Sheltered Content Instruction: Teaching English Learners with Diverse Abilities, 5th edition

Published by Pearson (April 10, 2014) © 2015
  • Jana Echevarria
  • Anne Graves

Title overview

For courses in Teaching English Learners / ESOL Methods.

A complete guide to the sheltered instruction approach

Sheltered Content Instruction: Teaching English Learners with Diverse Abilities gives teachers the means to think about their own educational practices and the issues they should consider when teaching English learners, especially those struggling academically. A classic in the field, the book defines sheltered instruction, or Specially Designed Academic Instruction in English (SDAIE), and presents strategies for its successful implementation in K-12 classrooms.

The 5th Edition includes recent research, best practices, and policies that impact the education of English learners. New features such as end-of-chapter Activities and Your Turn help readers apply the chapter concepts to their practices.

Hallmark features of this title

  • In-depth exploration of the sheltered lesson includes how teachers can use it on a daily basis in the classroom effectively with small or large groups, primarily bilingual or English language placements, or students identified for special education services.
  • Practical case studies and entertaining vignettes illustrate how to apply this instruction to every day teaching.
  • The full range of diverse learners (English Language Learners and special education students) is discussed, with an emphasis on linking instruction and on-going assessment; addresses the ELL population in special education, making the text ideal for use in both general education methods courses and special education courses.
  • Response to Intervention and its effectiveness with English Learners are covered.
  • Specific examples of how to differentiate instruction for individual students’ needs are provided.
  • A sample language arts lesson plan is offered to demonstrate effective practice.

New to this Edition

  • The most current information available is provided about students who are learning standards-based content in English.
  • The importance of a separate block of time for English language development is discussed.
  • The latest standards for teaching are discussed, including the Common Core Standards, the Career and College Readiness Standards, and the State Standards for Teaching English Learners.
  • New information on learning and behavior challenges and giftedness is included. A new orientation based on instruction that supports all students is included in Chapter 7.
  • New and revised information on SIOP® in Chapter 3 includes a revised SIOP Language Arts lesson plan, a reorganized and revised section on the SIOP Model, an updated section on SIOP Techniques for Making Lessons Comprehensible, and more.
  • New end-of-chapter Activities and new Your Turn features help readers apply the chapter concepts to their practices.

Key features

Features of Pearson eText for the 5th Edition

  • Embedded videos illustrate key concepts and strategies, allowing readers to see real teachers in real classrooms, sharing their insights.
  • Weblinks are provided to further explore content related to the chapter.

Table of contents

  1. Teaching English Learners with Diverse Abilities
  2. Theoretical and Historical Foundations
  3. Sheltered Instruction in the Content Areas
  4. Understanding, Adjusting, and Teaching the Language of the Classroom
  5. Promoting Affective and Cultural Connections
  6. Learning Strategies
  7. Instructional Practices that Support All Learners
  8. Becoming a Reflective Practitioner
 

Author bios

About our Authors

Jana Echevarría, Ph.D. is Professor Emerita of Special Education at California State University, Long Beach where she received the honor of being selected as Outstanding Professor. She has taught in elementary, middle, and high schools in special education, English as a Second Language, and bilingual programs. She has lived in Taiwan, Spain, and Mexico and is an internationally known expert on second language learners. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. She has presented her research across the U.S. and internationally including Oxford University (England), Wits University (South Africa), Harvard University (U.S.), South East Europe University (Macedonia), and University of Barcelona (Spain). Publications include the popular SIOP book series and over 50 books, book chapters and journal articles.

Anne W. Graves, Ph.D. is a Professor at San Diego State University (SDSU) teaching and conducting research on instruction in reading and writing for learners with disabilities from diverse backgrounds since 1990. Beginning in 1975, Graves taught in special education settings in the public schools for 6 years. After receiving her Ph.D. at the University of Wisconsin - Madison in 1984, she was a Professor at University of South Carolina - Coastal Campus and Sacramento State University before coming to SDSU. Her research on efficient and effective instructional approaches and interventions has resulted in numerous publications and presentations at local, state, and international conferences. Graves is part of a research team at San Diego State that conducts studies of intensive small group instruction for struggling readers in culturally and linguistically diverse settings. Currently, she is principal investigator on a grant that supports cultural and linguistic emphasis in teacher preparation for candidates seeking credentials in both special education and bilingual elementary or secondary known as ADELANTE funded by Office of English Language Acquisition in the U. S. Department of Education.

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