SIOP Model for Teaching History-Social Studies 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.

• PREFACE AND ACKNOWLEDGEMENTSCHAPTER 1: THE ACADEMIC LANGUAGE OF HISTORY AND SOCIAL STUDIESWhat is Academic Language?How Is Academic Language Manifested in Classroom Discourse?What is the Academic Language of Social Studies and History ?Why Do English Learners Have Difficulty with Academic Language?How Can We Effectively Teach Academic Language With the SIOP Model?Academic VocabularyOral DiscourseConcluding ThoughtsCHAPTER 2: ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP HISTORY-SOCIAL STUDIES LESSONS: LESSON PREPARATION, BUILDING BACKGROUND, COMPREHENSIBLE INPUT, & STRATEGIES (BY JOHN SEIDLITZ, ROBIN LITEN-TEJADA, AND DEBORAH SHORT)John Michael’s Teaching SituationIntroductionHistory and Social Studies Techniques and ActivitiesLesson PreparationBuilding Language Objectives from Content ObjectivesDifferentiating Sentence StartersBuilding BackgroundConcrete Personal ExperiencesPost a ConnectionOh Yesterday! + YearPredict DefinitionsVocabulary ScanComprehensible InputProp Box ImprovListen for InformationMove It!StrategiesHighlight Key Information in the TextCut and Match AnswersExpert/NoviceConcluding ThoughtsCHAPTER 3: ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP HISTORY-SOCIAL STUDIES LESSONS: INTERACTION, PRACTICE & APPLICATION, LESSON DELIVERY, REVIEW & ASSESSMENT (BY ROBIN LITEN-TEJADA, JOHN SEIDLITZ, AND DEBORAH SHORT)IntroductionInteractionStructured ConversationsLearning Styles DebateYou Are TherePractice & ApplicationReaders TheaterLiving DioramaPartner Listening DictationGo Graphic — One Step FurtherLesson DeliveryGroup Response with a White BoardChunk and Chew ReviewStand Up/Sit DownReview & AssessmentOral Number 1-3 for Self-AssessmentWriting Self-Assessment RubricsNumber WheelsWhip Around, Pass OptionNumbered Heads Together with MovementDifferentiated Tickets OutConcluding ThoughtsRevisiting Mr. MichaelsCHAPTER 4: SIOP HISTORY AND SOCIAL STUDIES UNIT DESIGN AND LESSON PLANNINGMs. Parry’s VignetteIntroductionSIOP Unit DesignSIOP Unit Planner 1SIOP Unit Planner 2SIOP Lesson PlanningTechnology in SIOP LessonsSIOP History — Social Studies Lesson FormatsConcluding ThoughtsCHAPTER 5: SIOP SOCIAL STUDIES UNIT, GRADES K-2 (BY ROBIN LITEN-TEJADA AND DEBORAH SHORT)IntroductionPast and PresentLesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 6Concluding ThoughtsCHAPTER 6: SIOP SOCIAL STUDIES UNIT, GRADES 3-5 (BY ROBIN LITEN-TEJADA AND DEBORAH SHORT)IntroductionWhere in the World Are You?Lesson 1Lesson 2Lesson 3Lesson 4Lesson 5Lesson 6Concluding ThoughtsCHAPTER 7: SIOP U.S. HISTORY UNIT, GRADES 6-8 (BY JOHN SEIDLITZ AND DEBORAH SHORT)IntroductionCauses of the American RevolutionLesson 1Lesson 2Lesson 3Lesson 4Concluding ThoughtsCHAPTER 8: SIOP GLOBAL HISTORY UNIT, GRADES 9-12 (BY JOHN SEIDLITZ AND DEBORAH SHORT)IntroductionContaining Communism After World War IILesson 1Lesson 2Lesson 3Lesson 4Lesson 5Concluding ThoughtsCHAPTER 9: PULLING IT ALL TOGETHERWhat We Have LearnedWhat Our SIOP History and Social Studies Contributors Have LearnedFinal ThoughtsAPPENDIX A: COMPONENTS AND FEATURES OF THE SIOP MODELAPPENDIX B: EXAMPLES OF ACADEMIC LANGUAGE IN HISTORY AND SOCIAL STUDIES STANDARDS (K-2, 3-5, 6-8, 9-12)APPENDIX C: BLACKLINE MASTERS FOR K-2, 3-5, 6-8, & 9-12 UNITSREFERENCESINDEX