SIOP Model for Teaching History-Social Studies to English Learners, The, 1st edition
Published by Pearson (July 18, 2010) © 2011
- Deborah J. Short Academic Language Research & Training, Arlington, VA
- MaryEllen Vogt California State University, Long Beach
- Jana Echevarria California State University, Long Beach
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PREFACE AND ACKNOWLEDGEMENTS
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CHAPTER 1: THE ACADEMIC LANGUAGE OF HISTORY AND SOCIAL STUDIES
           What is Academic Language?
How Is Academic Language Manifested in Classroom Discourse?
What is the Academic Language of Social Studies and History ?
Why Do English Learners Have Difficulty with Academic Language?
How Can We Effectively Teach Academic Language With the SIOP Model?
Academic Vocabulary
Oral Discourse
Concluding Thoughts
CHAPTER 2:Â ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP HISTORY-SOCIAL STUDIES LESSONS: LESSON PREPARATION, BUILDING BACKGROUND, COMPREHENSIBLE INPUT, & STRATEGIES (BY JOHN SEIDLITZ, ROBIN LITEN-TEJADA, AND DEBORAH SHORT)
John Michael’s Teaching Situation
Introduction
           History and Social Studies Techniques and Activities
Lesson Preparation                Â
           Building Language Objectives from Content Objectives
           Differentiating Sentence Starters
Building Background
           Concrete Personal Experiences
           Post a Connection
           Oh Yesterday! + Year
           Predict Definitions
           Vocabulary Scan
Comprehensible Input
           Prop Box Improv
           Listen for Information
           Move It!
Strategies
           Highlight Key Information in the Text
           Cut and Match Answers
           Expert/Novice
           Concluding Thoughts
CHAPTER 3:Â ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP HISTORY-SOCIAL STUDIES LESSONS: INTERACTION, PRACTICE & APPLICATION, LESSON DELIVERY, REVIEW & ASSESSMENT (BY ROBIN LITEN-TEJADA, JOHN SEIDLITZ, AND DEBORAH SHORT)
Introduction
Interaction
           Structured Conversations
           Learning Styles Debate
           You Are There
Practice & Application
           Readers Theater
           Living Diorama
           Partner Listening Dictation
           Go Graphic — One Step Further
Lesson Delivery
           Group Response with a White Board
           Chunk and Chew Review
           Stand Up/Sit Down
Review & Assessment
           Oral Number 1-3 for Self-Assessment
           Writing Self-Assessment Rubrics
           Number Wheels
           Whip Around, Pass Option
           Numbered Heads Together with Movement
           Differentiated Tickets Out
Concluding Thoughts
           Revisiting Mr. Michaels
CHAPTER 4: SIOP HISTORY AND SOCIAL STUDIES UNIT DESIGN AND LESSON PLANNING
           Ms. Parry’s Vignette
Introduction
SIOP Unit Design
           SIOP Unit Planner 1
           SIOP Unit Planner 2
SIOP Lesson Planning
Technology in SIOP Lessons
SIOP History — Social Studies Lesson Formats
Concluding Thoughts
CHAPTER 5: SIOP SOCIAL STUDIES UNIT, GRADES K-2 (BY ROBIN LITEN-TEJADA AND DEBORAH SHORT)
Introduction
Past and Present
           Lesson 1
           Lesson 2
           Lesson 3
           Lesson 4
           Lesson 5
           Lesson 6
Concluding Thoughts
CHAPTER 6: SIOP SOCIAL STUDIES UNIT, GRADES 3-5 (BY ROBIN LITEN-TEJADA AND DEBORAH SHORT)
Introduction
Where in the World Are You?
           Lesson 1
           Lesson 2
           Lesson 3
           Lesson 4
           Lesson 5
           Lesson 6
Concluding Thoughts
CHAPTER 7: SIOP U.S. HISTORY UNIT, GRADES 6-8 (BY JOHN SEIDLITZ AND DEBORAH SHORT)
Introduction
Causes of the American Revolution
           Lesson 1
           Lesson 2
           Lesson 3
           Lesson 4
Concluding Thoughts
CHAPTER 8: SIOP GLOBAL HISTORY UNIT, GRADES 9-12 (BY JOHN SEIDLITZ AND DEBORAH SHORT)
Introduction
Containing Communism After World War II
           Lesson 1
           Lesson 2
           Lesson 3
           Lesson 4
           Lesson 5
Concluding Thoughts  Â
CHAPTER 9: PULLING IT ALL TOGETHER
What We Have Learned
What Our SIOP History and Social Studies Contributors Have Learned
Final Thoughts
APPENDIX A:Â COMPONENTS AND FEATURES OF THE SIOP MODEL
APPENDIX B: EXAMPLES OF ACADEMIC LANGUAGE IN HISTORY AND SOCIAL STUDIES STANDARDS (K-2, 3-5, 6-8, 9-12)
APPENDIX C: BLACKLINE MASTERS FOR K-2, 3-5, 6-8, & 9-12 UNITS
REFERENCES
INDEX
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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 EchevarrÃa 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. EchevarrÃa 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. EchevarrÃa 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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