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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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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
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.
