SIOP Lesson Preparation

Making Content Comprehensible for English Learners: The SIOP® Model

Jana EchEvarría Professor Emerita, California State University, Long Beach

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MaryEllEn vogt Professor Emerita, California State University, Long Beach

DEborah Short Director, Academic Language Research & Training

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Library of Congress Cataloging-in-Publication Data

Echevarría, Jana, 1956– author. Making content comprehensible for English learners: the SIOP Model / Jana Echevarra, California State University, Long Beach, Professor Emerita; MaryEllen Vogt, California State University, Long Beach, Professor Emerita; Deborah Short, Academic Language Research & Training. — Fifth Edition. pages cm Includes bibliographical references and index. ISBN 978-0-13-404523-8 (paper cover) 1. English language—Study and teaching (Elementary)—Foreign speakers. 2. Language arts— Correlation with content subjects. I. Vogt, MaryEllen. II. Short, Deborah. III. Title. PE1128.A2E248 2016 372.652’1044—dc23

2015034338 10 9 8 7 6 5 4 3 2 1

ISBN 10: 0-13-404523-8 ISBN 13: 978-0-13-404523-8

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Preface and Acknowledgments viii

1 Introducing the SIOP® Model 1 background on English learners 3

Demographic Trends 3 Diverse Characteristics 4

School reform, Standards, and accountability 8 Achievement Gaps 10

academic language and literacy 12 Research on Academic Language and Literacy 13 Role in Schooling 13

Effective Instructional Practice for English learners: the SIoP® Model 15 Content-based ESL and Sheltered Content Instruction 15 Research and Development of the Sheltered Instruction Observation Protocol (SIOP®) Model 17 Effective SIOP® Model Instruction 20

Implementing the SIoP® Model 24 Summary 25 Discussion Questions 25

2 Lesson Preparation 27 background 28 SIoP® Feature 1: content objectives clearly Defined, Displayed, and reviewed with Students 30 SIoP® Feature 2: language objectives clearly Defined, Displayed, and reviewed with Students 32 Selecting and Writing content and language objectives 35 SIoP® Feature 3: content concepts appropriate for age and Educational background

level of Students 43 SIoP® Feature 4: Supplementary Materials Used to a high Degree, Making the lesson clear

and Meaningful 45 SIoP® Feature 5: adaptation of content to all levels of Student Proficiency 47 SIoP® Feature 6: Meaningful activities that Integrate lesson concepts with language

Practice opportunities for reading, Writing, listening, and/or Speaking 49 teaching Ideas for lesson Preparation 50 Differentiating Ideas for Multi-level classes 53 rating lessons with the SIoP® Protocol 54 the lesson 55 teaching Scenarios 56 Discussion of lessons 62

Contents

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teaching with technology 66 Summary 68 Discussion Questions 68

3 Building Background 70 background 71 SIoP® Feature 7: concepts Explicitly linked to Students’ background Experiences 72

Something to Think About 72 SIoP® Feature 8: links Explicitly Made between Past learning and new concepts 74 SIoP® Feature 9: Key vocabulary Emphasized (e.g., introduced, written, repeated,

and highlighted for students to see) 75 Academic Vocabulary 76 Word Consciousness 80 Teaching Academic Vocabulary 80

teaching Ideas for building background 81 Differentiating Ideas for Multi-level classes 88 the lesson 89 teaching Scenarios 90 Discussion of lessons 96 teaching with technology 99 Summary 100 Discussion Questions 100

4 Comprehensible Input 102 background 104 SIoP® Feature 10: Speech appropriate for Students’ Proficiency levels 104 SIoP® Feature 11: clear Explanation of academic tasks 106 SIoP® Feature 12: a variety of techniques Used to Make content concepts clear 108 teaching Ideas for comprehensible Input 111 Differentiating Ideas for Multi-level classes 112 the lesson 113 teaching Scenarios 113 Discussion of lessons 118 teaching with technology 122 Summary 124 Discussion Questions 124

5 Strategies 125 background 126 SIoP® Feature 13: ample opportunities Provided for Students to Use learning Strategies 127

Things to Consider When Teaching Learning Strategies 128

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SIoP® Feature 14: Scaffolding techniques consistently Used, assisting and Supporting Student Understanding 129 Three Types of Scaffolding 131

SIoP® Feature 15: a variety of Questions or tasks that Promote higher-order thinking Skills 132 teaching Ideas for Strategies 133 Differentiating Ideas for Multi-level classes 136 the lesson 137 teaching Scenarios 138 Discussion of lessons 145 teaching with technology 149 Summary 150 Discussion Questions 150

6 Interaction 152 background 154

Typical Lesson 155 SIOP® Lesson 156

SIoP® Feature 16: Frequent opportunities for Interaction and Discussion between teacher/Student and among Students, Which Encourage Elaborated responses about lesson concepts 158 Oral Language Development 158

SIoP® Feature 17: grouping configurations Support language and content objectives of the lesson 163

SIoP® Feature 18: Sufficient Wait time for Student responses consistently Provided 166 SIoP® Feature 19: ample opportunity for Students to clarify Key concepts in l1 as needed

with aide, Peer, or l1 text 167 teaching Ideas for Interaction 167 Differentiating Ideas for Multi-level classes 169 the lesson 171 teaching Scenarios 171 Discussion of lessons 176 teaching with technology 179 Summary 180 Discussion Questions 181

7 Practice & Application 182 background 183 SIoP® Feature 20: hands-on Materials and/or Manipulatives Provided for Students

to Practice Using new content Knowledge in the classroom 185 SIoP® Feature 21: activities Provided for Students to apply content and language Knowledge 186 SIoP® Feature 22: activities Integrate all language Skills 187 teaching Ideas for Practice & application 189 Differentiating Ideas for Multi-level classes 190

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the lesson 192 teaching Scenarios 193 Discussion of lessons 198 teaching with technology 201 Summary 202 Discussion Questions 202

8 Lesson Delivery 204 background 205 SIoP® Feature 23: content objectives clearly Supported by lesson Delivery 206 SIoP® Feature 24: language objectives clearly Supported by lesson Delivery 206 SIoP® Feature 25: Students Engaged approximately 90% to 100% of the Period 207 SIoP® Feature 26: Pacing of the lesson appropriate to Students’ ability levels 209 linking lesson Preparation and lesson Delivery 210 teaching Ideas for lesson Delivery 212 Differentiating Ideas for Multi-level classes 213 the lesson 214 teaching Scenarios 215 Discussion of lessons 218 teaching with technology 222 Summary 223 Discussion Questions 223

9 Review & Assessment 225 background 226

Classroom Context and the Review & Assessment Component 227 Formative and Summative Assessment 228 Informal Assessment 228 Formal Assessment 229

SIoP® Feature 27: comprehensive review of Key vocabulary 229 SIoP® Feature 28: comprehensive review of Key content concepts 231 SIoP® Feature 29: regular Feedback Provided to Students on their output 232 SIoP® Feature 30: assessment of Student comprehension and learning of all lesson

objectives throughout the lesson 234 teaching Ideas for review & assessment 235 Differentiating Ideas for Multi-level classes 238 the lesson 240 teaching Scenarios 240 Discussion of lessons 246 teaching with technology 250 Summary 251 Discussion Questions 252

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10 Issues of Reading, RTI, and Special Education for English Learners 254 Issues of reading Development and assessment 255

Estimating Students’ Reading Levels 257 English Learners and the Common Core State Standards for Reading, Writing, Listening,

and Speaking 259 assisting Struggling learners: response to Intervention 262 Issues related to Special Education 264 Special Education Services: When are they appropriate? 267

Search for Intervention Rather than Disability 269 teaching Ideas for Students with Special needs 270 Summary 272 Discussion Questions 272

11 Effective Use of the SIOP® Protocol 274 best Practice in Using the SIoP® Protocol 275 Scoring and Interpreting the SIoP® Protocol 277

Assigning Scores 278 Not Applicable (NA) Category 278 Calculating Scores 279

Using non-numeric rating 280 Sample lesson 280 Using SIoP® Scores and comments 284 reliability and validity of the SIoP® 293 Summary 293 Discussion Questions 293

12 Frequently Asked Questions: Getting Started with the SIOP® Model 294 general SIoP® Questions 295 Questions about getting Started with SIoP® in the classroom 297 Questions about School-wide Implementation of the SIoP® Model 298

Appendix A: SIOP (Sheltered Instruction Observation Protocol) 302

Appendix B: Lesson Plans 312

Appendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) Model 317

Appendix D: SIOP Professional Development Resources 323

Glossary 326

References 331

Index 353

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Even though the Sheltered Instruction Observation Protocol (now known as SIOP) has been used in schools for almost 20 years, it has never been more relevant than it is today with the emphasis on rigorous academic standards for all students such as the Common Core State Standards (CCSS) and Next Generation Science Stan- dards (NGSS). Teachers––now more than ever––need a proven approach for making instruction understandable for English learners while at the same time developing their academic language skills. The SIOP is a mechanism for helping students reach high academic standards, and many of the features of SIOP are reflected in the stan- dards, such as the emphasis on speaking and listening skills.

We hope that you will use this book (paper or electronic, depending on the book you’ve chosen) as a guide for lesson planning and teaching. SIOP teachers tell us that it is a resource they turn to again and again as they plan and carry out effec- tive lessons, so we encourage you to highlight sections, mark pages with sticky notes, and fill margins with application ideas. We’ve written the book in a teacher-friendly way, and our hope is that it will become a valuable resource to you as you strive to become a high-implementing SIOP teacher. As you read, you will find lesson plans, teaching ideas, and many effective activities for working with English learners. Our recent research confirms that the SIOP Model makes a positive difference academi- cally for all students, so what works well for English learners will work equally well with others in your classroom.

It is hard to believe that so many years have passed since we first began our journey with the SIOP Model. Back then, it would have been difficult to fathom that today, the SIOP Model would be implemented in schools throughout all 50 states in the United States, and in numerous countries. Whether you are already familiar with the SIOP Model or are just now learning about SIOP, we hope that you will find this fifth edition to be informative, helpful, and, most importantly, beneficial to the English learners and other students with whom you work. When we began our research, we recognized the need for a comprehensive, well-articulated model of instruction for preparing teachers to work with English learners. From this need, the SIOP was created. Now, with the widespread use of the SIOP Model, we have since written more than a dozen additional books on topics related to teaching English learners and SIOP implementation. (See Appendix D.)

Our work on the SIOP Model started in the early1990s when there was a grow- ing population of English learners, but no coherent model for teaching this student population. We began our efforts by reviewing the literature and examining district- produced guidelines for English learners to find agreement on a definition of shel- tered instruction, also known as SDAIE (Specially Designed Academic Instruction in English) in some regions. A preliminary observation protocol was drafted and field-tested with sheltered instruction teachers. A research project through the Center for Research on Education, Diversity, & Excellence (CREDE) enabled us to engage in an intensive refinement process and to use the SIOP Model in a sustained

Preface

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professional development effort with teachers on both the East and West Coasts. Through this process of classroom observation, coaching, discussion, and reflection, the instrument was refined and changed, and it evolved into the Sheltered Instruc- tion Observation Protocol, or as it has come to be known, SIOP® (pronounced sī-ǒp). SIOP offers teachers a model for lesson planning and implementation that provides English learners with access to grade-level content standards, including the Common Core and Next Generation Science Standards. By providing this access, we help prepare students for life after high school in colleges or careers as well.

Although a number of approaches to teaching English learners have emerged over the years, at present, SIOP remains the only research-validated model of sheltered instruction. Our studies have appeared in numerous peer-reviewed professional jour- nals. In fact, because of its applicability across content areas, the national Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) used the SIOP Model as a framework for comprehensive school-wide inter- vention in its research aimed at improving the achievement of English learners in mid- dle school. The SIOP Model is now being implemented at all levels of education from pre-K to community colleges and universities. It is used in sheltered content classes (also called integrated ELD in some states), dual language programs, content-based ESL classes, special education instruction, and general education classrooms.

Since the first edition of this book was published, we have continued to develop and refine the SIOP Model, but we have not changed the eight components and 30 features. They have withstood the test of time. In our work with thousands of teach- ers and administrators throughout the country, our own understanding of effective sheltered instruction and the needs of English learners has grown substantially. We believe, and research on SIOP confirms, that when teachers consistently and system- atically implement the SIOP Model’s 30 features in lessons for English learners and English speakers alike, the result is high-quality, effective instruction and improve- ment of student achievement.

As the authors of this book, we have approached our teaching, writing, and research from different yet complementary fields. Jana Echevarría’s research and publications have focused on issues in the education of English learners, and on English learners with special education needs, as well as on professional develop- ment for regular and special education teachers. MaryEllen Vogt’s research and publications focus primarily on improving reading instruction, including improv- ing comprehension in the content areas, content literacy for English learners, and teacher change and development. Deborah Short is a researcher and former sheltered instruction teacher with expertise in second language development, aca- demic literacy, methods for integrating language and content instruction, materials development, and teacher change.

The strength of our collaboration is that we approach the issue of educating English learners from different perspectives. In writing this fifth edition of Making Content Comprehensible for English Learners: The SIOP® Model, we each provided a slightly different lens through which to view and discuss instructional situations. But our varied experiences have led us to the same conclusion: Educators need a resource for planning and implementing high-quality lessons for English learners and other students—lessons that will prepare students eventually for college and careers—and SIOP is fulfilling this need.

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■ What’s new in this Edition In this fifth edition, we have added a number of features based on the feedback we have received from educators who use SIOP. In particular, we have digitized the book in order to put more resources at your fingertips. There are embedded links to video clips of lessons and interviews and to lesson plan templates. Cognizant of the importance of instructional technology today, we have added sections on “Teaching with Technology” to the chapters describing the SIOP components. Further, we have made the book more interactive with opportunities for you to assess and reflect on what you are learning as you read and apply the ideas in this book.

Specifically, the changes to chapters include the following:

Chapter 1 Introducing the SIOP® Model ● Updated demographics and research throughout ● Updated discussion of English learners’ backgrounds and academic performance

● Updated discussion of current educational trends, including the Common Core State Standards and the Next Generation Science Standards

● Up-to-date discussion of academic language and literacy ● New video links inserted throughout to illustrate chapter discussion ● New Reflect and Apply eText feature ● Revised discussion questions ● New end of chapter Review & Assessment quiz in eText

Chapter 2 Lesson Preparation ● Updated research throughout ● Enhanced sections discussing content and language objectives and how to write them

● New figures related to Lesson Preparation ● Revised Teaching Scenarios and lesson plan ● New Reflect and Apply eText feature in which readers explain their ratings of teachers’ lessons

● New feature: Teaching with Technology ● New video links inserted throughout to illustrate chapter discussion ● Revised discussion questions ● New end of chapter Review & Assessment quiz in eText

Chapter 3 Building Background ● Substantive discussion of three categories of academic vocabulary ● New feature: Teaching with Technology ● New video links inserted throughout the e-Text to illustrate chapter discussion ● New Reflect and Apply eText feature where readers explain their ratings of teachers’ lessons

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● Revised discussion questions ● New end of chapter Review & Assessment quiz in eText

Chapter 4 Comprehensible Input ● Updated research throughout ● New feature: Teaching with Technology ● Revised Teaching Scenarios lessons to reflect NGSS standards. ● New video links inserted throughout to illustrate chapter discussion ● New Reflect and Apply eText feature where readers explain their ratings of teachers’ lessons

● Revised discussion questions ● New end of chapter Review & Assessment quiz in eText

Chapter 5 Strategies ● Updated description of strategic processing ● Reorganized classification of learning strategies ● New feature: Teaching with Technology ● New video links inserted throughout the eText to illustrate chapter discussion ● New Reflect and Apply eText feature where readers explain their ratings of teachers’ lessons

● Revised discussion questions ● New end of chapter Review & Assessment quiz in eText

Chapter 6 Interaction ● Updated research throughout ● New video links inserted throughout to illustrate chapter discussion ● Revised discussion of the features including examples of the Common Core State Standards

● New feature: Teaching with Technology ● New Reflect and Apply eText feature where readers explain their ratings of teachers’ lessons

● Revised discussion questions ● New end of chapter Review & Assessment quiz in eText

Chapter 7 Practice & Application ● Updated research throughout ● New Reflect and Apply eText feature where readers explain their ratings of teachers’ lessons

● New feature: Teaching with Technology ● New video links inserted throughout to illustrate chapter discussion ● Revised Teaching Scenarios ● Revised discussion questions

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● New end of chapter Review & Assessment quiz in eText

Chapter 8 Lesson Delivery ● Revised chapter objectives ● Updated research throughout ● Additional ideas for differentiation ● Revised Teaching Scenarios ● New Reflect and Apply eText feature where readers explain their ratings of teachers’ lessons

● New feature: Teaching with Technology ● New video links inserted throughout to illustrate chapter discussion ● Revised discussion questions ● New end of chapter Review & Assessment quiz in eText

Chapter 9 Review & Assessment ● New discussion exploring the relationship between classroom context and assessment

● New questions to consider during progress monitoring students’ reading development

● Expanded discussion on issues related to the formal and informal assessment of English learners

● New Reflect and Apply eText feature where readers explain their ratings of teachers’ lessons

● New feature: Teaching with Technology ● New video links inserted throughout to illustrate chapter discussion ● Revised discussion questions ● New end of chapter Review & Assessment quiz in eText

Chapter 10 Issues of Reading, RTI, and Special Education for English Learners ● Updated discussion of reading and assessment issues for English learners, ● New section on the Common Core State Standards or other state English Language Arts Standards

● New Reflect and Apply eText feature ● Revised, comprehensive section on English learners and special education ● Updated research throughout ● New video links inserted throughout to illustrate chapter discussion ● Revised discussion questions ● New end of chapter Review & Assessment quiz in eText

Chapter 11 Effective Use of the SIOP® Protocol ● Updated and revised discussion of best practices in using the SIOP protocol and the use of SIOP scores

● New section: Using Non-Numeric Scores

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● New video link to illustrate chapter discussion

Chapter 12 Frequently Asked Questions: Getting Started with the SIOP®

● New video links inserted throughout to illustrate answers to some of the frequently asked questions

Appendix B ● New lesson plan format

Appendix C ● Updated discussion of SIOP research

Appendix D ● Updated list of resources for further information, including books, journal articles, book chapters, and downloadable research briefs https://siopblog .wordpress.com/

● Web site with information about SIOP professional development, http://siop .pearson.com

● Web site for accessing SIOP Blogs https://siopblog.wordpress.com/

■ highlights in the book ● Content and language objectives. One of the most important aspects of SIOP is the inclusion of both content and language objectives for each and every lesson. Many teachers have found writing these objectives to be challenging, even as they acknowledge their importance both for their own planning and for their students’ understanding of the lesson’s content goals and language focus. Therefore, you will find an expanded section in Chapter 2 (Lesson Preparation) that provides specific guidance for writing a range of language objectives, along with recommendations for how to effectively present them orally and in writing to students.

● Discussion of the eight components and 30 features of the SIOP. Each chapter begins with discussion of a component of the SIOP and its various features. For example, the discussion of lesson planning is found in the first half of Chapter 2. As you read about each feature in this section, think about how it would “look” in an actual classroom setting and how teachers might use this information to prepare effective sheltered lessons.

● Teaching scenarios. The second half of each component chapter includes teaching scenarios. In these vignettes, teachers, who are teaching the same grade level and content, attempt to include the focal SIOP features, but with vary- ing degrees of success. At the end of each teaching scenario, you will have the opportunity to use that component section of the SIOP to rate the effectiveness of the lesson in implementing these particular SIOP features. For example, as you read the teaching scenarios in Chapter 2, think about how well the three

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teachers included the features of the Lesson Preparation component in their planning and introduction of the lesson to the class. Note that the illustrated lessons throughout the book range from elementary to high school and they cover a variety of content areas and student language proficiency levels. Many lessons reflect the Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS) and specific standards are cited in several lessons.

● Discussion of the three teaching scenarios. Following the description of the three teachers’ lessons, you will be able to see how we have rated the lessons for their inclusion of the SIOP features of effective sheltered instruction. We provide detailed explanations for the ratings and encourage you to discuss these with others in order to develop a degree of inter-rater reliability. In the eText, the Reflect and Apply feature allows you to explain your rating of each teacher’s lesson in writing and print a copy for use during discussions in teacher prepara- tion courses, in professional development sessions, or in learning groups at your school site.

● Teaching with Technology vignettes. New to this edition, each chapter has an added vignette that is related to the teaching scenarios. In the vignettes, the school’s technology integration specialist, Ms. Palacios, suggests ways to enhance the target lessons by integrating specific technology applications

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