Making Content Comprehensible for Elementary English Learners
The SIOP Model -- Enhanced Pearson eText
3rd Edition
Will be published approx. on 25. January 2017
Software
Product license key
384 pages
978-0-13-455019-0 (ISBN)
Description
Making Content Comprehensible for Elementary English Learners gives you a user-friendly approach for helping elementary English learners meet rigorous academic standards. You'll learn how to use the proven SIOP model to plan and implement lessons across content areas, grade levels and English proficiency levels.
Pearson eText is an easy-to-use digital textbook that you can purchase on your own or instructors can assign for their course. The mobile app lets you keep on learning, no matter where your day takes you -- even offline. You can also add highlights, bookmarks, and notes in your Pearson eText to study how you like.
NOTE: This ISBN is for the Pearson eText access card. Pearson eText is a fully digital delivery of Pearson content. Before purchasing, check that you have the correct ISBN. To register for and use Pearson eText, you may also need a course invite link, which your instructor will provide. Follow the instructions provided on the access card to learn more.
Pearson eText is an easy-to-use digital textbook that you can purchase on your own or instructors can assign for their course. The mobile app lets you keep on learning, no matter where your day takes you -- even offline. You can also add highlights, bookmarks, and notes in your Pearson eText to study how you like.
NOTE: This ISBN is for the Pearson eText access card. Pearson eText is a fully digital delivery of Pearson content. Before purchasing, check that you have the correct ISBN. To register for and use Pearson eText, you may also need a course invite link, which your instructor will provide. Follow the instructions provided on the access card to learn more.
More details
Edition
3rd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
College/higher education
Dimensions
Height: 279 mm
Width: 216 mm
Thickness: 2 mm
Weight
14 gr
ISBN-13
978-0-13-455019-0 (9780134550190)
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
Persons
Jana Echevarria, PhD, is Professor Emerita at California State University, Long Beach where she was selected as Outstanding Professor. She has taught in general education, special education, ESL, and bilingual programs in U.S. schools, and has lived and worked in Taiwan, Mexico, Spain, and in Macedonia where she was a Fulbright Specialist. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. She has presented her research across the United States and internationally including Oxford University (England), Wits University (South Africa), Harvard University (United States), Stanford University (United States), University of Barcelona (Spain) and South East Europe University (Macedonia). A founding researcher of the SIOP Model, her publications include more than 60 books, book chapters and journal articles. Currently she serves as the EL expert for the U.S. Department of Justice on the Lau case. Her blog is found at www.janaechevarria.com.
MaryEllen Vogt, EdD, is Professor Emerita of Education at California State University, Long Beach. Dr. Vogt, a former classroom teacher, reading specialist, curriculum coordinator, and teacher educator, received her doctorate from the University of California, Berkeley. She is an author of numerous articles and chapters, and is co-author of seventeen books for teachers and administrators, including Professional Learning in Action: An Inquiry Approach for Teachers of Learning (Risko & Vogt, 2016). Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. Dr. Vogt has provided professional development in all fifty states and in several countries, including Germany, where she served as a Visiting Scholar at the University of Cologne. 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.
Deborah J. Short, PhD, founded and directs Academic Language Research & Training, a consulting company, and provides professional development on sheltered instruction, content-based language teaching, and academic literacy worldwide. Formerly she was a Division Director at the Center for Applied Linguistics, Washington, DC, where she co-developed the SIOP Model and directed quasi-experimental and experimental studies on English learners funded by the Carnegie Corporation of New York, Rockefeller Foundation, and U.S. Department of Education, among others. Her publications include journal articles, the SIOP (R) Model book series, and several ESL textbook series for National Geographic/Cengage. She taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of the Congo. She has served on the Board of Directors of the TESOL International Association and has presented research in the United States, Canada, New Zealand, Brazil, Colombia, Europe, and the Middle East.
MaryEllen Vogt, EdD, is Professor Emerita of Education at California State University, Long Beach. Dr. Vogt, a former classroom teacher, reading specialist, curriculum coordinator, and teacher educator, received her doctorate from the University of California, Berkeley. She is an author of numerous articles and chapters, and is co-author of seventeen books for teachers and administrators, including Professional Learning in Action: An Inquiry Approach for Teachers of Learning (Risko & Vogt, 2016). Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. Dr. Vogt has provided professional development in all fifty states and in several countries, including Germany, where she served as a Visiting Scholar at the University of Cologne. 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.
Deborah J. Short, PhD, founded and directs Academic Language Research & Training, a consulting company, and provides professional development on sheltered instruction, content-based language teaching, and academic literacy worldwide. Formerly she was a Division Director at the Center for Applied Linguistics, Washington, DC, where she co-developed the SIOP Model and directed quasi-experimental and experimental studies on English learners funded by the Carnegie Corporation of New York, Rockefeller Foundation, and U.S. Department of Education, among others. Her publications include journal articles, the SIOP (R) Model book series, and several ESL textbook series for National Geographic/Cengage. She taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of the Congo. She has served on the Board of Directors of the TESOL International Association and has presented research in the United States, Canada, New Zealand, Brazil, Colombia, Europe, and the Middle East.
Content
Brief Table of Contents
1. Introducing the SIOP (R) Model
2. Lesson Preparation???
3. Building Background???
4. Comprehensible Input??
5. Strategies??
6. Interaction???
7. Practice & Application???
8. Lesson Delivery???
9. Review & Assessment???
10. Issues of Reading, RTI, and Special Education for English Learners??????
11. Effective Use of the SIOP (R) Protocol??????
12. Frequently Asked Questions: Getting Started with the SIOP (R) Model
Appendix A: SIOP (Sheltered Instruction Observation Protocol)???
Appendix B: Lesson Plans???
Appendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) Model???
Appendix D: SIOP Professional Development Resources???
Glossary
References
Index
Detailed Table of Contents
1. Introducing the SIOP (R) Model???
Background on English Learners
Demographic Trends
Diverse Characteristics???
School Reform, Standards, and Accountability
Achievement Gaps???
Academic Language and Literacy
Research on Academic Language and Literacy
Role in Schooling??
Effective Instructional Practice for English Learners: The SIOP (R) Model
Content-based ESL and Sheltered Content Instruction
Research and Development of the Sheltered Instruction Observation Protocol (SIOP (R)) Model
Effective SIOP (R) Model Instruction?
Implementing the SIOP (R) Model???
Summary??
Discussion Questions
??
2. Lesson Preparation???
Background???
SIOP (R) Feature 1: Content Objectives Clearly Defined, Displayed, and Reviewed with Students???
SIOP (R) Feature 2: Language Objectives Clearly Defined, Displayed, and Reviewed with Students???
Selecting and Writing Content and Language Objectives???
SIOP (R) Feature 3: Content Concepts Appropriate for Age and Educational Background Level of Students???
SIOP (R) Feature 4: Supplementary Materials Used to a High Degree, Making the Lesson Clear and Meaningful???
SIOP (R) Feature 5: Adaptation of Content to All Levels of Student Proficiency???
SIOP (R) Feature 6: Meaningful Activities That Integrate Lesson Concepts with Language Practice Opportunities for Reading, Writing, Listening, and/or Speaking???
Teaching Ideas for Lesson Preparation??
Differentiating Ideas for Multi-level Classes???
Rating Lessons with the SIOP (R) Protocol???
The Lesson??
Teaching Scenarios???
Discussion of Lessons???
Teaching with Technology??
Summary??
Discussion Questions
???
3. Building Background???
Background???
SIOP (R) Feature 7: Concepts Explicitly Linked to Students' Background Experiences
Something to Think About???
SIOP (R) Feature 8: Links Explicitly Made between Past Learning and New Concepts???
SIOP (R) Feature 9: Key Vocabulary Emphasized
Academic Vocabulary
Word Consciousness
Teaching Academic Vocabulary??
Teaching Ideas for Building Background???
Differentiating Ideas for Multi-level Classes???
The Lesson???
Teaching Scenarios???
Discussion of Lessons
Teaching with Technology???
Summary???
Discussion Questions
???
4. Comprehensible Input??
Background???
SIOP (R) Feature 10: Speech Appropriate for Students' Proficiency Levels??
SIOP (R) Feature 11: Clear Explanation of Academic Tasks???
SIOP (R) Feature 12: A Variety of Techniques Used to Make Content Concepts Clear???
Teaching Ideas for Comprehensible Input???
Differentiating Ideas for Multi-level Classes???
The Lesson??
Teaching Scenarios???
Discussion of Lessons???
Teaching with Technology???
Summary???
Discussion Questions
5. Strategies??
Background???
SIOP (R) Feature 13: Ample Opportunities Provided for Students to Use Learning Strategies
Things to Consider When Teaching Learning Strategies
SIOP (R) Feature 14: Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding
Three Types of Scaffolding
SIOP (R) Feature 15: A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills?
Teaching Ideas for Strategies??
Differentiating Ideas for Multi-level Classes???
The Lesson??
Teaching Scenarios???
Discussion of Lessons???
Teaching with Technology???
Summary???
Discussion Questions
???
6. Interaction???
Background
Typical Lesson
SIOP (R) Lesson???
SIOP (R) Feature 16: Frequent Opportunities for Interaction and Discussion Between Teacher/Student and Among Students, Which Encourage Elaborated Responses About Lesson Concepts
Oral Language Development??
SIOP (R) Feature 17: Grouping Configurations Support Language and Content Objectives of the Lesson???
SIOP (R) Feature 18: Sufficient Wait Time for Student Responses Consistently Provided???
SIOP (R) Feature 19: Ample Opportunity for Students to Clarify Key Concepts in L1 as Needed with Aide, Peer, or L1 Text???
Teaching Ideas for Interaction???
Differentiating Ideas for Multi-level Classes???
The Lesson???
Teaching Scenarios???
Discussion of Lessons???
Teaching with Technology???
Summary???
Discussion Questions
??
7. Practice & Application???
Background???
SIOP (R) Feature 20: Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge in the Classroom???
SIOP (R) Feature 21: Activities Provided for Students to Apply Content and Language Knowledge???
SIOP (R) Feature 22: Activities Integrate All Language Skills???
Teaching Ideas for Practice & Application???
Differentiating Ideas for Multi-level Classes???
The Lesson???
Teaching Scenarios???
Discussion of Lessons???
Teaching with Technology???
Summary???
Discussion Questions
?
?
?
8. Lesson Delivery???
Background???
SIOP (R) Feature 23: Content Objectives Clearly Supported by Lesson Delivery???
SIOP (R) Feature 24: Language Objectives Clearly Supported by Lesson Delivery???
SIOP (R) Feature 25: Students Engaged Approximately 90% to 100% of the Period???
SIOP (R) Feature 26: Pacing of the Lesson Appropriate to Students' Ability Levels???
Linking Lesson Preparation and Lesson Delivery???
Teaching Ideas for Lesson Delivery???
Differentiating Ideas for Multi-level Classes???
The Lesson???
Teaching Scenarios???
Discussion of Lessons???
Teaching with Technology???
Summary???
Discussion Questions
???
9. Review & Assessment???
Background
Classroom Context and the Review & Assessment Component
Formative and Summative Assessment
Informal Assessment
Formal Assessment??
SIOP (R) Feature 27: Comprehensive Review of Key Vocabulary???
SIOP (R) Feature 28: Comprehensive Review of Key Content Concepts???
SIOP (R) Feature 29: Regular Feedback Provided to Students on Their Output???
SIOP (R) Feature 30: Assessment of Student Comprehension and Learning of All Lesson Objectives Throughout the Lesson??
Teaching Ideas for Review & Assessment???
Differentiating Ideas for Multi-level Classes???
The Lesson???
Teaching Scenarios???
Discussion of Lessons???
Teaching with Technology???
Summary???
Discussion Questions???
10. Issues of Reading, RTI, and Special Education for English Learners???
Issues of Reading Development and Assessment
Estimating Students' Reading Levels
English Learners and the Common Core State Standards for Reading, Writing, Listening, and Speaking??
Assisting Struggling Learners: Response to Intervention???
Issues Related to Special Education???
Special Education Services: When Are They Appropriate?
Search for Intervention Rather than Disability???
Teaching Ideas for Students with Special Needs???
Summary???
Discussion Questions
?
??
11. Effective Use of the SIOP (R) Protocol???
Best Practice in Using the SIOP (R) Protocol???
Scoring and Interpreting the SIOP (R) Protocol
Assigning Scores
Not Applicable (NA) Category
Calculating Scores??
Using Non-Numeric Rating???
Sample Lesson???
Using SIOP (R) Scores and Comments???
Reliability and Validity of the SIOP (R)???
Summary???
Discussion Questions???
12. Frequently Asked Questions: Getting Started with the SIOP (R) Model???
General SIOP (R) Questions???
Questions About Getting Started with SIOP (R) in the Classroom???
Questions About School-wide Implementation of the SIOP (R) Model
?
??
Appendix A: SIOP (Sheltered Instruction Observation Protocol)???
Appendix B: Lesson Plans???
Appendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) Model???
Appendix D: SIOP Professional Development Resources???
Glossary
References
Index
1. Introducing the SIOP (R) Model
2. Lesson Preparation???
3. Building Background???
4. Comprehensible Input??
5. Strategies??
6. Interaction???
7. Practice & Application???
8. Lesson Delivery???
9. Review & Assessment???
10. Issues of Reading, RTI, and Special Education for English Learners??????
11. Effective Use of the SIOP (R) Protocol??????
12. Frequently Asked Questions: Getting Started with the SIOP (R) Model
Appendix A: SIOP (Sheltered Instruction Observation Protocol)???
Appendix B: Lesson Plans???
Appendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) Model???
Appendix D: SIOP Professional Development Resources???
Glossary
References
Index
Detailed Table of Contents
1. Introducing the SIOP (R) Model???
Background on English Learners
Demographic Trends
Diverse Characteristics???
School Reform, Standards, and Accountability
Achievement Gaps???
Academic Language and Literacy
Research on Academic Language and Literacy
Role in Schooling??
Effective Instructional Practice for English Learners: The SIOP (R) Model
Content-based ESL and Sheltered Content Instruction
Research and Development of the Sheltered Instruction Observation Protocol (SIOP (R)) Model
Effective SIOP (R) Model Instruction?
Implementing the SIOP (R) Model???
Summary??
Discussion Questions
??
2. Lesson Preparation???
Background???
SIOP (R) Feature 1: Content Objectives Clearly Defined, Displayed, and Reviewed with Students???
SIOP (R) Feature 2: Language Objectives Clearly Defined, Displayed, and Reviewed with Students???
Selecting and Writing Content and Language Objectives???
SIOP (R) Feature 3: Content Concepts Appropriate for Age and Educational Background Level of Students???
SIOP (R) Feature 4: Supplementary Materials Used to a High Degree, Making the Lesson Clear and Meaningful???
SIOP (R) Feature 5: Adaptation of Content to All Levels of Student Proficiency???
SIOP (R) Feature 6: Meaningful Activities That Integrate Lesson Concepts with Language Practice Opportunities for Reading, Writing, Listening, and/or Speaking???
Teaching Ideas for Lesson Preparation??
Differentiating Ideas for Multi-level Classes???
Rating Lessons with the SIOP (R) Protocol???
The Lesson??
Teaching Scenarios???
Discussion of Lessons???
Teaching with Technology??
Summary??
Discussion Questions
???
3. Building Background???
Background???
SIOP (R) Feature 7: Concepts Explicitly Linked to Students' Background Experiences
Something to Think About???
SIOP (R) Feature 8: Links Explicitly Made between Past Learning and New Concepts???
SIOP (R) Feature 9: Key Vocabulary Emphasized
Academic Vocabulary
Word Consciousness
Teaching Academic Vocabulary??
Teaching Ideas for Building Background???
Differentiating Ideas for Multi-level Classes???
The Lesson???
Teaching Scenarios???
Discussion of Lessons
Teaching with Technology???
Summary???
Discussion Questions
???
4. Comprehensible Input??
Background???
SIOP (R) Feature 10: Speech Appropriate for Students' Proficiency Levels??
SIOP (R) Feature 11: Clear Explanation of Academic Tasks???
SIOP (R) Feature 12: A Variety of Techniques Used to Make Content Concepts Clear???
Teaching Ideas for Comprehensible Input???
Differentiating Ideas for Multi-level Classes???
The Lesson??
Teaching Scenarios???
Discussion of Lessons???
Teaching with Technology???
Summary???
Discussion Questions
5. Strategies??
Background???
SIOP (R) Feature 13: Ample Opportunities Provided for Students to Use Learning Strategies
Things to Consider When Teaching Learning Strategies
SIOP (R) Feature 14: Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding
Three Types of Scaffolding
SIOP (R) Feature 15: A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills?
Teaching Ideas for Strategies??
Differentiating Ideas for Multi-level Classes???
The Lesson??
Teaching Scenarios???
Discussion of Lessons???
Teaching with Technology???
Summary???
Discussion Questions
???
6. Interaction???
Background
Typical Lesson
SIOP (R) Lesson???
SIOP (R) Feature 16: Frequent Opportunities for Interaction and Discussion Between Teacher/Student and Among Students, Which Encourage Elaborated Responses About Lesson Concepts
Oral Language Development??
SIOP (R) Feature 17: Grouping Configurations Support Language and Content Objectives of the Lesson???
SIOP (R) Feature 18: Sufficient Wait Time for Student Responses Consistently Provided???
SIOP (R) Feature 19: Ample Opportunity for Students to Clarify Key Concepts in L1 as Needed with Aide, Peer, or L1 Text???
Teaching Ideas for Interaction???
Differentiating Ideas for Multi-level Classes???
The Lesson???
Teaching Scenarios???
Discussion of Lessons???
Teaching with Technology???
Summary???
Discussion Questions
??
7. Practice & Application???
Background???
SIOP (R) Feature 20: Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge in the Classroom???
SIOP (R) Feature 21: Activities Provided for Students to Apply Content and Language Knowledge???
SIOP (R) Feature 22: Activities Integrate All Language Skills???
Teaching Ideas for Practice & Application???
Differentiating Ideas for Multi-level Classes???
The Lesson???
Teaching Scenarios???
Discussion of Lessons???
Teaching with Technology???
Summary???
Discussion Questions
?
?
?
8. Lesson Delivery???
Background???
SIOP (R) Feature 23: Content Objectives Clearly Supported by Lesson Delivery???
SIOP (R) Feature 24: Language Objectives Clearly Supported by Lesson Delivery???
SIOP (R) Feature 25: Students Engaged Approximately 90% to 100% of the Period???
SIOP (R) Feature 26: Pacing of the Lesson Appropriate to Students' Ability Levels???
Linking Lesson Preparation and Lesson Delivery???
Teaching Ideas for Lesson Delivery???
Differentiating Ideas for Multi-level Classes???
The Lesson???
Teaching Scenarios???
Discussion of Lessons???
Teaching with Technology???
Summary???
Discussion Questions
???
9. Review & Assessment???
Background
Classroom Context and the Review & Assessment Component
Formative and Summative Assessment
Informal Assessment
Formal Assessment??
SIOP (R) Feature 27: Comprehensive Review of Key Vocabulary???
SIOP (R) Feature 28: Comprehensive Review of Key Content Concepts???
SIOP (R) Feature 29: Regular Feedback Provided to Students on Their Output???
SIOP (R) Feature 30: Assessment of Student Comprehension and Learning of All Lesson Objectives Throughout the Lesson??
Teaching Ideas for Review & Assessment???
Differentiating Ideas for Multi-level Classes???
The Lesson???
Teaching Scenarios???
Discussion of Lessons???
Teaching with Technology???
Summary???
Discussion Questions???
10. Issues of Reading, RTI, and Special Education for English Learners???
Issues of Reading Development and Assessment
Estimating Students' Reading Levels
English Learners and the Common Core State Standards for Reading, Writing, Listening, and Speaking??
Assisting Struggling Learners: Response to Intervention???
Issues Related to Special Education???
Special Education Services: When Are They Appropriate?
Search for Intervention Rather than Disability???
Teaching Ideas for Students with Special Needs???
Summary???
Discussion Questions
?
??
11. Effective Use of the SIOP (R) Protocol???
Best Practice in Using the SIOP (R) Protocol???
Scoring and Interpreting the SIOP (R) Protocol
Assigning Scores
Not Applicable (NA) Category
Calculating Scores??
Using Non-Numeric Rating???
Sample Lesson???
Using SIOP (R) Scores and Comments???
Reliability and Validity of the SIOP (R)???
Summary???
Discussion Questions???
12. Frequently Asked Questions: Getting Started with the SIOP (R) Model???
General SIOP (R) Questions???
Questions About Getting Started with SIOP (R) in the Classroom???
Questions About School-wide Implementation of the SIOP (R) Model
?
??
Appendix A: SIOP (Sheltered Instruction Observation Protocol)???
Appendix B: Lesson Plans???
Appendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) Model???
Appendix D: SIOP Professional Development Resources???
Glossary
References
Index