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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        Â
References
Index Â
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
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        Â
References
Index Â
Jana EchevarrÃa, PhD, is Professor Emerita at California State University, Long Beach where she was selected as Outstanding Professor. She has taught in general education, special education, ESL, and bilingual programs in U.S. schools, and has lived and worked in Taiwan, Mexico, Spain, and in Macedonia where she was a Fulbright Specialist. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. She has presented her research across the United States and internationally including Oxford University (England), Wits University (South Africa), Harvard University (United States), Stanford University (United States), University of Barcelona (Spain) and South East Europe University (Macedonia). A founding researcher of the SIOP Model, her publications include more than 60 books, book chapters and journal articles. Currently she serves as the EL expert for the U.S. Department of Justice on the Lau case. Her blog is found at www.janaechevarria.com.
MaryEllen Vogt, EdD, is Professor Emerita of Education at California State University, Long Beach. Dr. Vogt, a former classroom teacher, reading specialist, curriculum coordinator, and teacher educator, received her doctorate from the University of California, Berkeley. She is an author of numerous articles and chapters, and is co-author of seventeen books for teachers and administrators, including Professional Learning in Action: An Inquiry Approach for Teachers of Learning (Risko & Vogt, 2016). Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. Dr. Vogt has provided professional development in all fifty states and in several countries, including Germany, where she served as a Visiting Scholar at the University of Cologne. 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.
Deborah J. Short, PhD, founded and directs Academic Language Research & Training, a consulting company, and provides professional development on sheltered instruction, content-based language teaching, and academic literacy worldwide. Formerly she was a Division Director at the Center for Applied Linguistics, Washington, DC, where she co-developed the SIOP Model and directed quasi-experimental and experimental studies on English learners funded by the Carnegie Corporation of New York, Rockefeller Foundation, and U.S. Department of Education, among others. Her publications include journal articles, the SIOP® Model book series, and several ESL textbook series for National Geographic/Cengage. She taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of the Congo. She has served on the Board of Directors of the TESOL International Association and has presented research in the United States, Canada, New Zealand, Brazil, Colombia, Europe, and the Middle East.
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