Making Content Comprehensible For Secondary English Learners

Based on the widely used resource, Making Content Comprehensible for English Learners: The SIOP^® Model, which includes all grade levels, this book is tailored to the specific needs of middle and high school students, and their teachers, as teachers implement high-quality sheltered lesson planning, delivery, and assessment.

 

Making Content Comprehensible for Secondary English Learners presents teachers with specific lesson plans, strategies, and instructional activities for implementing the SIOP^® Model in their own classrooms. The book opens with an introductory chapter that provides an overview of issues in the education of English learners. Each chapter that follows discusses one of the eight components of the research-based SIOP^® Model and offers specific guidance on how to implement the components in middle and secondary classrooms.

 

 

Ringing Endorsements

 

“As a high school teacher who mentors first year teachers and pre-service teachers. I would definitely recommend [this book]…for ideas on how to reach both ELL students and low-income urban students. [The included] CD with actual teachers teaching ELL students [is] very beneficial. Showing is always stronger than just telling.”

  –Madelaine Kingsbury, Overbrook High School, Philadelphia, PA

 

“I’ve used all three editions of [Making Content Comprehensible]…I really like the improvements made for each edition and [Making Content Comprehensible for Secondary English Learners] continues the trend. I like the secondary vignettes very much.” 

–Barbara H. Formoso, HILT lead teacher, Gunston Middle School, Arlington, VA

 

 

Take a Glimpse Inside

• Incorporates the most up-to-date research published in 2008 and 2009.
• Features new vignettes of middle and high school teachers’ lessons on the same curriculum topic in each of the component chapters. Readers analyze middle and high school lesson descriptions and use the SIOP^® protocol to rate the degree to which the SIOP^® components and features are implemented in each of the lessons.
• Provides many “use-tomorrow” instructional ideas and techniques that are especially effective for teaching adolescent students, including English learners.

• Focuses special attention on meeting the needs of struggling readers.

• Includes suggestions for writing content and language objectives.

• Includes a CD-ROM with video vignettes of middle and high school teachers whose instruction exemplifies each of the eight SIOP^® components, as well as brief video clips of the authors speaking about different aspects of the SIOP^® Model.

 

Auteur	Echevarria, Jana/ Vogt, MaryEllen/ Short, Deborah J.
Mediatype	Boek
Bindwijze	Ingenaaid
Taal	Engels
Druk	1
Aantal pagina's	271
Uitgever	Addison-Wesley
Plaats van publicatie	01
Publicatiedatum	27-03-2009
NUR	Onderwijs algemeen
Afmetingen	279 x 222 x 12
Gewicht	566 gr
ISBN/ISBN13	9780205627578

Jana Echevarria, Ph.D., is a Professor of Education at California State University, Long Beach. Her professional experience includes elementary and secondary teaching in general education, special education, English as a Second Language and bilingual programs. She has lived in Taiwan and Mexico where she taught ESL and second language acquisition courses at the university level, as well as in Spain where she conducted research on instructional programs for immigrant students. Her UCLA doctorate earned her an award from the National Association for Bilingual Education's Outstanding Dissertations Competition. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. She is a nationally known expert on English learners and has written numerous journal articles and book chapters, has written and produced several videotapes and has co-authored several books including, Making Content Comprehensible for English Language Learners: The SIOP Model and Sheltered Content Instruction: Teaching Students With Diverse Abilities, both published by Allyn & Bacon. The SIOP Model of instruction is used widely in all 50 states and several countries. 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. Echevarria was selected as Outstanding Professor at CSULB.

 

MaryEllen Vogt, Ed.D. is Distinguished Professor Emerita of Education at California State University, Long Beach. Dr. Vogt 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 fourteen books, including Reading Specialists and Literacy Coaches in the Real World, Making Content Comprehensible for English Learners: The SIOP Model, and 99 Ideas and Activities for Teaching English Learners with the SIOP Model. 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 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.

 

Deborah J. Short, Ph. D., directs the Academic Language Research and Training consulting company, and regularly provides professional development on sheltered instruction and academic literacy to teachers worldwide. As a senior research associate, she also consults at the Center for Applied Linguistics where she co-developed the SIOP Model and directed studies on English language learner achievement and newcomer programs, funded by the Carnegie Corporation of New York, the Rockefeller Foundation, and the U.S. Department of Education, among others. She is currently co-principal investigator for a five-year experimental study examining the impact of the SIOP Model on science achievement and language learning, funded by the U.S. Dept. of Education. She has co-authored three SIOP books, published by Pearson Allyn & Bacon, and provides training at SIOP Institutes. She chaired an expert panel on adolescent ELL literacy and co-authored the policy report, Double the Work. She develops instructional materials, including four ESL series, Edge, Inside, High Point, and Avenues. Her research articles have appeared in the TESOL Quarterly, Journal of Educational Research, Educational Leadership, Education and Urban Society, and Journal of Research in Education. Previously, she taught English as a second or foreign language in New York, California, Virginia, and the Democratic Republic of Congo.

“I’ve used all three editions of this book...I really like the improvements made for each edition and [Making Content Comprehensible for Secondary English Learners] continues the trend…I like the secondary vignettes very much.” —Barbara H. Formoso, HILT lead teacher, Gunston Middle School, Arlington, VA

 

“As a high school teacher who mentors first year teachers and pre-service teachers…I would definitely recommend [this book]…for ideas on how to reach both ELL students and low-income urban students…[The included] CD with actual teachers teaching ELL students, both successfully and unsuccessfully, [are] very beneficial. Showing is always stronger than just telling…” --Madelaine Kingsbury, English teacher, Overbrook High School, Philadelphia, PA

 

“The use of various subject matter lessons was excellent. I am an English Language Arts teacher, and I usually prefer books tailored to my content area.  However, the broad use of content areas in this book is very effective.” —Madelaine Kingsbury, English teacher, Overbrook High School, Philadelphia, PA

 

“I am thrilled to [have Making Content Comprehensible for Secondary English Learners]…[it] pertains to all in education because the face of public education is changing…This [book will] become a valuable survival tool for both students and teachers.” —Kay Keasler Casper, Independence Middle School, Yukon, OK

 

Making Content Comprehensible for Secondary English Learners: The SIOP® Model

0-205-62757-9

 

Preface and Acknowledgments xi

 

Chapter 1

Introducing Sheltered Instruction 2

Objectives 2

Demographic Changes 6

English Learner Diversity 7

School Reform and Accountability in the Twenty-First Century 8

   Academic Literacy 11

Changes in Instructional Practice for English Learners 14

The Sheltered Instruction Observation Protocol 17

The SIOP® Model 18

Implementing the SIOP® Model: Getting Started 20

Summary 22

Discussion Questions 22

 

Chapter 2

Lesson Preparation 24

Objectives 24

Background 25

SIOP® Feature 1: Content Objectives Clearly Defined, Displayed, and Reviewed with Students 26

SIOP® Feature 2: Language Objectives Clearly Defined, Displayed, and Reviewed with Students 27

Writing Content and Language Objectives 30

SIOP® Feature 3: Content Concepts Appropriate for Age and Educational Background 34

SIOP® Feature 4: Supplementary Materials Used to a High Degree 36

SIOP® Feature 5: Adaptation of Content to All Levels of Student Proficiency 37

SIOP® Feature 6: Meaningful Activities That Integrate Lesson Concepts with Language Practice Opportunities 41

Using the SIOP® Protocol 42

The Lesson 42

            Unit: Italian Renaissance (Tenth Grade) 42

Teaching Scenarios 43

Discussion of Lessons 49

Summary 52

Discussion Questions 53

 

Chapter 3

Building Background 54

Objectives 54

Background 55

SIOP® Feature 7: Concepts Explicitly Linked to Students’ Background Experiences 56

Instructional Implications 58

SIOP® Feature 8: Links Explicitly Made Between Past Learning and New Concepts 60

SIOP® Feature 9: Key Vocabulary Emphasized 60

            Academic Language 60

            Academic Word List 63

            Vocabulary Instruction 65

The Lesson 70

            Unit: Mrs. Frisby and the Rats of NIMH (Sixth Grade) 70

Teaching Scenarios 71

Discussion of Lessons 76

Summary 78

Discussion Questions 78

 

Chapter 4

Comprehensible Input 80

Objectives 80

Background 81

SIOP® Feature 10: Speech Appropriate for Students’ Proficiency Levels 82

SIOP® Feature 11: Clear Explanation of Academic Tasks 83

SIOP® Feature 12: A Variety of Techniques Used to Make Content Concepts Clear 85

            Unit: Buoyancy (Ninth Grade) 87

Teaching Scenarios 88

Discussion of Lessons 92

Summary 95

Discussion Questions 96

 

Chapter 5

Strategies 98

Objectives 98

Background 99

SIOP® Feature 13: Ample Opportunities Provided for Students to Use Learning

   Strategies 100

SIOP® Feature 14: Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding 104

SIOP® Feature 15: A Variety of Questions or Tasks That Promote Higher-Order Thinking Skills 106

The Lesson 108

Teaching Scenarios 108

            Unit: The Rain Forest (Seventh Grade) 108

Discussion of Lessons 114

Summary 116

Discussion Questions 117

 

Chapter 6

Interaction 118

Objectives 118

Background 120

            Mainstream Lesson 121

            SIOP® Model 122

SIOP® Feature 16: Frequent Opportunities for Interaction and Discussion 123

            Oral Language Development 123

            Other Opportunities for Interaction 127

SIOP® Feature 17: Grouping Configurations Support Language and Content Objectives of the Lesson 129

SIOP® Feature 18: Sufficient Wait Time for Student Responses Consistently Provided 134

SIOP® Feature 19: Ample Opportunity for Students to Clarify Key Concepts in L1 134

The Lesson 135

Teaching Scenarios 135

            Unit: Economics (Twelfth Grade) 135

Discussion of Lessons 140

Summary 141

Discussion Questions 142

 

Chapter 7

Practice & Application 144

Objectives 144

Background 145

SIOP® Feature 20: Hands-On Materials and/or Manipulatives Provided for Students to Practice Using New Content Knowledge 147

SIOP® Feature 21: Activities Provided for Students to Apply Content and Language Knowledge 148

SIOP® Feature 22: Activities Integrate All Language Skills 150

The Lesson 151

            Unit: Ecosystems (Eleventh Grade) 151

Teaching Scenarios 152

Discussion of Lessons 155

Summary 158

Discussion Questions 158

 

Chapter 8

Lesson Delivery 160

Objectives 160

Background 161

SIOP® Feature 23: Content Objectives Clearly Supported by Lesson Delivery 162

SIOP® Feature 24: Language Objectives Clearly Supported by Lesson Delivery 162

            Meeting Content and Language Objectives 162

SIOP® Feature 25: Students Engaged Approximately 90% to 100% of the Period 163

SIOP® Feature 26: Pacing of the Lesson Appropriate to Students’Ability Levels 165

Teaching Scenarios 166

            Unit: Italian Renaissance (Tenth Grade) 166

Discussion of Lessons 169

Summary 173

Discussion Questions 173

 

Chapter 9 Review and Assessment 174

Objectives 174

Background 176

SIOP® Feature 27: Comprehensive Review of Key Vocabulary 176

SIOP® Feature 28: Comprehensive Review of Key Content Concepts 178

SIOP® Feature 29: Regular Feedback Provided to Students on Their Output 179

SIOP® Feature 30: Assessment of Student Comprehension and Learning of All Lesson Objectives Throughout the Lesson 179

The Lesson 185

Teaching Scenarios 185

            Unit: Egyptian Mummies (Eighth Grade) 185

Discussion of Lessons 191

Summary 194

Discussion Questions 194

 

Chapter 10        

Issues of Reading Development and Special Education for English Learners 196

Objectives 197

Issues of Reading Development and Assessment for Adolescents 198

Issues Related to Special Education 203

Special Education Services: When Are They Appropriate? 204

Assisting Struggling Learners: Response to Intervention 206

Students with Special Needs 209

Summary 210

Discussion Questions 211

 

Chapter 11        

Effective Use of the SIOP® Protocol 212

Objectives 212

Best Practice in Using the SIOP® Protocol 213

Scoring and Interpreting the SIOP® Protocol 215

            Assigning Scores 215

            Not Applicable (NA) Category 216

            Calculating Scores 216

Sample Lesson 217

Using SIOP® Scores and Comments 220

Reliability and Validity of the SIOP® 230

Summary 230

Discussion Questions 230

 

Appendix A: The Sheltered Instruction Observation Protocol (SIOP®) 232

Appendix B: Lesson Plans 240

Appendix C: Research on the SIOP® Model 246

Summary: Selected Findings from the SIOP® Research Project 249

Current SIOP® Research Studies 250

References 253

Glossary 254

References 258

Index 270

 

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