Using THE SIOP® MODEL with Pre-K and Kindergarten English Learners: (SIOP Series)

This new addition to the best-selling SIOP® Model series shows how to use the SIOP® 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).

Table of Contents:
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® Protocol Reliability and Validity of the SIOP® Concluding Thoughts Appendix A: The SIOP Protocol: Full Version, Short Version, SIOP Checklist

About the Author :
Jana Echevarría 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. Echevarría 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. Echevarría 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® 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® 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.

Review :
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, PA