SIOP Model for Teaching Science to English Learners, The: (SIOP Series)

Enhance your Science content instruction with the SIOP Model and transform the academic English and science skills of your English learners. Based on the best-selling resource, Making Content Comprehensible for English Learners: The SIOP Model by acclaimed authors Jana Echevarria, MaryEllen Vogt, and Deborah Short; teachers, coaches, and intervention teachers have access to research-based, SIOP-tested techniques for lessons specifically for the science classroom. This highly anticipated book, The SIOP Model for Teaching Science to English Learners addresses the issues faced in teaching science to English learners (ELs) at each grade-level. SIOP techniques and activities organized around the eight SIOP components guide educators in promoting academic language development along with comprehensible scientific content. Written for SIOP teachers and those who have learned the SIOP Model, this book includes proven, effective science lessons and comprehensive units. In addition, this book provides ideas to adapt the techniques for students at different levels of English proficiency. This book is sure to become an indispensable resource for science educators of English learners. · Presents a systematic process for teaching both the academic content of science and its associated academic language to English learners. · Offers ideas and activities about teaching science and organizes activities by grade-bands—K-2, 3-5 (or 6), 6-8, and 9-12 and SIOP components. · Provides use-tomorrow ideas and activities for implementing the eight components of the SIOP Model in a science classroom. · Includes lesson plans and comprehensive units that illustrate how a particular activity can be effective for ALL students, not just English learners. · Create the ideal SIOP classroom with other resources from the SIOP Model Series: 99 Ideas and Activities for Teaching English Learners with the SIOP Model; Implementing the SIOP Model through Effective Coaching and Professional Development; The SIOP Model for Administrators; Making Content Comprehensible for Elementary English Learners; and Making Content Comprehensible for Secondary English Learners; The SIOP Model for Teaching Math to English Learners; The SIOP Model for Teaching Social Studies to English Learners; and The SIOP Model for Teaching Science to English Learners (all published by Pearson)

Table of Contents:
TABLE OF CONTENTS PREFACE AND ACKNOWLEDGEMENTS LIST OF FEATURES CHAPTER 1: INTRODUCTION AND REVIEW OF THE SIOP MODEL Key Components of the SIOP Model Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice & Application Lesson Delivery Review & Assessment Why Is the SIOP Needed Now? Organization and Purpose of This Book In Summary CHAPTER 2: THE ACADEMIC LANGUAGE OF SCIENCE What is Academic Language? How Does Academic Language Fit Into the SIOP Model? How Is Academic Language Manifested in Classroom Discourse? Why Do English Learners Have Difficulty with Academic Language? How Can We Effectively Teach Academic Language? The Role of Discussion and Conversation in Developing Academic Language What is the Academic Language of Science? In Summary CHAPTER 3: ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP SCIENCE LESSONS (BY HOPE AUSTIN-PHILLIPS, AMY DITTON, AND DEBORAH SHORT) Mr. Etherton’s Vignette Introduction Science Techniques and Activities Lesson Preparation Alternate materials Enlarged/Adapted Text Building Background Magic Curtain of Science Oh Yesterday! Quickwrite Signal Words 4-Corners Vocabulary Vocabulary Key Rings Comprehensible Input Procedures with Graphics Framed Outlines Move It! Strategies SQP2RS (Squeepers) Stop and Think Insert Method T-chart Interaction You Are There Milling to Music Practice & Application Great Performances Musical Flash Cards Red Light/Green Light Lesson Delivery Nine Squares Stop That Video Review & Assessment Web of Information Snowball! Pass the Note Card Simultaneous Round Table Science Lesson Plans In Summary Revisiting Mr. Etherton CHAPTER 4: LESSON AND UNIT DESIGN FOR SIOP SCIENCE LESSONS (BY AMY DITTON AND HOPE AUSTIN-PHILLIPS) Mrs. Allen’s Vignette Introduction Objects in the Universe Unit Overview, Grades K-2 Day Lesson Design K-2 Unit Newton’s First Law of Motion Unit Overview, Grades 3-5 Day Lesson Design 3-5 Unit Science Rocks! Unit Overview, Grades 6-8 Day Lesson Design 6-8 Unit Cells Unit Overview, Grades 9-12 Day Lesson Design 9-12 Unit In Summary Revisiting Mrs. Allen CHAPTER 5: PULLING IT ALL TOGETHER What We Have Learned What Our SIOP Science Contributors Have Learned Thoughts From the Contributors to the Other SIOP Content Books Final Thoughts APPENDIX A: COMPONENTS AND FEATURES OF THE SIOP MODEL APPENDIX B: EXAMPLES OF ACADEMIC LANGUAGE IN SCIENCE STANDARDS (K-2, 3-5, 5-8, 9-12) REFERENCES INDEX

About the Author :
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. 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. MaryEllen Vogt, Ed.D., is Professor Emerita of Education at California State University, Long Beach. MaryEllen has been a classroom teacher, reading specialist, special education specialist, curriculum coordinator, and university teacher educator. She received her doctorate from the University of California, Berkeley, and is a co-author of fifteen books, including Reading Specialists and Literacy Coaches in the Real World (3rd ed., 2011) and the SIOP® book series. Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. 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 in 2004–2005.

Review :
"I think this would be a good book for teachers just beginning to use the SIOP Model as well as for veteran teachers. The book has many points to think about and alot of useful information with which to improve lesson planning...This book would help science teachers to see how they can use the SIOP Model to successfully help their ELL students." -Emily Morgan, Language Arts Teacher, Fairmont Junior High, Boise, Idaho "While the SIOP Model for [Making Content Comprehensible for English Learners] is extremely helpful, having these methods illustrated in each content area is even more helpful and effective for teachers." -Margaret McGowan, ESL Teacher, Egg Harbor Township High School, Egg Harbor Township, New Jersey "The science techniques and activities are gems. Teachers will benefit greatly from each of the examples presented; especially since they are categorized by SIOP component...I can't wait to share these strategies with my teachers." -Judith B. O'Loughlin, Professor, New Jersey City University, Jersey City, New Jersey