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Making Content Comprehensible for English Language Learners: The Siop Modelby Jana Echevarria
Synopses & Reviews
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.
“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:
Book News Annotation:
Three American educators combine their expertise in teaching ESL, literacy, educational research, professional development, and curriculum development in the second edition of this text on the Sheltered Instruction Observation Protocol (SIOP). The text offers ESL teachers a model for lesson planning and implementation that provides students with access to grade-level content standards. New features include graphic organizers at the beginning of each chapter, with listings of content and language objectives; discussion of the eight sections and 30 indicators of the SIOP; teaching scenarios in each chapter; discussion questions; and inclusion of both the full SIOP and an abbreviated version.
Annotation ©2004 Book News, Inc., Portland, OR (booknews.com)
Includes bibliographical references (p. 225-231) and index.
About the Author
Jana Echevarria, Ph.D., is a Professor of Education at California State University, Long Beach. Her professional experience includes elementary and secondary teaching in general education, 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. Her UCLA doctorate earned her an award from the National Association for Bilingual Education's Outstanding Dissertations Competition. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. She is a nationally known expert on English learners and has written numerous journal articles and book chapters, has written and produced several videotapes and has co-authored several books including, Making Content Comprehensible for English Language 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 several countries. 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. 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 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 fourteen books, including Reading Specialists and Literacy Coaches in the Real World, Making Content Comprehensible for English Learners: The SIOP Model, and 99 Ideas and Activities for Teaching English Learners with the SIOP Model. 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 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.
Deborah J. Short, Ph. D., directs the Academic Language Research and Training consulting company, and regularly provides professional development on sheltered instruction and academic literacy to teachers worldwide. As a senior research associate, she also consults at the Center for Applied Linguistics where she co-developed the SIOP Model and directed studies on English language learner achievement and newcomer programs, funded by the Carnegie Corporation of New York, the Rockefeller Foundation, and the U.S. Department of Education, among others. She is currently co-principal investigator for a five-year experimental study examining the impact of the SIOP Model on science achievement and language learning, funded by the U.S. Dept. of Education. She has co-authored three SIOP books, published by Pearson Allyn & Bacon, and provides training at SIOP Institutes. She chaired an expert panel on adolescent ELL literacy and co-authored the policy report, Double the Work. She develops instructional materials, including four ESL series, Edge, Inside, High Point, and Avenues. Her research articles have appeared in the TESOL Quarterly, Journal of Educational Research, Educational Leadership, Education and Urban Society, and Journal of Research in Education. Previously, she taught English as a second or foreign language in New York, California, Virginia, and the Democratic Republic of Congo.
Table of 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.
1. Introducing Sheltered Instruction.
English Learner Diversity.
School Reform and Accountability in the 21st Century.
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.
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.
4. Comprehensible Input.
Appropriate Speech for ELLs.
Explanation of Academic Tasks.
Use of Techniques.
Opportunities for Interaction.
-Oral Language Development
-Other Opportunities for Interaction
Clarify Key Concepts in L1.
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.
8. 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
Review of Key Vocabulary.
Review of Key Content Concepts.
Providing Feedback on Student Output.
Assessment of Lesson Objectives.
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.
Not Applicable (NA) Category
Using SIOP Scores and comments.
Reliability and Validity of the SIOP.
Appendix A: The Sheltered Instruction Observation Protocol.
Appendix B: Lesson Plans.
Appendix C: Research on the SIOP Model.
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