SIOP Model for Teaching English Language-Arts 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.

• TABLE OF CONTENTS PREFACE AND ACKNOWLEDGEMENTS  LIST OF FEATURES  CHAPTER 1: INTRODUCTION AND REVIEW OF THE SIOP MODELA Review of the Key Components of the SIOP Model1.      Lesson Preparation2.      Building Background3.      Comprehensible Input4.      Strategies5.      Interaction6.      Practice & Application7.      Lesson Delivery8.      Review & AssessmentWhy Is the SIOP Needed Now?Organization and Purpose of This BookConcluding ThoughtsCHAPTER 2:  THE ACADEMIC LANGUAGE OF ENGLISH-LANGUAGE ARTS (ELA)What 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 In English-Language Arts?The Role of Discussion and Conversation in Developing Academic LanguageWhat is the Academic Language of English-Language Arts? Concluding ThoughtsCHAPTER 3:  ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (BY KARLIN LAPORTA AND LISA MITCHENER)Reflecting on a VignetteIntroduction to SIOP Lesson PlanningActivity #1: Anticipation/Reaction GuideSIOP Lesson Plan, Grade 1: Cluster K-2                      Adaptations for Language ProficiencyAdaptations for Academic ProficiencySIOP Lesson Plan, Grade 7: Cluster 6-8           Adaptations for Language ProficiencyAdaptations for Academic ProficiencyActivity #2:  Semantic Feature AnalysisSIOP Lesson Plan, Grade 10: Cluster 9-12       Activity #2: The Conga LineSIOP Lesson Plan, Grade 4: Cluster 3-5           Adaptations for Language ProficiencyAdaptations for Academic ProficiencyConcluding ThoughtsCHAPTER 4: LESSON AND UNIT DESIGN FOR SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (GRADES K-2) (BY LISA MITCHENER AND KARLIN LAPORTA)IntroductionGetting StartedThe Unit Planning ProcessUnit and Lesson PlansEnglish-Language Arts Unit:  Cluster K-2, Grade 1 Overview of the UnitDescription of Unit and Content StandardsSIOP Lesson Plan: Grade 1, Day 1SIOP Lesson Plan: Grade 1, Day 2SIOP Lesson Plan: Grade 1, Day 4SIOP Lesson Plan: Grade 1, Day 5SIOP Lesson Plan: Grade 1, Day 6Concluding ThoughtsLiterature ReferencesCHAPTER 5: LESSON AND UNIT DESIGN FOR SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (GRADES 3-5) (BY LISA MITCHENER AND KARLIN LAPORTA)IntroductionUnit and Lesson PlansEnglish-Language Arts Unit: Cluster 3-5, Grade 4Overview of the UnitDescription of Unit and Content Standards                                SIOP Lesson Plan: Grade 4, Day 1SIOP Lesson Plan: Grade 4, Day 2SIOP Lesson Plan: Grade 4, Day 3SIOP Lesson Plan: Grade 4, Day 4SIOP Lesson Plan: Grade 4, Day 5SIOP Lesson Plan: Grade 4, Day 6Concluding ThoughtsLiterature ReferencesCHAPTER 6: LESSON AND UNIT DESIGN FOR SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (GRADES 6-8) (BY KARLIN LAPORTA AND LISA MITCHENER)IntroductionUnit and Lesson PlansEnglish-Language Arts Unit: Cluster 6-8, Grade 7Overview of the UnitDescription of Unit and Content Standards                                SIOP Lesson Plan: Grade 7, Day 1SIOP Lesson Plan: Grade 7, Day 2SIOP Lesson Plan: Grade 7, Day 3SIOP Lesson Plan: Grade 7, Day 4 SIOP Lesson Plan: Grade 7, Day 5SIOP Lesson Plan: Grade 7, Day 6SIOP Lesson Plan: Grade 7, Day 7Concluding ThoughtsLiterature ReferencesCHAPTER 7: LESSON AND UNIT DESIGN FOR SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (GRADES 9-12) (BY KARLIN LAPORTA AND LISA MITCHENER)IntroductionUnit and Lesson PlansEnglish-Language Arts: Cluster 9-12, Grade 10Overview of the UnitDescription of Unit and Content Standards                                SIOP Lesson Plan: Grade 10, Day 1SIOP Lesson Plan: Grade 10, Days 2-3SIOP Lesson Plan: Grade 10, Days 4-5SIOP Lesson Plan: Grade 10, Days 6-8Concluding ThoughtsLiterature ReferencesCHAPTER 8: PULLING IT ALL TOGETHERWhat We Have LearnedWhat Our Contributors Have LearnedFinal ThoughtsAPPENDIX A:  COMPONENTS AND FEATURES OF THE SIOP MODELAPPENDIX B: EXAMPLES OF ACADEMIC LANGUAGE IN THE ENGLISH-LANGUAGE ARTS (K-2, 3-5, 5-8, 9-12)APPENDIX C: MATRIX FOR ACTIVITIES AND THE SIOP COMPONENTSAPPENDIX D:  BLACK LINE MASTERS FOR ACTIVITIESREFERENCESINDEX