About the Book
A research-validated model for helping secondary English learners meet rigorous academic standards.
Making Content Comprehensible for Secondary English Learners gives you a user-friendly approach for helping secondary 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.
For courses in ESL/EL Methods, and General Methods (Secondary).
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Table of Contents:
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 (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(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
About the Author :
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.
