Making Content Comprehensible for Secondary English Learners The SIOP Model, with Enhanced Pearson eText -- Access Card Package

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A comprehensive, coherent, research-validated model designed for helping secondary English learners meet rigorous academic standards.

In this comprehensive guide, secondary educators get a user-friendly approach for planning and implementing lessons that provide students access to grade-level content, develop students’ academic English skills, and prepare students to be college- and career-ready. Proven successful in improving teaching effectiveness and realizing academic gains for students, the SIOP Model presented in this book can be implemented in all content areas, and across grade levels and English proficiency levels.

Highlights of the 3rd Edition include specific applications of SIOP to Common Core and other state standards, as well as new educational reforms such as ESSA. To help teachers implement the SIOP model, new learning aids have been added, including Reflect and Apply exercises, Teaching with Technology vignettes, a new SIOP lesson plan template and sample lesson plan, and a new user-friendly approach to identifying and writing language objectives. The Enhanced Pearson eText version provides embedded video links that enable students to see the SIOP model in action, along with interviews featuring SIOP educators.

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0134550137 / 9780134550138 Making Content Comprehensible for Secondary English Learners: The SIOP Model, with Enhanced Pearson eText–Access Card Package, 3rd Edition

Package consists of: 

• 0134561023 / 9780134561028 Making Content Comprehensible for Secondary English Learners: The SIOP Model, Enhanced Pearson eText -- Access Card, 3rd Edition

• 0134530098 / 9780134530093 Making Content Comprehensible for Secondary English Learners: The SIOP Model, 3rd Edition

Jana Echevarría, 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^® 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.

Brief Table of Contents

1. Introducing the SIOP® 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® Protocol   

12. Frequently Asked Questions: Getting Started with the SIOP^® 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® 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® Model   

    Content-based ESL and Sheltered Content Instruction   

    Research and Development of the Sheltered Instruction Observation Protocol (SIOP®) Model   

    Effective SIOP® Model Instruction   

Implementing the SIOP® Model   

Summary  

Discussion Questions

2. Lesson Preparation    

Background   

SIOP® Feature 1: Content Objectives Clearly Defined, Displayed, and Reviewed with Students   

SIOP® Feature 2: Language Objectives Clearly Defined, Displayed, and Reviewed with Students   

Selecting and Writing Content and Language Objectives   

SIOP® Feature 3: Content Concepts Appropriate for Age and Educational Background Level of Students   

SIOP® Feature 4: Supplementary Materials Used to a High Degree, Making the Lesson Clear and Meaningful   

SIOP® Feature 5: Adaptation of Content to All Levels of Student Proficiency   

SIOP® 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® Protocol   

The Lesson  

Teaching Scenarios   

Discussion of Lessons   

Teaching with Technology  

Summary  

Discussion Questions

3. Building Background    

Background   

SIOP® Feature 7: Concepts Explicitly Linked to Students’ Background Experiences   

    Something to Think About   

SIOP® Feature 8: Links Explicitly Made between Past Learning and New Concepts   

SIOP® Feature 9: Key Vocabulary Emphasized (e.g., introduced, written, repeated, and highlighted for students to see)   

    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® Feature 10: Speech Appropriate for Students’ Proficiency Levels  

SIOP® Feature 11: Clear Explanation of Academic Tasks   

SIOP® 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® Feature 13: Ample Opportunities Provided for Students to Use Learning Strategies   

    Things to Consider When Teaching Learning Strategies   

SIOP® Feature 14: Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding   

    Three Types of Scaffolding  

SIOP® 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® Lesson   

SIOP® 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® Feature 17: Grouping Configurations Support Language and Content Objectives of the Lesson   

SIOP® Feature 18: Sufficient Wait Time for Student Responses Consistently Provided   

SIOP® 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® Feature 20: Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge in the Classroom   

SIOP® Feature 21: Activities Provided for Students to Apply Content and Language Knowledge   

SIOP® 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® Feature 23: Content Objectives Clearly Supported by Lesson Delivery   

SIOP® Feature 24: Language Objectives Clearly Supported by Lesson Delivery   

SIOP® Feature 25: Students Engaged Approximately 90% to 100% of the Period   

SIOP® 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® Feature 27: Comprehensive Review of Key Vocabulary   

SIOP® Feature 28: Comprehensive Review of Key Content Concepts   

SIOP® Feature 29: Regular Feedback Provided to Students on Their Output   

SIOP® 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 ® Protocol    

Best Practice in Using the SIOP® Protocol   

Scoring and Interpreting the SIOP® Protocol   

    Assigning Scores   

    Not Applicable (NA) Category   

    Calculating Scores   

Using Non-Numeric Rating   

Sample Lesson   

Using SIOP® Scores and Comments   

Reliability and Validity of the SIOP®   

Summary   

Discussion Questions   

12. Frequently Asked Questions: Getting Started with the SIOP^® Model    

General SIOP® Questions   

Questions About Getting Started with SIOP® in the Classroom   

Questions About School-wide Implementation of the SIOP® 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  

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