Making Content Comprehensible for Elementary English Learners

Jana Echevarría, 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® 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.

• Brief Table of Contents 1. Introducing the SIOP® Model2. Lesson Preparation   3. Building Background   4. Comprehensible Input  5. Strategies  6. Interaction   7. Practice & Application   8. Lesson Delivery   9. Review & Assessment   10. Issues of Reading, RTI, and Special Education for English Learners      11. Effective Use of the SIOP® Protocol      12. Frequently Asked Questions: Getting Started with the SIOP® Model Appendix A: SIOP (Sheltered Instruction Observation Protocol)    Appendix B: Lesson Plans    Appendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) Model    Appendix D: SIOP Professional Development Resources    Glossary          References Index   Detailed Table of Contents 1. Introducing the SIOP® Model    Background on English LearnersDemographic TrendsDiverse Characteristics   School Reform, Standards, and AccountabilityAchievement Gaps   Academic Language and LiteracyResearch on Academic Language and LiteracyRole in Schooling   Effective Instructional Practice for English Learners: The SIOP® ModelContent-based ESL and Sheltered Content InstructionResearch and Development of the Sheltered Instruction Observation Protocol (SIOP®) ModelEffective SIOP® Model Instruction  Implementing the SIOP® Model    Summary   Discussion Questions    2. Lesson Preparation    Background    SIOP® Feature 1: Content Objectives Clearly Defined, Displayed, and Reviewed with Students    SIOP® Feature 2: Language Objectives Clearly Defined, Displayed, and Reviewed with Students    Selecting and Writing Content and Language Objectives    SIOP® Feature 3: Content Concepts Appropriate for Age and Educational Background Level of Students    SIOP® Feature 4: Supplementary Materials Used to a High Degree, Making the Lesson Clear and Meaningful    SIOP® Feature 5: Adaptation of Content to All Levels of Student Proficiency    SIOP® Feature 6: Meaningful Activities That Integrate Lesson Concepts with Language Practice Opportunities for Reading, Writing, Listening, and/or Speaking    Teaching Ideas for Lesson Preparation   Differentiating Ideas for Multi-level Classes    Rating Lessons with the SIOP® Protocol    The Lesson   Teaching Scenarios    Discussion of Lessons    Teaching with Technology   Summary   Discussion Questions     3. Building Background    Background    SIOP® Feature 7: Concepts Explicitly Linked to Students’ Background ExperiencesSomething to Think About    SIOP® Feature 8: Links Explicitly Made between Past Learning and New Concepts    SIOP® Feature 9: Key Vocabulary EmphasizedAcademic VocabularyWord ConsciousnessTeaching Academic Vocabulary   Teaching Ideas for Building Background    Differentiating Ideas for Multi-level Classes    The Lesson    Teaching Scenarios    Discussion of Lessons Teaching with Technology    Summary    Discussion Questions     4. Comprehensible Input   Background    SIOP® Feature 10: Speech Appropriate for Students’ Proficiency Levels   SIOP® Feature 11: Clear Explanation of Academic Tasks    SIOP® Feature 12: A Variety of Techniques Used to Make Content Concepts Clear    Teaching Ideas for Comprehensible Input    Differentiating Ideas for Multi-level Classes    The Lesson   Teaching Scenarios    Discussion of Lessons    Teaching with Technology    Summary    Discussion Questions 5. Strategies   Background    SIOP® Feature 13: Ample Opportunities Provided for Students to Use Learning StrategiesThings to Consider When Teaching Learning StrategiesSIOP® Feature 14: Scaffolding Techniques Consistently Used, Assisting and Supporting Student UnderstandingThree Types of ScaffoldingSIOP® Feature 15: A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills  Teaching Ideas for Strategies   Differentiating Ideas for Multi-level Classes    The Lesson   Teaching Scenarios    Discussion of Lessons    Teaching with Technology    Summary    Discussion Questions     6. Interaction    BackgroundTypical LessonSIOP® Lesson   SIOP® Feature 16: Frequent Opportunities for Interaction and Discussion Between Teacher/Student and Among Students, Which Encourage Elaborated Responses About Lesson ConceptsOral Language Development   SIOP® Feature 17: Grouping Configurations Support Language and Content Objectives of the Lesson    SIOP® Feature 18: Sufficient Wait Time for Student Responses Consistently Provided    SIOP® Feature 19: Ample Opportunity for Students to Clarify Key Concepts in L1 as Needed with Aide, Peer, or L1 Text    Teaching Ideas for Interaction    Differentiating Ideas for Multi-level Classes    The Lesson    Teaching Scenarios    Discussion of Lessons    Teaching with Technology    Summary    Discussion Questions    7. Practice & Application    Background    SIOP® Feature 20: Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge in the Classroom    SIOP® Feature 21: Activities Provided for Students to Apply Content and Language Knowledge    SIOP® Feature 22: Activities Integrate All Language Skills    Teaching Ideas for Practice & Application    Differentiating Ideas for Multi-level Classes    The Lesson    Teaching Scenarios    Discussion of Lessons    Teaching with Technology    Summary    Discussion Questions       8. Lesson Delivery    Background    SIOP® Feature 23: Content Objectives Clearly Supported by Lesson Delivery    SIOP® Feature 24: Language Objectives Clearly Supported by Lesson Delivery    SIOP® Feature 25: Students Engaged Approximately 90% to 100% of the Period    SIOP® Feature 26: Pacing of the Lesson Appropriate to Students’ Ability Levels    Linking Lesson Preparation and Lesson Delivery    Teaching Ideas for Lesson Delivery    Differentiating Ideas for Multi-level Classes    The Lesson    Teaching Scenarios    Discussion of Lessons    Teaching with Technology    Summary    Discussion Questions     9. Review & Assessment    BackgroundClassroom Context and the Review & Assessment ComponentFormative and Summative AssessmentInformal AssessmentFormal Assessment   SIOP® Feature 27: Comprehensive Review of Key Vocabulary    SIOP® Feature 28: Comprehensive Review of Key Content Concepts    SIOP® Feature 29: Regular Feedback Provided to Students on Their Output    SIOP® Feature 30: Assessment of Student Comprehension and Learning of All Lesson Objectives Throughout the Lesson   Teaching Ideas for Review & Assessment    Differentiating Ideas for Multi-level Classes    The Lesson    Teaching Scenarios    Discussion of Lessons    Teaching with Technology    Summary    Discussion Questions    10. Issues of Reading, RTI, and Special Education for English Learners    Issues of Reading Development and AssessmentEstimating Students’ Reading LevelsEnglish Learners and the Common Core State Standards for Reading, Writing, Listening, and Speaking   Assisting Struggling Learners: Response to Intervention    Issues Related to Special Education    Special Education Services: When Are They Appropriate?Search for Intervention Rather than Disability    Teaching Ideas for Students with Special Needs    Summary    Discussion Questions      11. Effective Use of the SIOP® Protocol    Best Practice in Using the SIOP® Protocol    Scoring and Interpreting the SIOP® ProtocolAssigning ScoresNot Applicable (NA) CategoryCalculating Scores   Using Non-Numeric Rating    Sample Lesson    Using SIOP® Scores and Comments    Reliability and Validity of the SIOP®    Summary    Discussion Questions    12. Frequently Asked Questions: Getting Started with the SIOP® Model    General SIOP® Questions    Questions About Getting Started with SIOP® in the Classroom    Questions About School-wide Implementation of the SIOP® Model      Appendix A: SIOP (Sheltered Instruction Observation Protocol)    Appendix B: Lesson Plans    Appendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) Model    Appendix D: SIOP Professional Development Resources    Glossary          References Index