language With the SIOP Model
Summary
Questions for Reflection
Chapter 2 Maximizing Language Development in Lessons
Lesson Preparation
Language objectives defined
Meaningful activities
Building Background
Vocabulary emphasized
Comprehensible Input
Appropriate teacher speech
Strategies
Explicit teaching of learning strategies
Scaffolding techniques
Variety of questions for higher-order thinking
Interaction
Frequent opportunities for interaction and elaboration
Grouping configurations that support the language objective
Native language use for clarification
Practice & Application
Activities to apply content and language knowledge
Activities that integrate all language skills
Lesson Delivery
Language objectives supported
Review & Assessment
Review of key vocabulary
Regular feedback on student output
Assessment of student comprehension
Summary
Questions for Reflection
Chapter 3 Strengthening Language Objectives
Basic Guidelines for Identifying and Incorporating Objectives in SIOP Lessons
Recognizing Language Objectives
Categories of Language Objectives
Language Targets
Identifying Language Objectives from Text, Talk, Tasks, and Tests
Language Targets in Text
Language Targets in Talk
Language Targets in Tasks
Language Targets in Tests
Writing Language Objectives
Meeting Language Objectives
Differentiate Instruction Not Language Objectives
Summary
Questions for Reflection
Chapter 4 Building Academic Vocabulary
Academic Vocabulary Development
Word Selection
Word Instruction
Extensive Word Practice
Word Learning Strategies
Word Consciousness
Application to Common Core Standards
Summary
Questions for Reflection
Chapter 5 Enhancing Academic Oral Language
Academic Oral Language Development
A Positive, Respectful, and Communal Classroom Environment
Interesting Topics for Discussion
Active Listening
Scaffolds for Expressing Ideas
Authentic Academic Language Models
Multiple Opportunities for Practice
Less Teacher Talk
Application to Common Core Standards
Summary
Chapter 6 Promoting Collaborative Academic Discussions
Benefits of Collaborative Academic Discussions
Making Collaborative Academic Discussions Work
Rules for Discussion
Formats of Academic Discussions Aligned to Lesson Objectives
Teacher Questions to Stimulate Academic Discussions
Student Questioning
Oral Discourse Linked to Reading and Writing
Student Accountability
Application to Common Core Standards
Summary
Questions for Reflection
Chapter 7 Advancing Academic Language Proficiency
How Do We Advance Our Students Academic English Skills?
A Framework for Academic Language
Diagnose Gaps in Academic English Knowledge and Performance and Monitor Regularly
Plan Interventions
Ramp Up Language Objectives
Deepen Vocabulary Knowledge
Extend Oral Language Practice Opportunities
Apply Oral Language and Vocabulary Knowledge to Academic Writing
Application to Common Core Standards
Summary
Questions for Reflection
Appendix A SIOP Protocol (short form)
Appendix B Alignment of SIOP and Common Core State Standards
Appendix C SIOP Books and Resources
Defining Academic Language
Social and Academic Language
Characteristics of Academic Language
Academic Language in the Common Core and Next Generation Standards
Using Academic Language to Meet Standards
What Teachers Need to Know About Teaching Academic Language to English Learners
Addressing Academic Language With the SIOP Model
Summary
Questions for Reflection
Chapter 2 Maximizing Language Development in Lessons
Lesson Preparation
Language objectives defined
Meaningful activities
Building Background
Vocabulary emphasized
Comprehensible Input
Appropriate teacher speech
Strategies
Explicit teaching of learning strategies
Scaffolding techniques
Variety of questions for higher-order thinking
Interaction
Frequent opportunities for interaction and elaboration
Grouping configurations that support the language objective
Native language use for clarification
Practice & Application
Activities to apply content and language knowledge
Activities that integrate all language skills
Lesson Delivery
Language objectives supported
Review & Assessment
Review of key vocabulary
Regular feedback on student output
Assessment of student comprehension
Summary
Questions for Reflection
Chapter 3 Strengthening Language Objectives
Basic Guidelines for Identifying and Incorporating Objectives in SIOP Lessons
Recognizing Language Objectives
Categories of Language Objectives
Language Targets
Identifying Language Objectives from Text, Talk, Tasks, and Tests
Language Targets in Text
Language Targets in Talk
Language Targets in Tasks
Language Targets in Tests
Writing Language Objectives
Meeting Language Objectives
Differentiate Instruction Not Language Objectives
Summary
Questions for Reflection
Chapter 4 Building Academic Vocabulary
Academic Vocabulary Development
Word Selection
Word Instruction
Extensive Word Practice
Word Learning Strategies
Word Consciousness
Application to Common Core Standards
Summary
Questions for Reflection
Chapter 5 Enhancing Academic Oral Language
Academic Oral Language Development
A Positive, Respectful, and Communal Classroom Environment
Interesting Topics for Discussion
Active Listening
Scaffolds for Expressing Ideas
Authentic Academic Language Models
Multiple Opportunities for Practice
Less Teacher Talk
Application to Common Core Standards
Summary
Chapter 6 Promoting Collaborative Academic Discussions
Benefits of Collaborative Academic Discussions
Making Collaborative Academic Discussions Work
Rules for Discussion
Formats of Academic Discussions Aligned to Lesson Objectives
Teacher Questions to Stimulate Academic Discussions
Student Questioning
Oral Discourse Linked to Reading and Writing
Student Accountability
Application to Common Core Standards
Summary
Questions for Reflection
Chapter 7 Advancing Academic Language Proficiency
How Do We Advance Our Students Academic English Skills?
A Framework for Academic Language
Diagnose Gaps in Academic English Knowledge and Performance and Monitor Regularly
Plan Interventions
Ramp Up Language Objectives
Deepen Vocabulary Knowledge
Extend Oral Language Practice Opportunities
Apply Oral Language and Vocabulary Knowledge to Academic Writing
Application to Common Core Standards
Summary
Questions for Reflection
Appendix A SIOP Protocol (short form)
Appendix B Alignment of SIOP and Common Core State Standards
Appendix C SIOP Books and Resources