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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 School Reform, Standards, and Accountability Academic Language and Literacy Effective Instructional Practice for English Learners: The SIOP® Model 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 SIOP® Feature 8: Links Explicitly Made between Past Learning and New Concepts SIOP® Feature 9: Key Vocabulary Emphasized (e.g., introduced, written, repeated, and highlighted for students to see) 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 SIOP® Feature 14: Scaffolding Techniques Consistently Used, Assisting and Supporting Student Understanding 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 SIOP® Feature 16: Frequent Opportunities for Interaction and Discussion Between Teacher/Student and Among Students, Which Encourage Elaborated Responses About Lesson Concepts 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 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 Assisting Struggling Learners: Response to Intervention Issues Related to Special Education Special Education Services: When Are They Appropriate? 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 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 Table of Contents
Get Making Content Comprehensible for Secondary English Learners: The SIOP Model, 3rd Edition by Jana Echevarria, California State University, Long Beach MaryEllen Vogt, California State University, Long Beach Deborah J. Short, Center for Applied Linguistics, Washington, D.C.
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