Making Content Comprehensible for English Learners

Description

One of the most influential books in the field in years!

Making Content Comprehensible for English Learners: The SIOP® Model presents a coherent, specific, field-tested model of sheltered instruction that specifies the features of a high quality sheltered lesson that teaches content material to English language learners.

For twelve years, educators have turned to Jana Echevarría, MaryEllen Vogt, and Deborah Short for an empirically validated model of sheltered instruction. In the Third Edition of this best-seller, the authors include new research findings and studies on the Sheltered Instruction Observation Protocol (SIOP®) Model, which offers school administrators, teachers, teacher candidates, coaches, university faculty, and field experience supervisors a tool for observing and quantifying a teacher's implementation of quality sheltered instruction.

Ringing Endorsements

“A framework that will engage, support, and increase the academic achievement of our culturally and linguistically diverse students. The [SIOP Model went] from good to great!”

—Socorro Herrera, Kansas State University

“Readability, organization, and practicality! The SIOP addresses precisely the needs that my beginning teachers face…the CD for SIOP…makes it all understandable. I love the book!”

—Danny Brassell, California State University, Dominguez Hills

Take a Glimpse Inside the Third Edition:

• New, user-friendly format of the SIOP® protocol.
• Background Sections include descriptions of the eight components and thirty features of the SIOP® Model, and are updated to reflect recent research and best practices to help readers plan and prepare effective sheltered lessons.
• Practical Guidelines to help readers develop effective language and content objectives.
• Discussion Questions have been rewritten and are appropriate for portfolio development in pre-service and graduate classes, for professional development workshops, or for teacher reflection and application.
• Agroundbreaking CD-ROM with video clips, interviews of the authors, and reproducible resources (e.g., lesson plan formats), make this the perfect professional development asset for any grade level or content area teacher!

Contents
Most chapters begins with "Objectives" and “Background.” Most chapters conclude with “Teaching Scenarios,” “Summary” and “Discussion Questions.”

Preface and Acknowledgments.


Overview of the Book.


Overview of the Chapters.


Acknowledgments.


1. Introducing Sheltered Instruction. Demographic Changes.English Learner Diversity.School Reform and Accountability in the 21st Century.Academic Literacy.Changes in Instructional Practice for English Learners.The Sheltered Instruction Observation Protocol.The SIOP Model.Implementing the SIOP Model: Getting Started.

2. Lesson Preparation.
Content Objectives Clearly Defined for Students.Language Objectives Clearly Defined for Students.Writing Language and Content Objectives.Content Concepts Appropriate for Age and Eductaional Background.Supplementary Materials Used to a High Degree.Adaptation of Content to All Levels of Student Proficiency.Meaningful Activities That Integrate Lesson Concepts with Language Practice.Using the SIOP Protocol.The Lesson.
3. Building Background.
Concepts Linked to Students' Background.Links Made Between Past Learning and New Concepts.Key Vocabulary Emphasized.Developing Content Language.Developing School Language.The Lesson.
4. Comprehensible Input.
Appropriate Speech for ELLs.Explanation of Academic Tasks.Use of Techniques.The Lesson.

5. Strategies.
Strategies.Scaffolding Techniques.Questioning.The Lesson.

6. Interaction.
Opportunities for Interaction. -Oral Language Development -Other Opportunities for InteractionGrouping Configurations.Wait Time.Clarify Key Concepts in L1.The Lesson.

7. Practice/Application.
Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content.Activities Provided for Students to Apply Content and Language Knowledge.Activities that Integrate all Language Skills.The Lesson.

8. Lesson Delivery.
Content Objectives Clearly Supported by Lesson Delivery.Language Objectives Clearly Supported by Lesson Delivery.Meeting Content and Language ObjectivesStudents Engaged 90% - 100% of the Period.Pacing of Lesson Appopriate to Students' Ability LevelsThe Lesson.

9.  Review/Assessment.
Review of Key Vocabulary.Review of Key Content Concepts.Providing Feedback on Student Output.Assessment of Lesson Objectives.The Lesson.

10. Issues of Reading Development and Special Education for English Learners.
Issues of Reading Development and Assessment.Issues Related to Special Education.Special Education Services: When are They Appropriate?Assisting Struggling Learners.Students with Special Needs.

11. Effective Use of the SIOP Protocol.
Scoring and Interpretation of the SIOP Protocol. Assigning Scores Not Applicable (NA) Category Calculating ScoresSample LessonUsing SIOP Scores and comments.Reliability and Validity of the SIOP.

Appendix A: The Sheltered Instruction Observation Protocol.

Appendix B: Lesson Plans.

References.

Index.

Features

• A full chapter addresses the issue of English learners who are struggling readers and/or students with disabilities by including detailed information about learning disabilities and delayed development in reading (Ch.10).
• Vignettes present teaching scenarios where three teachers teaching the same grade level and content attempt to include the focal SIOP indicators, with varying degrees of success.
• Complete lesson descriptors allow readers to score the three teaching scenarios and help readers develop a degree of inter-rater reliability.
• Each chapter contains:

  • A graphic organizer that provides an overview of the chapter.

  • “Background Sections” that include descriptions of the eight sections and 30 indicators of the SIOP to help readers plan and prepare effective sheltered lessons.

  • “Discussion Questions” appropriate for portfolio development in preservice and graduate classes, for professional development workshops, or for reflection.

• Includes both the full SIOP and an abbreviated version.
• Two different SIOP lesson plan formats that can be used for planning and preparation, depending on your needs.
• An Appendix contains the results of studies that demonstrate that English learners whose teachers used the SIOP model outperformed similar students whose teachers did not implement the model.  
• Presents the Sheltered Instruction Observation Protocol (SIOP) as a reliable and valid model for teaching content to English Language Learners.
• Discusses instructional strategies and techniques and provides a lesson planning framework.
• Vignettes make the concepts understandable as seen through teacher's descriptions.
• An explicit scoring guide increases the usability of SIOP.
• Specific, practical ideas for teaching English Learners increase students' effectiveness in working with English learners.
• Overview of sheltered instruction creates a historical context for the SIOP.

Author

Jana Echevarria, Ph.D., Professor Emerita at California State University, Long Beach, has taught in special education, English as a Second Language and bilingual programs. She has lived in Taiwan and Mexico where she taught ESL and second language acquisition courses at the university level, as well as in Spain where she conducted research on instructional programs for immigrant students. She is an internationally known expert on second language learners and her research and publications focus on effective instruction for English learners, including those with learning disabilities. Selected publications include the books, Making Content Comprehensible for English Learners: The SIOP Model and Sheltered Content Instruction: Teaching Students With Diverse Abilities, both published by Allyn & Bacon. The SIOP Model of instruction is used widely in all 50 states and a number of countries. Currently, she is a Fulbright Specialist and 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. In 2005, Dr. Echevarria was selected as Outstanding Professor at CSULB.

MaryEllen Vogt, Ed.D. is Distinguished Professor Emerita of Education at California State University, Long Beach. Dr. Vogt has been a classroom teacher, reading and special education specialist, district reading resource teacher, and university teacher educator. She received her doctorate from the University of California, Berkeley. A co-author of fourteen books, including the SIOP Series and Reading Specialists and Literacy Coaches in the Real World (2007), Dr. Vogt has provided professional development in all fifty United States, and in eight other countries. She served as President of the International Reading Association in 2004-2005.

Deborah J. Short, Ph. D. 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 learners funded by the Carnegie Corporation, the Rockefeller Foundation, and the U.S. Department of Education. She chaired an expert panel on adolescent ELL literacy and co-wrote a policy report. As the director of American Language Research and Training, Dr. Short provides professional development on sheltered instruction and academic literacy around the United States and abroad. She has numerous publications, including the SIOP Series and five ESL textbook series for Hampton-Brown. Dr. Short has taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of Congo.