Making Content Comprehensible for Secondary Multilingual Learners: The SIOP Model, 4th edition
- Deborah J. Short |
- MaryEllen Vogt |
- Katie Toppel |
- Jana Echevarria |
Title overview
For courses in ESOL Methods.
A valuable SIOP lesson planning and teaching guide
Making Content Comprehensible for Secondary Multilingual Learners: The SIOP® Model examines the educational context and needs of secondary-level students. Formally known as the Sheltered Instruction Observation Protocol, the SIOP’s 8 components are discussed with theoretical background and current research. Targeted teaching techniques, suggestions for differentiation, and secondary classroom teaching vignettes illustrate each component.
The 4th Edition reflects an advance in perspective for teaching multilingual learners in the secondary grades. It increases focus on technology, MTSS (Multi-Tiered System of Supports for Multilingual Students), and collaborative implementation of the SIOP model. Demographics and research are updated throughout. New features include perspectives of SIOP educators and classroom artifacts.
Hallmark features of this title
- Specific examples show how SIOP applies to the Common Core and other state standards, as well as educational forms such as ESSA.
- Effective SIOP implementation ideas and recommendations for secondary schools are featured.
- Teaching with Technology vignettes describe how to infuse technology into many different SIOP lessons.
- A SIOP lesson plan template and sample lesson plan help students take the concepts into their own classrooms.
- Issues around learners with reading problems and/or learning disabilities are discussed.
- Suggestions for scoring and interpreting the SIOP protocol are provided.
New and updated features of this title
- Increased technology focus integrates technology throughout versus an isolated chapter, and suggests new options for remote learning.
- New coverage of Multi-Tiered System of Supports for Multilingual Students (MTSS): Ch. 10 includes a process for effective MTSS for educators/schools to follow. It also provides 3 case studies of struggling multilingual learners and shows how students move through the process.
- A new dedicated chapter on implementing the SIOP model collaboratively: Ch. 11 (Collaborative Practices for Implementing the SIOP Model) examines how educators can get started using SIOP as a common framework, with discussion of using SIOP in a co-teaching environment.
- A new feature on perspectives of SIOP educators and classroom artifacts provides on-the-job context. A new Appendix B covers Effective Use of the SIOP Protocol.
- More prominent asset orientation focuses more heavily on how teachers can use translanguaging practices and build upon students’ home languages and other assets.
- Demographics and research are updated throughout, along with chapter objectives and discussion questions.
Key features
Features of Pearson+ eTextbook for the 4th Edition
- New videos for each chapter illustrate discussion and concepts.
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. Multi-Tiered System of Supports for Multilingual Students
- 11. Collaborative Practices for Implementing the SIOP Model
Appendices
- A: SIOP protocol
- B: Effective Use of the SIOP Protocol
- C: SIOP Lesson Plan Templates
- D: Frequently Asked Questions
- E: Research on the SIOP Model
- F: SIOP Professional Development Resources
Author bios
About our authors
Deborah J. Short, Ph.D. founded and directs the consulting company Academic Language Research & Training, and provides professional development on academic literacy, content-based English as a new language, and sheltered content instruction worldwide. She has directed research and evaluation studies on multilingual learners and educational program designs for the Carnegie Corporation of New York, the Rockefeller Foundation, the U.S. Department of Education, U.S. Department of Justice, the Southern Poverty Law Center, and others. Publications include SIOP Model books for Pearson, The 6 Principles books for TESOL, ESL textbooks like Reach Higher, Inside, and Edge for National Geographic Learning, and professional journal articles. She taught ESL and EFL in New York, California, Virginia, and the DR Congo. She served as president of the TESOL International Association (2020 - 21) and has presented research in the United States, Canada, New Zealand, South America, Europe, China, and the Middle East.
Maryellen Vogt, Ed.D. is Professor Emerita of Education at California State University, Long Beach. Dr. Vogt received her doctorate from the University of California, Berkeley and is author/co-author of numerous articles, chapters, and books for teachers and administrators. Her research interests include literacy intervention, teacher change and development, and disciplinary literacy for multilingual learners. Dr. Vogt has provided professional development in all 50 states and in several other countries, including Germany, where she served as a Visiting Scholar at the University of Cologne. She received her university’s Distinguished Faculty Teaching Award, served as President of the International Literacy Association, and has been inducted into the Reading Hall of Fame, an international organization of literacy scholars and researchers.
Katie Toppel, Ed.D. is an English Language Development Specialist at the elementary level, serving multilingual learners through collaboration, co-teaching, and small-group instruction. Dr. Toppel began her career as a preschool teacher in a Bilingual Migrant Head Start classroom. Her instructional background includes experience teaching kindergarten and first grade in addition to serving as a K - 12 Support Services Teacher at an international school in Germany. Dr. Toppel is a co-author of the book DIY PD: A Guide to Self-Directed Learning for Educators of Multilingual Learners. Her other publications include journal articles, online articles, and book chapters focused on culturally responsive teaching, co-planning, and co-teaching as well as contributions to 99 Ideas and Activities for Teaching English Learners with the SIOP Model (2nd ed.). She is also the co-founder of #MLLChat_BkClub on Twitter, which is a virtual book club aimed at improving instructional practices for multilingual learners. Dr. Toppel presents and shares her work both nationally and internationally at educational conferences.
Jana Echevarria, Ph.D. is Professor Emerita at California State University, Long Beach, where she received her university’s Outstanding Professor award for excellence in scholarship, teaching, and service. Prior to receiving her UCLA doctorate, she was a teacher in bilingual, ESL, and special education programs. Dr. Echevarria has published widely on effective instruction for multilingual learners, including those with learning disabilities. She has presented her research throughout the United States and internationally, including at Oxford University (England), Wits University (South Africa), Harvard University (U.S.), Stanford University (U.S.), University of Barcelona (Spain), and South East Europe University (Macedonia), where she was a Fulbright Specialist. She also was a resident instructor at Feng Chia University (Taiwan). Dr. Echevarria is a member of the California Reading Hall of Fame and serves as an expert on English learners for the U.S. Department of Justice, Civil Rights Division.