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Home » Books » Nonfiction » Education » Professional Development

Making Content Comprehensible for Secondary English Learners

The SIOP Model

By MaryEllen J. Vogt, Jana J. Echevarria, Deborah J. Short

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Format: Digital product license key, 3rd edition Edition
Published In: United States, 27 January 2017
NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. This access code card provides access to the Enhanced Pearson eText. 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. Improve mastery and retention with the Enhanced Pearson eText*This access code card provides access to the new Enhanced Pearson eText, a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad (R) and Android (R) tablet.*Affordable. Experience the advantages of the Enhanced Pearson eText for 40-50% less than a print bound book.*The Enhanced eText features are the Pearson eText format. They are not available in third-party eTexts or downloads.*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7" or 10" tablet, or iPad iOS 5.0 or later.

Table of Contents

Brief Table of Contents1. Introducing the SIOP (R) Modelâ â â â â â 2. Lesson Preparationâ â â â â 3. Building Backgroundâ â â â â 4. Comprehensible Inputâ â â 5. Strategiesâ â 6. Interactionâ â â 7. Practice & Applicationâ â â 8. Lesson Deliveryâ â â â 9. Review & Assessmentâ â â â â 10. Issues of Reading, RTI, and Special Education for English Learnersâ â â â â 11. Effective Use of the SIOP (R) Protocolâ â â 12. Frequently Asked Questions: Getting Started with the SIOP (R) ModelAppendix A: SIOP (Sheltered Instruction Observation Protocol)â â â Appendix B: Lesson Plansâ â â Appendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) Modelâ â â Appendix D: SIOP Professional Development Resourcesâ â â Glossary ReferencesIndex â â Detailed Table of Contents1. Introducing the SIOP (R) Modelâ â â Background on English Learnersâ â Demographic Trendsâ â â Diverse Characteristicsâ â â School Reform, Standards, and Accountabilityâ â â Achievement Gapsâ â â Academic Language and Literacyâ â â Research on Academic Language and Literacyâ â â Role in Schoolingâ â â Effective Instructional Practice for English Learners: The SIOP (R) Modelâ â â Content-based ESL and Sheltered Content Instructionâ â â Research and Development of the Sheltered Instruction Observation Protocol (SIOP (R)) Modelâ â â Effective SIOP (R) Model Instructionâ â â Implementing the SIOP (R) Modelâ â â Summaryâ â Discussion Questions 2. Lesson Preparationâ â â Backgroundâ â â SIOP (R) Feature 1: Content Objectives Clearly Defined, Displayed, and Reviewed with Studentsâ â â SIOP (R) Feature 2: Language Objectives Clearly Defined, Displayed, and Reviewed with Studentsâ â â Selecting and Writing Content and Language Objectivesâ â â SIOP (R) Feature 3: Content Concepts Appropriate for Age and Educational Background Level of Studentsâ â â SIOP (R) Feature 4: Supplementary Materials Used to a High Degree, Making the Lesson Clear and Meaningfulâ â â SIOP (R) Feature 5: Adaptation of Content to All Levels of Student Proficiencyâ â â SIOP (R) Feature 6: Meaningful Activities That Integrate Lesson Concepts with Language Practice Opportunities for Reading, Writing, Listening, and/or Speakingâ â â Teaching Ideas for Lesson Preparationâ â Differentiating Ideas for Multi-level Classesâ â â Rating Lessons with the SIOP (R) Protocolâ â â The Lessonâ â Teaching Scenariosâ â â Discussion of Lessonsâ â â Teaching with Technologyâ â Summaryâ â Discussion Questionsâ 3. Building Backgroundâ â â Backgroundâ â â SIOP (R) Feature 7: Concepts Explicitly Linked to Students' Background Experiencesâ â â Something to Think Aboutâ â â SIOP (R) Feature 8: Links Explicitly Made between Past Learning and New Conceptsâ â â SIOP (R) Feature 9: Key Vocabulary Emphasized (e.g., introduced, written, repeated, and highlighted for students to see)â â â Academic Vocabularyâ â â Word Consciousnessâ â â Teaching Academic Vocabularyâ â â Teaching Ideas for Building Backgroundâ â â Differentiating Ideas for Multi-level Classesâ â â The Lessonâ â â Teaching Scenariosâ â â Discussion of Lessons Teaching with Technologyâ â â Summaryâ â â Discussion Questionsâ â â 4. Comprehensible Inputâ â Backgroundâ â â SIOP (R) Feature 10: Speech Appropriate for Students' Proficiency Levelsâ â SIOP (R) Feature 11: Clear Explanation of Academic Tasksâ â â SIOP (R) Feature 12: A Variety of Techniques Used to Make Content Concepts Clearâ â â Teaching Ideas for Comprehensible Inputâ â â Differentiating Ideas for Multi-level Classesâ â â The Lessonâ â Teaching Scenariosâ â â Discussion of Lessonsâ â â Teaching with Technologyâ â â Summaryâ â â Discussion Questionsâ â 5. Strategiesâ â Backgroundâ â â SIOP (R) Feature 13: Ample Opportunities Provided for Students to Use Learning Strategiesâ â â Things to Consider When Teaching Learning Strategiesâ â â SIOP (R) Feature 14: Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understandingâ â â Three Types of Scaffoldingâ â SIOP (R) Feature 15: A Variety of Questions or Tasks That Promote Higher-Order Thinking Skillsâ Teaching Ideas for Strategiesâ â Differentiating Ideas for Multi-level Classesâ â â The Lessonâ â Teaching Scenariosâ â â Discussion of Lessonsâ â â Teaching with Technologyâ â â Summaryâ â â Discussion Questionsâ â â 6 . Interactionâ â â Backgroundâ â â Typical Lessonâ â â SIOP (R) Lessonâ â â SIOP (R) Feature 16: Frequent Opportunities for Interaction and Discussion Between Teacher/Student and Among Students, Which Encourage Elaborated Responses About Lesson Conceptsâ â â Oral Language Developmentâ â SIOP (R) Feature 17: Grouping Configurations Support Language and Content Objectives of the Lessonâ â â SIOP (R) Feature 18: Sufficient Wait Time for Student Responses Consistently Providedâ â â SIOP (R) Feature 19: Ample Opportunity for Students to Clarify Key Concepts in L1 as Needed with Aide, Peer, or L1 Textâ â â Teaching Ideas for Interactionâ â â Differentiating Ideas for Multi-level Classesâ â â The Lessonâ â â Teaching Scenariosâ â â Discussion of Lessonsâ â â Teaching with Technologyâ â â Summaryâ â â Discussion Questionsâ â â 7. Practice & Applicationâ â â Backgroundâ â â SIOP (R) Feature 20: Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge in the Classroomâ â â SIOP (R) Feature 21: Activities Provided for Students to Apply Content and Language Knowledgeâ â â SIOP (R) Feature 22: Activities Integrate All Language Skillsâ â â Teaching Ideas for Practice & Applicationâ â â Differentiating Ideas for Multi-level Classesâ â â The Lessonâ â â Teaching Scenariosâ â â Discussion of Lessonsâ â â Teaching with Technologyâ â â Summaryâ â â Discussion Questionsâ â â 8. Lesson Deliveryâ â â Backgroundâ â â SIOP (R) Feature 23: Content Objectives Clearly Supported by Lesson Deliveryâ â â SIOP (R) Feature 24: Language Objectives Clearly Supported by Lesson Deliveryâ â â SIOP (R) Feature 25: Students Engaged Approximately 90% to 100% of the Periodâ â â SIOP (R) Feature 26: Pacing of the Lesson Appropriate to Students' Ability Levelsâ â â Linking Lesson Preparation and Lesson Deliveryâ â â Teaching Ideas for Lesson Deliveryâ â â Differentiating Ideas for Multi-level Classesâ â â The Lessonâ â â Teaching Scenariosâ â â Discussion of Lessonsâ â â Teaching with Technologyâ â â Summaryâ â â Discussion Questionsâ â â 9. Review & Assessmentâ â â Backgroundâ â â Classroom Context and the Review & Assessment Componentâ â â Formative and Summative Assessmentâ â â Informal Assessmentâ â â Formal Assessmentâ â â SIOP (R) Feature 27: Comprehensive Review of Key Vocabularyâ â â SIOP (R) Feature 28: Comprehensive Review of Key Content Conceptsâ â â SIOP (R) Feature 29: Regular Feedback Provided to Students on Their Outputâ â â SIOP (R) Feature 30: Assessment of Student Comprehension and Learning of All Lesson Objectives Throughout the Lessonâ â Teaching Ideas for Review & Assessmentâ â â Differentiating Ideas for Multi-level Classesâ â â The Lessonâ â â Teaching Scenariosâ â â Discussion of Lessonsâ â â Teaching with Technologyâ â â Summaryâ â â Discussion Questionsâ â â 10. Issues of Reading, RTI, and Special Education for English Learnersâ â â Issues of Reading Development and Assessmentâ â â Estimating Students' Reading Levelsâ â â English Learners and the Common Core State Standards for Reading, Writing, Listening, and Speakingâ â â Assisting Struggling Learners: Response to Interventionâ â â Issues Related to Special Educationâ â â Special Education Services: When Are They Appropriate?â â â Search for Intervention Rather than Disabilityâ â â Teaching Ideas for Students with Special Needsâ â â Summaryâ â â Discussion Questionsâ â â 11. Effective Use of the SIOP (R) Protocolâ â â Best Practice in Using the SIOP (R) Protocolâ â â Scoring and Interpreting the SIOP (R) Protocolâ â â Assigning Scoresâ â â Not Applicable (NA) Categoryâ â â Calculating Scoresâ â â Using Non-Numeric Ratingâ â â Sample Lessonâ â â Using SIOP (R) Scores and Commentsâ â â Reliability and Validity of the SIOP (R)â â â Summaryâ â â Discussion Questionsâ â â 12. Frequently Asked Questions: Getting Started with the SIOP (R) Modelâ â â General SIOP (R) Questionsâ â â Questions About Getting Started with SIOP (R) in the Classroomâ â â Questions About School-wide Implementation of the SIOP (R) Modelâ â â Appendix A: SIOP (Sheltered Instruction Observation Protocol)â â â Appendix B: Lesson Plansâ â â Appendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) Modelâ â â Appendix D: SIOP Professional Development Resourcesâ â â Glossary References Index

About the Author

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.

EAN: 9780134561028
ISBN: 0134561023
Publisher: Pearson
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