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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
$55.99

  • Hardcover, paperback or looseleaf edition
  • Affordable rental option for select titles
  • Free shipping on looseleafs and traditional textbooks
  • Presents a systematic process for teaching both the academic content of history-social studies and its associated academic language to English learners.
  • Offers ideas and activities about teaching history-social studies 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 history-social studies 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 resourcesfrom 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 English - Language Arts to English Learners; and The SIOP Model for Teaching Science to English Learners (all published by Pearson)

    • PREFACE AND ACKNOWLEDGEMENTS

     

    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:  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                  

                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:  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   

    CHAPTER 9: PULLING IT ALL TOGETHER

    What We Have Learned

    What Our SIOP History and Social Studies Contributors Have Learned

    Final Thoughts

    APPENDIX A:  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

     


    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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