Making Content Comprehensible for English Learners The SIOP Model

ISBN-10: 0205518869

ISBN-13: 9780205518869

Edition: 3rd 2008

List price: $59.99
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Description: "Making Content Comprehensible" is like no other book available! Presenting an empirically validated model of sheltered instruction. This resource includes new research, findings, and studies on the Sheltered Instruction Observation Protocol (SIOP) model, which provides school administrators, teachers, teacher candidates, and field experience supervisors with a tool for observing and quantifying a teacher's implementation of quality sheltered instruction. "Making Content Comprehensible "presents a coherent, specific, field-tested model of sheltered instruction that specifies the features of a high quality sheltered lessons that teaches content material to English language learners. Each of the 30 items from the SIOP model are illustrated through vignettes with "best" lessons included in the appendices for teachers and also includes "use tomorrow activities" to take into the classroom. The authors also address implementation issues and provide suggestions for success as well as how-to incorporate technology into the SIOP. In addition, a ground-breaking CD-ROM with video clips, interviews of the authors, and reproducibles(e.g., lesson plan formats), etc. make this the perfect professional development resource for any grade level or content area teacher! School administrators, teachers, teacher candidates, university faculty, and field experience supervisors.

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Book details

List price: $59.99
Edition: 3rd
Copyright year: 2008
Publisher: Allyn & Bacon, Incorporated
Publication date: 4/25/2007
Binding: Mixed Media
Pages: 288
Size: 8.25" wide x 10.75" long x 0.75" tall
Weight: 1.782
Language: English

Jana Echevarriacute;ais a Professor Emerita at California State University, Long Beach. She has taught in elementary, middle, and high schools in general education, special education, ESL,nbsp;and bilingual programs. She has lived in Taiwan, Spain and Mexico.nbsp;An internationally known expert on second language learners, Dr.nbsp;Echevarriacute;anbsp;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. Echevarriacute;a was selected as Outstanding Professor at CSULB. nbsp; Deborah J. Shortis a professional development consultant and a senior research associate at the Center for Applied Linguistics in Washington, DC. She co-developed the SIOPreg; 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 SIOPreg; 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. nbsp; Carla Petersonis 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 childrenrsquo;s individual needs within inclusive settings.

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
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
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
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
Comprehensible Input
Appropriate Speech for ELLs
Explanation of Academic Tasks
Use of Techniques
The Lesson
Strategies
Strategies
Scaffolding Techniques
Questioning
The Lesson
Interaction
Opportunities for Interaction
Oral Language Development
Other Opportunities for Interaction
Grouping Configurations
Wait Time
Clarify Key Concepts in L1
The Lesson
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
Lesson Delivery
Content Objectives Clearly Supported by Lesson Delivery
Language Objectives Clearly Supported by Lesson Delivery
Meeting Content and Language Objectives
Students Engaged 90% - 100% of the Period
Pacing of Lesson Appopriate to Students' Ability Levels
The Lesson
Review/Assessment
Review of Key Vocabulary
Review of Key Content Concepts
Providing Feedback on Student Output
Assessment of Lesson Objectives
The Lesson
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
Effective Use of the SIOP Protocol
Scoring and Interpretation of the SIOP Protocol
Assigning Scores Not Applicable (NA) Category Calculating ScoresSample Lesson
Using SIOP Scores and comments
Reliability and Validity of the SIOP
The Sheltered Instruction Observation Protocol
Lesson Plans
Research on the SIOP Model
Glossary
References
Index
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