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® Model

2. 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 Learners

     Demographic Trends

     Diverse Characteristics   

School Reform, Standards, and Accountability

     Achievement Gaps   

Academic Language and Literacy

     Research on Academic Language and Literacy

     Role in Schooling  



Effective Instructional Practice for English Learners: The SIOP® Model

     Content-based ESL and Sheltered Content Instruction

     Research and Development of the Sheltered Instruction Observation Protocol (SIOP®) Model

     Effective 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 Experiences

     Something to Think About   





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



SIOP® Feature 9: Key Vocabulary Emphasized

     Academic Vocabulary

     Word Consciousness

     Teaching 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 Strategies

     Things to Consider When Teaching Learning Strategies

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

     Three Types of Scaffolding

SIOP® 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   



Background

     Typical Lesson

     SIOP® Lesson   

SIOP® Feature 16: Frequent Opportunities for Interaction and Discussion Between Teacher/Student and Among Students, Which Encourage Elaborated Responses About Lesson Concepts

     Oral 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   





Background

     Classroom Context and the Review & Assessment Component

     Formative and Summative Assessment

     Informal Assessment

     Formal 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 Assessment

     Estimating Students’ Reading Levels

     English 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® Protocol

     Assigning Scores

     Not Applicable (NA) Category

     Calculating 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