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SIOP Model for Teaching Science to English Learners, The, 1st edition

Published by Pearson (January 29, 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
$59.99

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Title overview

  • Presents a systematic process for teaching both the academic content of science and its associated academic language to English learners.
  • Offers ideas and activities about teaching science and organizes activities by grade-bands—K-2, 3-5 (or 6), 6-8, and 9-12 and SIOP components.
  • Provides use-tomorrow ideas and activities for implementing the eight components of the SIOP Model in a science classroom.
  • Includes lesson plans and comprehensive units that illustrate how a particular activity can be effective for ALL students, not just English learners.
  • Create the ideal SIOP classroom with other resources from the SIOP Model Series: 99 Ideas and Activities for Teaching English Learners with the SIOP Model;  Implementing the SIOP Model through Effective Coaching and Professional Development; The SIOP Model for Administrators; Making Content Comprehensible for Elementary English Learners; and Making Content Comprehensible for Secondary English Learners; The SIOP Model for Teaching Math to English Learners; The SIOP Model for Teaching Social Studies to English Learners; and The SIOP Model for Teaching Science to English Learners (all published by Pearson)

    • Table of contents

    TABLE OF CONTENTS

    PREFACE AND ACKNOWLEDGEMENTS

     

    LIST OF FEATURES

     

    CHAPTER 1: INTRODUCTION AND REVIEW OF THE SIOP MODEL

                Key Components of the SIOP Model

    Lesson Preparation

    Building Background

    Comprehensible Input

    Strategies

    Interaction

    Practice & Application

    Lesson Delivery

    Review & Assessment

    Why Is the SIOP Needed Now?

    Organization and Purpose of This Book

    In Summary

    CHAPTER 2:  THE ACADEMIC LANGUAGE OF SCIENCE

                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?

                The Role of Discussion and Conversation in Developing Academic Language

    What is the Academic Language of Science?

    In Summary

     

    CHAPTER 3:  ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP SCIENCE LESSONS (BY HOPE AUSTIN-PHILLIPS, AMY DITTON, AND DEBORAH SHORT)

    Mr. Etherton’s Vignette

    Introduction

                Science Techniques and Activities

    Lesson Preparation                  

                Alternate materials

                Enlarged/Adapted Text

    Building Background

                Magic Curtain of Science

                Oh Yesterday!

                Quickwrite

                Signal Words

                4-Corners Vocabulary

                Vocabulary Key Rings

    Comprehensible Input

                Procedures with Graphics

                Framed Outlines

                Move It!

    Strategies

                SQP2RS (Squeepers)

                Stop and Think

                Insert Method

                T-chart

    Interaction

                You Are There

                Milling to Music

    Practice & Application

                Great Performances

                Musical Flash Cards

                Red Light/Green Light

    Lesson Delivery

                Nine Squares

                Stop That Video

    Review & Assessment

                Web of Information

                Snowball!

                Pass the Note Card

                Simultaneous Round Table

    Science Lesson Plans

    In Summary

                Revisiting Mr. Etherton

    CHAPTER 4: LESSON AND UNIT DESIGN FOR SIOP SCIENCE LESSONS (BY AMY DITTON AND HOPE AUSTIN-PHILLIPS)

    Mrs. Allen’s Vignette

    Introduction

    Objects in the Universe

                Unit Overview, Grades K-2

                Day Lesson Design
                K-2 Unit

    Newton’s First Law of Motion

                Unit Overview, Grades 3-5

                Day Lesson Design

                3-5 Unit

    Science Rocks!

                Unit Overview, Grades 6-8

                Day Lesson Design

                6-8 Unit

    Cells

                Unit Overview, Grades 9-12

                Day Lesson Design

                9-12 Unit

    In Summary

                Revisiting Mrs. Allen

    CHAPTER 5: PULLING IT ALL TOGETHER

    What We Have Learned

    What Our SIOP Science Contributors Have Learned

    Thoughts From the Contributors to the Other SIOP Content Books

    Final Thoughts

    APPENDIX A:  COMPONENTS AND FEATURES OF THE SIOP MODEL

    APPENDIX B: EXAMPLES OF ACADEMIC LANGUAGE IN SCIENCE STANDARDS (K-2, 3-5, 5-8, 9-12)

    REFERENCES

    INDEX

    Author bios

    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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