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
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TABLE OF CONTENTS
PREFACE AND ACKNOWLEDGEMENTS
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LIST OF FEATURES
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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: Â 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
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CHAPTER 3:Â 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                Â
           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:Â 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
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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