SIOP Model for Teaching Science to English Learners, The

Deborah J. Short 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 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 SIOP® 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.Jana Echevarría is a Professor Emerita at California State University, Long Beach. She has taught in elementary, middle, and high schools in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain and Mexico. An internationally known expert on second language learners, Dr. Echevarría 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. Echevarría was selected as Outstanding Professor at CSULB.MaryEllen Vogt, Ed.D., is Professor Emerita of Education at California State University, Long Beach. MaryEllen 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 fifteen books, including Reading Specialists and Literacy Coaches in the Real World (3rd ed., 2011) and the SIOP® book series. Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. 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 in 2004–2005.

"I think this would be a good book for teachers just beginning to use the SIOP Model as well as for veteran teachers. The book has many points to think about and alot of useful information with which to improve lesson planning...This book would help science teachers to see how they can use the SIOP Model to successfully help their ELL students." -Emily Morgan, Language Arts Teacher, Fairmont Junior High, Boise, Idaho "While the SIOP Model for [Making Content Comprehensible for English Learners] is extremely helpful, having these methods illustrated in each content area is even more helpful and effective for teachers." -Margaret McGowan, ESL Teacher, Egg Harbor Township High School, Egg Harbor Township, New Jersey "The science techniques and activities are gems. Teachers will benefit greatly from each of the examples presented; especially since they are categorized by SIOP component...I can't wait to share these strategies with my teachers." -Judith B. O'Loughlin, Professor, New Jersey City University, Jersey City, New Jersey

• TABLE OF CONTENTSPREFACE AND ACKNOWLEDGEMENTSLIST OF FEATURESCHAPTER 1: INTRODUCTION AND REVIEW OF THE SIOP MODELKey Components of the SIOP ModelLesson PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice & ApplicationLesson DeliveryReview & AssessmentWhy Is the SIOP Needed Now?Organization and Purpose of This BookIn SummaryCHAPTER 2: THE ACADEMIC LANGUAGE OF SCIENCEWhat is Academic Language?How Does Academic Language Fit Into the SIOP Model?How Is Academic Language Manifested in Classroom Discourse?Why Do English Learners Have Difficulty with Academic Language?How Can We Effectively Teach Academic Language?The Role of Discussion and Conversation in Developing Academic LanguageWhat is the Academic Language of Science?In SummaryCHAPTER 3: ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP SCIENCE LESSONS (BY HOPE AUSTIN-PHILLIPS, AMY DITTON, AND DEBORAH SHORT)Mr. Etherton’s VignetteIntroductionScience Techniques and ActivitiesLesson PreparationAlternate materialsEnlarged/Adapted TextBuilding BackgroundMagic Curtain of ScienceOh Yesterday!QuickwriteSignal Words4-Corners VocabularyVocabulary Key RingsComprehensible InputProcedures with GraphicsFramed OutlinesMove It!StrategiesSQP2RS (Squeepers)Stop and ThinkInsert MethodT-chartInteractionYou Are ThereMilling to MusicPractice & ApplicationGreat PerformancesMusical Flash CardsRed Light/Green LightLesson DeliveryNine SquaresStop That VideoReview & AssessmentWeb of InformationSnowball!Pass the Note CardSimultaneous Round TableScience Lesson PlansIn SummaryRevisiting Mr. EthertonCHAPTER 4: LESSON AND UNIT DESIGN FOR SIOP SCIENCE LESSONS (BY AMY DITTON AND HOPE AUSTIN-PHILLIPS)Mrs. Allen’s VignetteIntroductionObjects in the UniverseUnit Overview, Grades K-2Day Lesson DesignK-2 UnitNewton’s First Law of MotionUnit Overview, Grades 3-5Day Lesson Design3-5 UnitScience Rocks!Unit Overview, Grades 6-8Day Lesson Design6-8 UnitCellsUnit Overview, Grades 9-12Day Lesson Design9-12 UnitIn SummaryRevisiting Mrs. AllenCHAPTER 5: PULLING IT ALL TOGETHERWhat We Have LearnedWhat Our SIOP Science Contributors Have LearnedThoughts From the Contributors to the Other SIOP Content BooksFinal ThoughtsAPPENDIX A: COMPONENTS AND FEATURES OF THE SIOP MODELAPPENDIX B: EXAMPLES OF ACADEMIC LANGUAGE IN SCIENCE STANDARDS (K-2, 3-5, 5-8, 9-12)REFERENCESINDEX