dimanche 3 mars 2019

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Making Content Comprehensible for Secondary English Learners: The SIOP Model, 3rd Edition

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Category : Higher Education

Table of Contents

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 (e.g., introduced, written, repeated, and highlighted for students to see)   

    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  

 

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.

Making Content Comprehensible for Secondary English Learners: The SIOP Model, 3rd Edition Test Bank, Download Making Content Comprehensible for Secondary English Learners: The SIOP Model, 3rd Edition , Making Content Comprehensible for Secondary English Learners: The SIOP Model, 3rd Edition Test Book, PDF Making Content Comprehensible for Secondary English Learners: The SIOP Model, 3rd Edition ,Jana Echevarria, California State University, Long Beach MaryEllen Vogt, California State University, Long Beach Deborah J. Short, Center for Applied Linguistics, Washington, D.C. , 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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