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Overview
Full Product Details
Author: MaryEllen Vogt , Jana Echevarria , Deborah Short , Deborah Short
Publisher: Pearson Education (US)
Imprint: Pearson
Dimensions:
Width: 22.00cm
, Height: 1.50cm
, Length: 28.00cm
Weight: 0.526kg
ISBN: 9780205627608
ISBN 10: 0205627609
Pages: 216
Publication Date: 03 November 2011
Audience:
College/higher education
,
Tertiary & Higher Education
Format: Paperback
Publisher's Status: Active
Availability: Awaiting stock 
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Table of Contents
TABLE OF CONTENTS PREFACE AND ACKNOWLEDGEMENTS LIST OF FEATURES CHAPTER 1: INTRODUCTION AND REVIEW OF THE SIOP MODEL A Review of the Key Components of the SIOP Model 1. Lesson Preparation 2. Building Background 3. Comprehensible Input 4. Strategies 5. Interaction 6. Practice & Application 7. Lesson Delivery 8. Review & Assessment Why Is the SIOP Needed Now? Organization and Purpose of This Book Concluding Thoughts CHAPTER 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 Language What is the Academic Language of English-Language Arts? Concluding Thoughts CHAPTER 3: ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (BY KARLIN LAPORTA AND LISA MITCHENER) Reflecting on a Vignette Introduction to SIOP Lesson Planning Activity #1: Anticipation/Reaction Guide SIOP Lesson Plan, Grade 1: Cluster K-2 Adaptations for Language Proficiency Adaptations for Academic Proficiency SIOP Lesson Plan, Grade 7: Cluster 6-8 Adaptations for Language Proficiency Adaptations for Academic Proficiency Activity #2: Semantic Feature Analysis SIOP Lesson Plan, Grade 10: Cluster 9-12 Activity #2: The Conga Line SIOP Lesson Plan, Grade 4: Cluster 3-5 Adaptations for Language Proficiency Adaptations for Academic Proficiency Concluding Thoughts CHAPTER 4: LESSON AND UNIT DESIGN FOR SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (GRADES K-2) (BY LISA MITCHENER AND KARLIN LAPORTA) Introduction Getting Started The Unit Planning Process Unit and Lesson Plans English-Language Arts Unit: Cluster K-2, Grade 1 Overview of the Unit Description of Unit and Content Standards SIOP Lesson Plan: Grade 1, Day 1 SIOP Lesson Plan: Grade 1, Day 2 SIOP Lesson Plan: Grade 1, Day 4 SIOP Lesson Plan: Grade 1, Day 5 SIOP Lesson Plan: Grade 1, Day 6 Concluding Thoughts Literature References CHAPTER 5: LESSON AND UNIT DESIGN FOR SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (GRADES 3-5) (BY LISA MITCHENER AND KARLIN LAPORTA) Introduction Unit and Lesson Plans English-Language Arts Unit: Cluster 3-5, Grade 4 Overview of the Unit Description of Unit and Content Standards SIOP Lesson Plan: Grade 4, Day 1 SIOP Lesson Plan: Grade 4, Day 2 SIOP Lesson Plan: Grade 4, Day 3 SIOP Lesson Plan: Grade 4, Day 4 SIOP Lesson Plan: Grade 4, Day 5 SIOP Lesson Plan: Grade 4, Day 6 Concluding Thoughts Literature References CHAPTER 6: LESSON AND UNIT DESIGN FOR SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (GRADES 6-8) (BY KARLIN LAPORTA AND LISA MITCHENER) Introduction Unit and Lesson Plans English-Language Arts Unit: Cluster 6-8, Grade 7 Overview of the Unit Description of Unit and Content Standards SIOP Lesson Plan: Grade 7, Day 1 SIOP Lesson Plan: Grade 7, Day 2 SIOP Lesson Plan: Grade 7, Day 3 SIOP Lesson Plan: Grade 7, Day 4 SIOP Lesson Plan: Grade 7, Day 5 SIOP Lesson Plan: Grade 7, Day 6 SIOP Lesson Plan: Grade 7, Day 7 Concluding Thoughts Literature References CHAPTER 7: LESSON AND UNIT DESIGN FOR SIOP LESSONS IN THE ENGLISH-LANGUAGE ARTS (GRADES 9-12) (BY KARLIN LAPORTA AND LISA MITCHENER) Introduction Unit and Lesson Plans English-Language Arts: Cluster 9-12, Grade 10 Overview of the Unit Description of Unit and Content Standards SIOP Lesson Plan: Grade 10, Day 1 SIOP Lesson Plan: Grade 10, Days 2-3 SIOP Lesson Plan: Grade 10, Days 4-5 SIOP Lesson Plan: Grade 10, Days 6-8 Concluding Thoughts Literature References CHAPTER 8: PULLING IT ALL TOGETHER What We Have Learned What Our Contributors Have Learned Final Thoughts APPENDIX A: COMPONENTS AND FEATURES OF THE SIOP MODEL APPENDIX 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 COMPONENTS APPENDIX D: BLACK LINE MASTERS FOR ACTIVITIES REFERENCES INDEX
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Author Information
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.
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