Address to the commonwealth club of california commonlit answer key

SIOP Lesson Preparation

1) Question related to Ch 2: Watch the following video regarding a social study teacher's teaching scenario and explanations on how the lesson preparation SIOP Model features are supported in the lesson about civil war.

https://www.youtube.com/watch?v=-XQOpEbPTJM

https://www.youtube.com/watch?v=-XQOpEbPTJM&feature=emb_title

Write a prompt to answer the following question:

How does the teacher in the video prepare the students for the content and ensure language practice occur in the classroom using SIOP Model features mentioned in Ch 3?

2) Question related to Ch 3: The following video presents a teaching scenario regarding the teacher in the classroom uses building background component of the SIOP to support her students. Write a prompt to reflect that how the teacher in the video uses each of the building background feature in SIOP model to support her lesson delivery. If you are the teacher in that class, what other teaching strategies that are related to building students' background you may use to teach the lesson?

Here is your link for the video in case you cannot open the following video:

https://www.youtube.com/watch?v=4Bnd-uzD1oE&feature=emb_err_watch_on_yt

https://www.youtube.com/watch?v=4Bnd-uzD1oE&feature=emb_title

resources related

https://educationallinguist.wordpress.com/2015/10/01/is-it-time-for-a-moratorium-on-academic-language/

https://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/multiculturaleducation/Week_06_Segment_02_Sachas_s_iPad.mp4

https://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/SIOP/What_is_the_relationship_between_the_SIOP_Model_and_WIDA_Standards_.mp4

https://mediaplayer.pearsoncmg.com/_blue-top_640x360_ccv2/ab/streaming/myeducationlab/SIOP/Building_Background_Pitch_Lesson_iPad.mp4

Jana EchEvarría Professor Emerita, California State University, Long Beach

MaryEllEn vogt Professor Emerita, California State University, Long Beach

DEborah Short Director, Academic Language Research & Training

f i f t h e d i t i o n

Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto

Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

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Vice President and Editorial Director: Jeffery W. Johnston Executive Editor: Julie Peters Editorial Assistant: Pamela DiBerardino Development Editor: Jon Theiss Director of Marketing: Margaret Waples Executive Product Marketing Manager: Chris Barry Executive Field Marketing Manager: Krista Clark Program Manager: Megan Moffo Production Project Manager: Janet Domingo Manufacturing Buyer: Carol Melville Art Director: Diane Lorenzo Full-Service Project Management: Lumina Datamatics, Inc. Composition: Lumina

Credits and acknowledgments for material borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within the text.

Every effort has been made to provide accurate and current Internet information in this book. However, the Internet and information posted on it are constantly changing, so it is inevitable that some of the Internet addresses listed in this textbook will change.

Copyright © 2017, 2013, 2008, 2004, 2000 by Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmis- sion in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290.

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. Please note: Due to the evolving nature of the Internet, it is a challenge to ensure that all of the links and Web programs listed in this chapter feature are updated and func- tional when you read the technology vignettes. While specific tools or services may appear in the narrative, we have also included the general term for each tool. If a specific service does not work or is no longer available, search with the general term for the tool and you should be able to find a comparable Web site.

● Teaching ideas. In this section in Chapters 2–10, you will find a variety of ideas and activities for implementing the eight SIOP components. Most of the ideas are appropriate for students in grades K–12, unless identified otherwise. Some activities may be familiar because you use them in your own classroom. We hope you’ll be motivated to try the others because they represent best practice—those ideas and activities that are included have been found to be especially effective for English learners and learners still developing academic literacy skills.

● Differentiating ideas for multi-level classes. In this section found in Chapters 2–9, we show ways to differentiate instruction for various levels of language profi- ciency and academic skills.

● Summary. Each chapter has easy-to-read bulleted information that highlights the chapter’s key points.

● Discussion questions. Based upon input from educators who have used this book, we have revised some of the discussion questions found at the end of each chapter to better reflect actual classroom practice with SIOP. We hope these questions will promote thinking about your own practice, conversations during professional development, and opportunities for portfolio reflection for preser- vice and inservice courses.

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● End of chapter Review & Assessment quiz in eText. Readers who use an electronic version of the text will be asked to assess their understanding of the chapter through an end-of-chapter quiz.

● The SIOP protocol. In Appendix A, you will find both an extended version of the SIOP protocol and a two-page abbreviated protocol. The eight components and 30 features of the SIOP Model are identical in both instruments and they are included as options for your personal use.

● SIOP lesson plan formats. We have been asked frequently for assistance with lesson planning for SIOP. In this edition, we have included four different lesson plan formats for lesson plans (see Appendix B); we hope you will find one that is useful for you. In Chapters 2 and 5, you will also find complete plans for two of the lessons featured in the teaching scenarios (for Ms. Chen and Mr. Montoya). These lesson plans are written with different formats, grade levels, and subject areas.

● Discussion of reading and assessment issues, and special education for English learners. In our work with the SIOP Institutes and in district trainings, we have heard many educators ask questions about English learners who have reading or learning problems and are struggling academically because of them. Based on the published report of the National Literacy Panel on Language-Minority Children and Youth (August & Shanahan, 2006), the Response to Intervention (RTI) initiative, the Common Core State Standards, and the Next Generation Science Standards, we have updated Chapter 10 with information and recom- mendations that we hope you will find helpful in SIOP program design and implementation for students with special needs. (More detailed information can be found in Echevarría, Richards-Tutor & Vogt, 2016.)

● SIOP research. In Appendix C, you will find an overview of the findings from the original SIOP research as well as a discussion of the findings of several national research studies on the SIOP. If you are involved in a research study in your school, district, state, or university and have findings that contribute to the research literature on SIOP, we would greatly appreciate hearing about them.

■ overview of the chapters The following section briefly describes each of the chapters in this new edition.

● The first chapter in the book introduces you to the pressing educational needs of English learners and to the SIOP Model of sheltered instruction. Issues related to English learner diversity, school reform accountability, No Child Left Behind, the Common Core State Standards and the Next Generation Science Standards, English learner programming, and academic language are also discussed.

● In Chapters 2 through 9, we explain SIOP in detail, drawing from educational theory, research, and practice to describe each component and feature. Teaching scenarios that are drawn from classroom lessons of sheltered instruction teach- ers follow. The features of the SIOP that pertain to each chapter are included

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for the lesson descriptions in the teaching scenarios. After you read about each of the teachers’ lessons, use the SIOP protocol to rate on the 4 to 0 rubric the degree to which the features are present. The eText provides an opportunity to explain your rating in writing and print a copy for use during discussions in teacher preparation courses, in professional development sessions, or in learning groups at your school site. The classroom scenarios reflect different grade levels and content areas in the chapters and are linked to core curriculum objectives. All the classrooms include English learners, and many also include native English speakers. Some have newly arrived English learners, known as newcomers.

● In Chapter 10, we discuss the special needs of English learners who have reading problems and/or learning disabilities. You may wish to read this chapter before you delve into SIOP, especially if you have had little experience teaching English learners. It will assist you in situating the SIOP in “real” classrooms with English learners who have a wide variety of academic and literacy abilities and needs.

● Chapter 11 provides a discussion of scoring and interpreting the SIOP protocol, explaining how the instrument can be used holistically to measure teacher fidel- ity to SIOP and strategically to guide the teacher in planning lessons for one or more targeted SIOP components. A full lesson from one research classroom is described and rated, revealing areas of strength and areas for improvement that can guide the teacher in future planning and teaching.

● Chapter 12 provides ideas and recommendations for implementing SIOP in the classroom, and in schools and districts. Frequently asked questions are included to guide you as you begin working with SIOP.

● In the Appendices, you will find the Sheltered Instruction Observation Protocol (SIOP®), both the comprehensive and the abbreviated versions. You will also find four lesson planning formats to guide your lesson design and implementa- tion. Further, we have included an appendix that details SIOP research to date and another that lists a variety of resources including additional SIOP books, research articles, book chapters, research briefs, and SIOP internet resources. The book concludes with a Glossary of terms related to the instruction of English learners.

■ acknowledgments Many educators throughout the United States have contributed to this book through their work as SIOP teachers, bilingual specialists, curriculum coordinators, school and district administrators, and professional developers. We thank them for their insights and critical analyses of SIOP and protocol. Further, we appreciate the contributions of those who have participated in the SIOP Institutes and professional development throughout the country (for more information, see http://siop.pearson .com/ ). At each of these Institutes and trainings, we gain new understanding about our work from those who participate in them.

We also thank the many teachers and administrators in whose schools we have conducted research on the SIOP Model, both past and present. Their willingness

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to let us observe and discuss their teaching of English learners has enhanced our understandings and validated our work. The contributions of these fine educators to the ongoing development of SIOP are many, and we are grateful for their continued interest and encouragement. Our colleagues and fellow researchers on these projects deserve our gratitude as well.

Two talented educators worked with us on the preparation of the manuscript for this book: Daniel Scibienski (ellconsulting.org), a SIOP teacher experienced with technology infusion, who created Ms. Palacios, the technology integration specialist you will meet in the chapters; and Dr. Laurie Weaver (Professor, Bilingual and Multicultural Studies, University of Houston-Clear Lake in Texas), a SIOP expert who created the Checking Your Understanding questions for the eText. We thank them for their contributions, and most especially, for being long-time SIOP support- ers. In their respective roles as educators, both have created useful SIOP tools that enhance implementation of the model.

We found the comments and suggestions from our reviewers: Kellie Bugajski, Wayne State University; Teresa A. Franson, Virginia Commonwealth University; Jeanne Carey Ingle, Eastern Connecticut State University; Henriette W. Langdon, San Jose State University; and Anastassia McNulty, Concordia University Chicago to be of great help, and we thank them. We also appreciate the ongoing support, assistance, and patience of our Pearson team, including Janet Domingo, our project manager, our copy editor, Kathy Smith and our editor, Julie Peters.

The original SIOP work was supported under the Education Research and Development Program, PR/Award No. R306A60001, the Center for Research on Education, Diversity & Excellence (CREDE), as administered by the former Office of Educational Research and Improvement, now the Institute of Education Sciences (IES), National Institute on the Education of At-Risk Students (NIEARS), and U.S. Department of Education (ED). The contents, findings, and opinions expressed here are those of the authors and do not necessarily represent the positions or policies of IES, NIEARS, or ED. Additional SIOP research has been supported by the Carn- egie Corporation of New York, the Rockefeller Foundation, and the U.S. Depart- ment of Education, Institute of Education Sciences, under the CREATE research center.

Finally, we express appreciation to our families, whose ongoing support has enabled us to pursue our professional interests.

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About the Authors

DEborah J. Short, Ph.D., founded and directs Academic Language Research & Training, a consulting company, and provides professional development on sheltered instruction and academic literacy worldwide. Formerly, she was a Division Director at the Center for Applied Linguistics, Washington, DC, where she directed quasi- experimental and experimental studies on English learners funded by the Carnegie Corporation of New York, Rockefeller Foundation, and U.S. Department of Educa- tion, 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, Europe, and the Middle East.

MaryEllEn vogt, Ed.D., is Professor Emerita of Education at California State University, Long Beach. Dr. Vogt has been a classroom teacher, reading specialist, spe- cial education specialist, curriculum coordinator, and teacher educator. She received her doctorate from the University of California, Berkeley. Dr. Vogt is an author of over 60 articles and chapters, and is co-author of 17 books for teachers and adminis- trators,. 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 50 states and in several other coun- tries, including Germany, where she was invited to serve as a Visiting Scholar (for SIOP) 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.

Jana EchEvarría, Ph.D., is Professor Emerita of Education at California State University, Long Beach, where she was selected as Outstanding Professor. She has taught in elementary, middle, and high school in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain, and Mexico. Her UCLA doctorate earned her an award from the National Association for Bilingual Education’s Outstanding Dissertations Competition, and subsequent 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 (U.S.), Stanford University (U.S.), South East Europe University (Macedonia), and University of Barcelona (Spain).

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Chapter 1

Introducing the SIOP® Model

Background on English Learners

Introducing The SIOP® Model

Academic Language and Literacy

Effective Instructional Practice for English

Learners: The SIOP® Model

Implementing the SIOP® Model

Demographic Trends

Diverse Characteristics

English Learner Assets

School Reform, Standards, and Accountability

Role in Schooling

Research on Academic Language and Literacy

Content-based ESL and Sheltered Content

Instruction

Research and Development

of the SIOP® Model

Effective SIOP® Model Instruction

Achievement Gaps

Learning Outcomes After reading, discussing, and engaging in activities related to this chapter, you will be able to meet the following content and language objectives.

Content Objectives List characteristics of English learners that may influence their success in school. Distinguish between content- based ESL and sheltered instruction. Explain the research supporting the SIOP Model.

Language Objectives Discuss the benefits and challenges of school reform and its effects on English learners. Develop a lexicon related to the SIOP Model. Compare your typical instruc- tion with SIOP instruction.

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“hola prima,” called Graciela to her cousin, Jocelyn, on the playground. “¡Ayúdame con mi tarea!” Graciela asked her cousin for help with a homework assignment. “Cúal es el problema?” replied Jocelyn. Graciela went on to explain that she had to write a paper about recycling. She had to write an action plan, but she didn’t know what an action plan was.

The two girls are cousins from Central America who had entered fourth grade in Bray Elementary School together seven months earlier. They had been placed in different classes in this suburban set- ting, but because the fourth-grade science teachers all assigned the same project, Jocelyn knew how to help her cousin. She explained that her class had already started to work on that project. They had looked through the trash can in the lunchroom and found many things that could be recycled. They were creating a bulletin board with vocabulary and pictures about recycling. They had watched two videos, one about neighborhood fami- lies recycling and one about a recycling plant. They were going to make paper the next day. “We have to make a poster with our partner telling why it is important to recycle,” Jocelyn told her cousin. “We made a list in class of reasons, and I decided to try to stop pollution in the sea. Ms. Sylvan showed us two posters from last year’s class. Then she bookmarked some Web sites for me to look at. Some of them are in Spanish and you can listen to people talking about pollution and recycling. What did you do in class?”

Graciela explained that one day the teacher had talked to them for a long time about what recycling is and why it is important. “She told us to take notes when she talked, but it was hard. She talked too fast and she didn’t write anything on the board. Then we read a few pages in our science textbook and answered questions yesterday. Today she gave us this sheet and told us to start writing our ideas.” Graciela showed her cousin the assignment:

Think of a recycling project. What needs to be improved in your school or town? Write an action plan proposing that the school board or the town council take steps to alleviate the problem or introduce a new program.

Jocelyn shook her head slowly as she looked at the paper. “I know what we can do. Let’s go ask Ms. Sylvan. She just came out of the cafeteria.” ●

© Rob Marmion/Shutterstock

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Graciela and Jocelyn have experienced different teaching styles in their fourth- grade classrooms. Graciela’s teacher uses a teacher-directed approach with an emphasis on mini-lectures and textbook reading. She provides little scaffolding for her English learners—indeed, little scaffolding for any of her students. Recycling, a topic that can connect science, engineering, and the environment, lends itself easily to visuals, hands-on materials, field trips, and more, but it is not brought alive in her classroom. Nor was a model for the action plan presented. Ms. Sylvan, on the other hand, provides a range of activities that help children understand the concept of recycling and see its application in their everyday lives. Her lessons built background and vocabulary for the fourth-graders and gave them hands-on experiences. She tapped into the students’ different learning modes and supported her English learn- ers with access to Web sites in their native language.1 Her lessons reveal a great deal of preparation that will lead to the success of all her students.

Jocelyn is luckier than a number of English learners. She has a teacher who provides effective instruction as she learns content through English, a new language. If more teachers learn the techniques that Ms. Sylvan uses, then many more English learners will have a chance to develop academic literacy in English and be successful in elementary school. But it will take significant effort on the part of schools, dis- tricts, and universities to make this happen for Graciela and other students like her.

■ Background on english Learners Demographic trends Graciela is one of many English learners in our schools. In fact, she represents the fastest growing group of students. In eight years, from 2002–03 to 2010–11, the pop- ulation of students participating in English learner programs in pre-K–12 schools increased about 14%, but the total pre-K–12 population, which includes these stu- dents, grew only 2%. In 2010–11, nearly 10% of the students in U.S. schools were English learners, equaling almost 4.7 million students out of a total enrollment of close to 49.5 million (National Center for Educational Statistics [NCES], 2013a).

However, it is important to recognize that the reported number refers to the identified English learners in language support programs. In some situations, students are no longer in English learner programs because they have completed the available course levels, yet they have not met the criteria to be redesignated as a former English learner (Parish et al., 2006). The number would be much higher, perhaps doubled, if we also add in the students who have passed their proficiency tests but are still strug- gling with academic English, the language used to read, write, listen, and speak in content classes to perform academic tasks and demonstrate knowledge of the subject standards.

The results of the 2013 American Community Survey estimated that 13% of the U.S. population was foreign born. Further, immigrants and their children who have been born in the United States represent about 25% of the population. Within the U.S. population of all people age 5 or older, 21% spoke a language other than English at home. Children age 5–17 make up about 17% of the U.S. population, and

1 For more information about a unit on recycling designed for classes with English learners, see Syvanen, 2000.

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within this group, 21% are reported as speaking a language other than English at home and 4.8% are reported as not speaking English very well (the U.S. Census Bureau’s classification of limited English proficiency).2 In 2013, one in four children under the age of 18 lived in immigrant families (Zong & Batalova, 2015). Furthermore, over 75% of English learners in our elementary schools were born in the United States; that is, they are second- or third-generation immigrants (Fix & McHugh, 2009).

The states with the highest numbers of limited English proficient individuals in 2010 were California, Texas, New York, Florida, Illinois, and New Jersey. These six states accounted for 67% of the limited English population in the United States. The top six states with the highest growth in limited English proficient individuals from 1990 to 2010 were not the same; these new destination states were Nevada, North Carolina, Georgia, Arkansas, Tennessee, and Nebraska (Pandya, Batalova, & McHugh, 2011).

The distribution picture is a little different when we consider the English learners in our pre-K–12 schools. The states with the highest percentages of English learner students (more than 10% of the enrollment) are Alaska, California, Colorado, Hawaii, Nevada, New Mexico, Oregon, and Texas. The top six states that have expe- rienced the greatest percentage growth in pre-K–12 English learner enrollment from 2002–03 to 2010–11 are Arkansas, California, Hawaii, Kansas, Nevada, and South Carolina, (NCES, 2013a).

Changes in the geographic distribution of English learners to these new desti- nation states present many challenges to the numerous districts that have not served large numbers of these students before. Academic programs are typically not well established; sheltered curricula and appropriate resources are not readily available; and, most important, many teachers are not trained to meet the needs of these second language learners.

Diverse Characteristics In order to develop the best educational programs for English learners, we need to understand their diverse backgrounds. These learners bring a wide variety of edu- cational and cultural experiences to the classroom as well as considerable linguistic differences, and these characteristics have implications for instruction, assessment, and program design. Further, they bring linguistic assets and other funds of knowl- edge that we ought to acknowledge. When we know students’ backgrounds and abili- ties in their native language, we can incorporate effective techniques and materials in our instructional practices.

All English learners in K–12 schools are not alike. They enter U.S. schools with a wide range of language proficiencies (both in English and in their native languages) and much divergence in their subject matter knowledge. In addition to the limited English proficiency and the approximately 180 native languages among the students, we also find diversity in their educational backgrounds, expectations of schooling,

2 Calculations for children age 5–17 not speaking English very well are based on data found at http://factfinder. census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_13_5YR_B16004&prodType=table (retrieved April 13, 2015).

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socioeconomic status, age of arrival, personal experiences while coming to and living in the United States, and parents’ education levels and proficiency in English. Some English learners are newcomers (i.e., new arrivals to the United States), some have lived in the United States for several years, and some are native born.

Figure 1.1 shows some background factors that should be considered when planning programs and instruction so English learners can succeed in school. Some important points to keep in mind follow:

● Some immigrant English learners had strong academic backgrounds before coming to the United States. Some are at or above equivalent grade levels in certain subjects––math and science, for example. They are literate in their native language and may have started studying a second language. Much of what these learners need is English language development (ELD) so that as they become more proficient in English, they can transfer the knowledge they learned in

Figure 1.1 Diverse Characteristics of English Learners

English Knowledge

• Exposure to English (social and academic) • Familiarity with Roman alphabet and numbers • Proficiency in spoken English • Proficiency in written English • English being learned as a third or fourth language

First Language (L1) Knowledge

• Oral proficiency in L1 • Literacy in the first language

Educational Background

• On-grade level schooling in home country • On-grade level schooling in U.S. schools (in L1 or English) • Partial schooling in L1 • No schooling in L1 • Partial schooling in English • No schooling in English • Long-term English learner

Sociocultural, Emotional, and Economic Factors

• Poverty level • Mobility and absenteeism • Exposure to trauma, violence, abuse, and other serious stressors • Refugee or asylee status • Parents’ educational background

Other Educational Categories

• Special education • Tier 2 or Tier 3 (Response to Intervention) • Migrant • Reclassified English learner • Gifted and talented

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their native country’s schools to the courses they are taking in the United States. A few subjects not previously studied, such as social studies, may require special attention. These students have a strong likelihood of achieving educational suc- cess if they receive appropriate English language and content instruction in their U.S. schools.

● Some other immigrant students had very limited formal schooling—perhaps due to war in their native countries or the remote, rural location of their homes. These students have little or no literacy in their native language, and they may not have had such schooling experiences as sitting at desks all day, changing classrooms for different subjects, or taking high-stakes tests. They have signifi- cant gaps in their educational backgrounds, lack knowledge in specific subject areas, and need time to become accustomed to school routines and expectations. These English learners with limited formal schooling and below-grade-level literacy are most at risk for educational failure.

● There are also English learners who have grown up in the United States but who speak a language other than English at home. Some students in this group are literate in their home language, such as Mandarin, Arabic, or Spanish, and will add English to their knowledge base in school. If they receive appropriate English language and content instruction, they, too, are likely to be academically successful.

● Some other native-born English learners who do not speak English at home have not mastered either English or their native language. There is a growing number of English learners in this group who continue to lack proficiency in English even after five, six, or more years in U.S. schools. These students are referred to as long-term English learners (Menken & Kleyn, 2010). They typically have oral proficiency in English, but lack English reading and writing skills in the content areas. They struggle academically (Flores, Batalova, & Fix, 2012; Olsen, 2010) and often are unable to pass state tests required for reclassifying as fully English proficient (Saunders & Marcelletti, 2013).

Sociocultural, emotional, and economic factors also influence English learners’ educational attainment (Dianda, 2008).

● Poorer students, in general, are less academically successful (Glick & White, 2004) than all others.

● Undocumented status affects socioeconomic and postsecondary educational opportunities for some students and sometimes diminishes their motivation in high school.

● Mobility and absenteeism can impinge on school success: Students who had moved were twice as likely not to complete high school as those who had not faced such transitions (Glick & White, 2004). Students who are chronically absent are more likely to demonstrate poor academic performance (Balfanz & Byrnes, 2012).

● Post-traumatic stress, violence, abuse, family reunification, and experiences as a refugee or asylee are all issues that may lead an English learner to struggle in school.

Watch this video to hear Mark

Poulterer and Dr. Robert Jimenez talk about the variety in the educational and cultural backgrounds of their students. Note the ways they work to reduce student anxiety in classroom settings. How do you reduce anxiety for your students?

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● The parents’ level of education also influences their children’s success. Parents with more schooling are typically more literate and have more knowledge to share with their children, whether through informal conversations or while help- ing with homework.

Some students are dually identified, which has implications for educational ser- vices. For example, besides being English learners, some students have learning dis- abilities or are gifted and talented.

● English learners tend to be over- or underrepresented in special education because a number of districts struggle to distinguish between a delay in develop- ing second language proficiency and a learning disability. Even when students are appropriately identified, some districts have difficulty providing effective services to bilingual special education students. Federal regulations require students to receive instructional hours for language development as well as for identified special education needs (U.S. Department of Justice, Civil Rights Division, & U.S. Department of Education, Office of Civil Rights, 2015).

● Some English learners and former English learners who score poorly on reading assessments may need additional services to improve their reading achievement, such as Tier 2 or Tier 3 in a Response to Intervention (RTI) program. While we believe that the SIOP Model we present in this book is the best option for Tier 1 instruction and may help avoid Tier 2 and 3 placements (see Echevarría, Richards-Tutor, & Vogt, 2015), not all schools utilize SIOP instruction.

● Some students are migrant English learners who move from school to school in the same year, jeopardizing their learning with absences and potentially incom- patible curricula and assessments across districts or states.

● Some students have abilities that fit the criteria for gifted and talented services, but schools struggle to identify (and then instruct) them, particularly if they have low or no proficiency in English and speak a language other than Spanish.

english Learner assets When planning programs and instruction for English learners, we sometimes focus solely on what they are not yet proficient in and fail to consider the assets they bring to school. These assets are related to language and cultural practices in the home. For example, children learn to make guesses and predictions at home that act as pre- cursors to academic language development in school, where they learn to call these notions estimates, hypotheses, or theories depending on the subject area. Similarly, in some cultures older children mentor younger siblings in performing chores and other tasks. Teachers can build on these relationship roles to construct collaborative learn- ing environments in the classroom.

Teachers need to be aware of the language and literacy skills their students have and use outside of school. Figure 1.2 identifies some that are particularly relevant.

● Oral language skills in the native language––Many aspects of the native lan- guage learned at home through oral interaction can apply or transfer to learning academic English (August & Shanahan, 2006; Genesee et al., 2006; Guglielmi, 2008). These include phonemic awareness and phonics, vocabulary cognates, knowledge of affixes and roots, and listening comprehension strategies.

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● Literacy (reading and writing) skills in the native language––Knowing how to read and write in the native language facilitates learning those skills in a second or new language (August & Shanahan, 2006; Genesee et al., 2006). Consider someone who can read and find the main idea in a native language text. That learner has mastered the cognitive reading strategy already. She or he may need to learn the words and syntax of English, but not how to find the main idea.

● Out-of-school literacy skills––Students use literacy outside of school, some- times for family purposes (e.g., making a shopping list, reading a utility bill) and sometimes for personal reasons (e.g., using social media). These practices help them understand that literacy is used for different purposes and is found in different formats (Alvermann & Moore, 2011; Skerrett & Bomer, 2011).

● Language brokering roles––School-age English learners often assume the role of language broker in families where the adults do not speak English well (Cline, Crafter, O’Dell, & de Abreu, 2011). Students learn to engage with others using English, experiencing different interaction patterns, and being responsive to others’ utterances. They learn to turn-take, ask for clarification, paraphrase, interpret, and translate.

● Cultural funds of knowledge––In their homes, students participate in language and cultural practices and activities that can be shared in the classroom. Teach- ers may learn about these funds through home visits and interviews. They may plan authentic classroom tasks around these funds that connect with the curric- ulum and invite parents as guest speakers (Gonzalez, Moll, & Amanti, 2005).

● Life experiences––Our students do not enter schools as blank slates. Many have had life experiences that are pertinent to the curricula. Some students farmed in their native countries and know about plant growth, animal reproduction, and more. Some students’ families had market stalls, and the children learned about supply and demand, revenue and debt. They have lived in different climatic zones and biomes or have traveled across countries and continents. These chil- dren have much to offer to the instructional process.

■ School reform, Standards, and accountability Our English learners enter U.S. schools in an academically demanding era. Schools have been increasing the academic rigor of instruction since the No Child Left Behind (NCLB) Act of 2001, and most English learners do not have time to learn English before they study the different subject areas in English. NCLB holds

Figure 1.2 Linguistic and Sociocultural Assets of English Learners

• Oral language skills in the native language • Literacy (reading and writing) skills in the native language • Out-of-school literacy skills • Language brokering roles • Cultural funds of knowledge • Life experiences

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schools accountable for the success of all of their students, and each state has stan- dards for at least mathematics, reading, language arts, English language develop- ment, and science. Further, all states implement high-stakes tests based on these standards.

NCLB has had positive and negative impacts on educational programs (Dianda, 2008). On the positive side, the education of English learners is part of school improvement conversations, with attention being given to providing better educational opportunities for the learners and monitoring their language profi- ciency growth and academic progress. More schools regularly analyze assessment data to determine the progress of their efforts and adjust programs, instruction, and resources as indicated. More funding is available to help practicing teachers strengthen their instruction so students develop academic literacy skills and can access core content. Schools can tap federal and state funds to provide sustained pro- fessional development opportunities, including job-embedded coaching. Some states have also allocated additional resources for English learner programs, such as grants for specialized services for newcomers and students with interrupted educational backgrounds (Short & Boyson, 2012).

Unfortunately, the number of English learners has increased without a compa- rable increase in ESL or bilingual certified teachers. Despite the demographic trends, only six states require specific coursework for all teacher candidates on topics like ESL methods and second language acquisition: Alaska, Arizona, California, Florida, Pennsylvania, and New York (National Comprehensive Center on Teacher Quality, 2009). As a result, most mainstream teachers are underprepared to serve ELs when they exit their preservice institutions (McGraner & Saenz, 2009).

Negative effects of NCLB include penalties to schools and older students. Schools have been labeled “low performing” or “needs improvement” if their sub- population of English learners does not attain testing achievement targets set for native English speakers on tests that have not been designed or normed for English learners (Abedi, 2002). This is especially problematic because most students are tested in English before they are proficient in the language. After three subsequent years of such labels, many schools face corrective action. Teachers report pressure to “teach to the test,” which reduces their implementation of creative lessons, project- based learning, and interdisciplinary units (Short & Boyson, 2012).

Additional reforms have taken place in terms of standards-based instruction and assessment, with the goal of preparing all students for colleges and careers. As of the 2014–15 school year, more than 40 states, the District of Columbia, and several U.S. territories have adopted a common set of K–12 English language arts/literacy and mathematics standards, called the Common Core State Standards (National Gov- ernors Association & Council of Chief School Officers [NGA & CCSSO], 2010a, 2010b). Educators in these states have modified their curriculum frameworks to ensure the required standards are included. On the one hand, if the standards are implemented as envisioned, high school graduates will be autonomous learners who effectively seek out and use resources to assist them in daily life, in academic pursuits, and in their jobs. On the other hand, the standards have been problematic for some English learners because the developers did not address English learners’ second lan- guage development needs. For instance, although there are standards related to foun- dations of literacy in grades K–5 (e.g., standards related to phonics), there are none

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in grades 6–12. This oversight ignores the needs of newly arrived adolescent English learners who are not literate when they enter secondary school.

A set of K–12 science standards has also been written and adopted by about a quarter of the states and the District of Columbia (as of the 2014–15 school year). In contrast to the CCSS, the authors of these Next Generation Science Standards (NGSS Lead States, 2013) did consider the second language acquisition process in their guiding principles and proposed practices for science and engineering.

The states that have adopted the Common Core language arts and mathemat- ics standards have also had to revise their state assessments for these areas.3 Many of these states have decided to use one of two new national assessments that were initially developed with federal funding. Both are computerized, which has implica- tions for newly arrived English learners who may not yet have the technical skills to perform the online tasks. One of these, SBAC (Smarter Balanced Assessment Con- sortium), uses adaptive technology whereby the next question posed to a student is determined by the accuracy of the prior question’s response. In the 2014–15 school year, SBAC consortium members included 21 states and the U.S. Virgin Islands. Students in 13 states participated in the other assessment, PARCC (Partnership for Assessment of Readiness for College and Careers) in the 2014–15 school year.

These computerized assessments also have some features that may assist English learners such as a translated pop-up glossary, a highlighter tool, and a digital note- pad. The language arts tests are planned to measure all four language domains (reading, writing, listening, and speaking) so students will have opportunities to demonstrate their knowledge in several ways. The assessments include multiple choice items but also have short constructed responses and essays.

achievement gaps These challenging academic standards and new assessments have not resulted in clos- ing the achievement gap between English learners and non-English learners. While the number of students with limited proficiency in English has grown exponentially across the United States, their level of academic achievement continues to lag signifi- cantly behind that of their language-majority peers. Consider the following statistics:

● On the National Assessment for Educational Progress (NAEP) exams for read- ing in 2013, English learners performed poorly at the fourth and eighth grades (National Center for Education Statistics [NCES], 2013b).

◆ In fourth grade, the achievement gap between the average scores of non-English learners and English learners was 39 points, a larger gap than in 2011. Sixty-nine percent of the fourth-grade English learners performed Below Basic, but only 28% of the non-English learners did. Only 7% of English learners scored as Proficient or Advanced in Reading, whereas 38% of non-English learners were Proficient or Advanced.

◆ In eighth grade, the achievement gap between the average scores of non- English learners and English learners was 45 points, also a larger gap than

3 At the time of this writing, no national assessment has been developed for the Next Generation Science Standards, although some states are revising their state tests to align to these standards.

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in 2011. Seventy percent of the eighth-grade English learners performed Below Basic, but only 20% of the non-English learners did. Only 3% of English learners scored as Proficient in Reading, and none as Advanced, while 33% of non-English learners were Proficient and 4% were Advanced.

● The pattern of achievement on the 2013 NAEP mathematics assessment was similar to the results for reading for fourth and eighth graders (NCES, 2013b).

◆ In fourth grade, the achievement gap between the average scores of non- English learners and English learners was 25 points, slightly higher than in 2011. Forty-one percent of the fourth-grade English learners performed Below Basic, but only 15% of the non-English learners did. Further, only 14% of English learners performed at Proficient or Advanced levels, while 44% of non-English learners reached those higher levels.

◆ In eighth grade, the achievement gap between the average scores of non- English learners and English learners was 41 points, slightly better than in 2011. Sixty-nine percent of the eighth-grade English learners performed Below Basic, but only 24% of the non-English learners did. Further, only 5% of English learners performed at Proficient or Advanced levels, while 37% of non-English learners reached those higher levels.

● Spanish-speaking students enter kindergarten with a gap in language and math skills compared to English-only students. In some states, this gap widens as students progress to fifth grade (Rumberger, 2007); in others, it narrows, but non-English speakers do not come close to catching up (Reardon & Galindo, 2009).

● Since the No Child Left Behind (NCLB) Act was implemented in 2001, there has been an increase in the number of high school English learners not receiving a diploma.

◆ Some failed high-stakes tests despite fulfilling all other graduation require- ments (Alliance for Excellent Education, 2010; Human Resources Research Organization, 2010, reported in Dietz, 2010; McNeil et al., 2008).

◆ English learners are more likely to drop out than other student groups (Dianda, 2008; New York City Department of Education, 2011; Rumberger, 2011).

It is suspected that some state policies play a role in the achievement gap as well. Massachusetts, Arizona, and California, for example, limit the number of years that students have access to language support services; the goal is to move students into regular classrooms after one year, even though research strongly demonstrates that students need more time with specialized language support (Saunders & Goldenberg, 2010).

We know that conversational fluency (also known as social language or basic interpersonal communicative skills, BICS) develops inside and outside of the class- room and can be attained in one to three years (Thomas & Collier, 2002). However, the language that is critical for educational success—academic language (or cognitive/ academic language proficiency, CALP) (Cummins, 2000)—is more complex and develops more slowly and systematically in academic settings. It may take students

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from four to seven years of study, depending on individual and sociocultural factors, before they are proficient in academic English (Collier, 1987; Cook, Boals, & Lundberg, 2011; Hakuta, Butler, & Witt, 2000; Lindholm-Leary & Borsato, 2006; Thomas & Collier, 2002). So programs that do not accommodate the time needed for acquisi- tion of academic language do the students a disservice.

In contrast, when policies and programs that complement the research on second language acquisition are in place, we see more positive outcomes. For exam- ple, analyses from New York City and the states of New Jersey, Washington, and California reveal that former English learners outperformed students as a whole on state tests, exit exams, and graduation rates (DeLeeuw, 2008; New York City Department of Education, 2004; State of New Jersey Department of Education, 2006; Sullivan et al., 2005). The results of these studies indicate that when English learners are given time to develop academic English proficiency in their programs and are exited (and redesignated) with criteria that measure their ability to be suc- cessful in mainstream classes, they perform, on average, as well as or better than the state average on achievement measures.

■ academic Language and Literacy One area where we know that English learners need support is in developing aca- demic language and literacy skills in English. These skills serve as the foundation for school success because we learn primarily through language and use language to express our understanding. Age-appropriate knowledge of the English language is a prerequisite in the attainment of content standards because as the grade levels rise, language use becomes more complex and more content area-specific. The skills students need to be college and career ready are more extensive than knowledge of vocabulary words and paragraph formation. They include analytical reading and writing, effective communication and interaction, critical thinking, and creativity. These are the goals of the Common Core State Standards for English language arts/ literacy and for mathematics, and of the Next Generation Science Standards. We also find these skills in the standards of states like Texas and Virginia that did not adopt the Common Core.

We argue that academic language is a second language for all students. Even native-English speaking students do not enter kindergarten or first grade classrooms using embedded clauses and long, modified noun phrases in their conversations, nor do they analyze text for an author’s use of imagery or write problem-solution essays about local issues. They learn these ways of using language for specific purposes over time in school. And school is where children and young adults mostly use academic language.

In Developing Academic Language with the SIOP Model (Short & Echevarría, 2016, p. 2), we explain that

Academic language involves the use of higher-level vocabulary, more complex sentence structures, and more sophisticated forms of expression than is gener- ally found in everyday conversation. It is the type of language students need to discuss complex ideas, articulate a position, summarize material, and contrast

Watch this video to hear Dr. Jim

Cummins discuss second language development and explain BICS and CALP. Where are your students on the continuum between social language and academic language development?

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points of view. . . .[W]hile there is no singular definition, there is consensus that academic language includes the application of reading, writing, listening, and speaking skills to knowledge of vocabulary, language structures, language func- tions, genres, discourse patterns, and strategic competencies that students need to be successful in school with spoken and written academic text. There is also agreement that academic language demands and linguistic elements vary, at least partially, by subject area.

research on academic Language and Literacy Findings from two major syntheses of the research on academic literacy and the education of English learners are useful to keep in mind as we plan instruction and programs for English learners. The National Literacy Panel on Language-Minority Children and Youth (August & Shanahan, 2006) analyzed and synthesized the research on these learners with regard to English literacy attainment. The review conducted by researchers from the former National Center for Research on Educa- tion, Diversity & Excellence (CREDE) focused on oral language development, liter- acy development (from instructional and cross-linguistic perspectives), and academic achievement (Genesee et al., 2006). Both syntheses led to similar findings:

● Processes of second language (L2) literacy development are influenced by a number of variables that interact with each other in complex ways (e.g., first language [L1] literacy, second language [L2] oralcy, socioeconomic status, and more).

● Certain L1 skills and abilities transfer to English literacy: phonemic awareness, comprehension and language learning strategies, and L1 and L2 oral knowledge.

● Teaching the five major components of reading (National Institute of Child Health and Human Development [NICHD], 2000) to English learners is neces- sary but not sufficient for developing academic literacy. English learners need to develop oral language proficiency as well.

● Oralcy and literacy can develop simultaneously. ● Academic literacy in the native language facilitates the development of academic literacy in English.

● High-quality instruction for English learners is similar to high-quality instruc- tion for other, English-speaking students, but English learners need instructional accommodations and support to fully develop their English skills.

● English learners need enhanced, explicit vocabulary development.

(More information on these findings and their implications for developing aca- demic literacy can be found in California Department of Education, 2010; Cloud, Genesee, and Hamayan, 2009; Freeman and Freeman, 2009; Goldenberg, 2006; and Short and Fitzsimmons, 2007.)

role in Schooling Academic language is used in school settings by all students––both native English speakers and English learners alike. However, this type of language use is particularly

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challenging for English learners who are beginning to acquire English at the same time that school tasks require a high level of English usage. English learners must develop literacy skills for each content area in their second language as they simul- taneously learn, comprehend, and apply content area concepts through their second language (Garcia & Godina, 2004; Short & Fitzsimmons, 2007).

Specifically, English learners must master academic English, which includes semantic and syntactic knowledge along with functional language use. Using English, students, for example, must be able to

● read and understand the expository prose in textbooks and reference materials, ● write persuasively, ● argue points of view, ● take notes from teacher lectures or Internet sites, and ● articulate their thinking processes—make hypotheses and predictions, express analyses, draw conclusions, and so forth.

In content classes, English learners must integrate their emerging knowledge of the English language with the content information they are studying in order to com- plete the academic tasks. They must also learn how to do these tasks—generate the format of an outline, negotiate roles in cooperative learning groups, interpret charts and maps, and such. These three knowledge bases—knowledge of English, knowl- edge of the content topic, and knowledge of how the tasks are to be accomplished— constitute the major components of academic literacy (Short, 2002).

There is some general agreement about how best to teach academic language to English learners, including some targeted focus on the lexical, semantic, and discourse levels of the language as they are applied in school settings (Saunders & Goldenberg, 2010). Brown and Ryoo (2008) found that elementary students who learn science content through everyday vernacular before learning the scientific lan- guage assimilate the content better. Researchers such as Bailey and Butler (2007) found that there is content-specific language (e.g., technical terms like latitude and longitude, phrases like “We hypothesize that …”) and general academic language (e.g., cross-curricular words like effect, cause, however) that are used across subject areas. Similarly, there are general academic tasks that one needs to know how to do to be academically proficient (e.g., create a timeline, structure an argument) and more specific subject assignments (e.g., explain steps to the solution of a math word problem). Teachers and curricula should pay attention to this full range of academic language. As a result, the enhancement of English learners’ academic language skills should enable them to perform better on assessments. This conclusion is bolstered by an older study: Snow et al. (1991) found that performance on highly decontextual- ized (i.e., school-like) tasks, such as providing a formal definition of words, predicted academic performance, whereas performance on highly contextualized tasks, such as face-to-face communication, did not.

The emphasis on teaching academic language is also reflected in the national ESL standards (Teachers of English to Speakers of Other Languages, 2006). Four of the five Pre-K–12 English Language Proficiency Standards specifically address the academic language of the core subject areas. Standards 2, 3, 4, and 5 state: “English

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language learners communicate information, ideas, and concepts necessary for aca- demic success in the area of ___________ [language arts (#2), mathematics (#3), science (#4), and social studies (#5)].” By 2015, 36 states, the District of Columbia, and the Northern Mariana Islands had adopted English language proficiency standards (ELP) similar to TESOL’s, known as the WIDA standards (WIDA, 2012). Almost all of these entities use the companion English language proficiency test, ACCESS for ELLs® (ACCESS: Assessing Comprehension and Communication in English State to State for English Language Learners), to guide and measure annual gains in English language proficiency (WIDA, 2005–11).

Reflect and Apply Click here to reflect on out-of-school factors that affect language acquisition and devel- oping academic literacy for all learners.

■ effective instructional practice for english Learners: the SiOp® Model

One positive outcome of the student performance measures put into place in response to the NCLB legislation is that schools have focused on the development of academic language and literacy skills in students who struggle academically, including English learners. Schools have sought to improve the educational programs, instructional prac- tices, and the curricula and materials being offered to these students. Opportunities for ongoing professional development are moving teachers in the right direction. However, we have a long way to go, as the data and research findings about the poor perfor- mance of English learners on accountability measures presented in this chapter reveal.4

Content-based eSL and Sheltered Content instruction Currently, in the United States, content-based English as a second language (ESL) and sheltered instruction are acknowledged methods for developing academic English and providing English learners access to core content coursework in grades K–12. Ideally, these two approaches work in tandem: one, with a primary focus on academic (and where needed, social) language development; the other, on content standards and topics. In the ESL classes, the curricula are tied to the state stan- dards for English language proficiency, the students are all English learners, and the teacher is ESL or bilingual certified. In sheltered content instruction classes, the curricula are tied to the state subject area standards, such as the Common Core and NGSS, and the students may be all English learners or mixed with native English speakers. The teachers have elementary or secondary content certification plus an endorsement or certification in ESL or bilingual education (see Figure 1.3).

In content-based ESL, material from multiple subject areas is often presented through thematic or interdisciplinary units. For example, in an upper elementary

4 Recent policy reports and federal guidance accentuate the need for better programming and attention to aca- demic language and literacy development. See, for example, Baker et al., 2014; Council of Great City Schools, 2009; and U.S. Department of Justice, Civil Rights Division, & U.S. Department of Education, Office of Civil Rights, 2015.

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classroom, one theme might be “The Marketplace,” and lessons could include objec- tives drawn from economics, science, geography, social studies, and mathematics. Students might create maps showing how goods move from farms and manufac- turing plants to city markets; design a brochure to sell a good or service; use online reference materials to learn about the supply and demand of certain goods; or develop a business plan for a good or service they would like to sell. They might study persuasive language to advertise their good or service. English learners may contribute valuable insights to this topic because some have lived in places where their parents or neighbors moved goods to market. Some may have experienced the effects of adverse weather on the production of foodstuffs or the effects of poor infrastructure on the transportation of goods.

In a secondary classroom, the theme might be “The Impact of the Transconti- nental Railroad.” Students might read authentic documents, such as letters written by Chinese immigrants who worked on the railroad (in translation) and diary entries by Americans who migrated west; create online maps of the progress of the railroad; watch video clips depicting changes to the Native Americans’ and cattle ranchers’ lives; and calculate the railroad’s economic impact (decreased travel time, improved movement of goods, etc.). They would thus explore objectives from language arts, social studies, geography, and math.

Content-based ESL/ELD Sheltered Content Instruction

Main focus Academic English language development (and social language for beginners)

Subject-area knowledge (typi- cally for the grade level unless students have significant limited schooling)

Standards English language proficiency and English language arts

State content standards (all subjects)

Additional instructional goal(s)

Integration of subject-area topics, vocabulary and classroom tasks; filling gaps in educational backgrounds

Integration of academic lan- guage as used in the specific subject area

Student population English learners English learners, or English learners with native English speakers and/or former English learners

Teacher population ESL or bilingual certified or endorsed; sometimes English language arts certified plus specialized training in content ESL/sheltered instruction)

Content certified with ESL or bilingual certification or endorsement; sometimes content certified plus specialized training in sheltered instruction)

Other information The numbers of hours for instruction per week may be reduced as student proficiency levels rise.

These courses are often a bridge to general education content courses while students are still developing academic English skills. Sometimes known as structured English immersion

Figure 1.3 Content-based ESL/ELD and Sheltered Content Instruction

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In general, content-based ESL/ELD teachers seek to develop the students’ English language proficiency by incorporating information from the subject areas that students are likely to study or from courses they may have missed if they are new immigrants. Whatever subject matter is included, for effective content-based ESL instruction to occur, teachers need to provide practice in academic skills and tasks common to regular, grade-level classes (Short, 2002).

In sheltered content classes, teachers deliver grade-level objectives for the dif- ferent subject areas to English learners through modified instruction that makes the information comprehensible to the students while promoting their academic English development. In elementary schools, sheltered instruction is generally taught by classroom teachers rather than ESL specialists and can be offered to students with any level of English proficiency. A goal is to teach content to students learning English through a developmental language approach.

Effective sheltered instruction is not simply a set of additional or replacement instructional techniques that teachers implement in their classrooms. Instead, it draws from and complements methods advocated for both second language and mainstream classrooms. For example, some techniques include cooperative learning, connections to student experiences, culturally responsive activities, targeted vocabu- lary development, slower speech and fewer idiomatic expressions for less proficient students, use of visuals and demonstrations, and use of adapted text and supplemen- tary materials (Short & Echevarría, 2004).

In the 1990s, there was a great deal of variability in the design of sheltered instruction courses and the delivery of sheltered lessons, even among trained teachers and within the same schools (August & Hakuta, 1997; Echevarría & Short, 2010). Some schools, for instance, offered sheltered courses in only one subject area, but not in other core areas. It was our experience as well that one sheltered classroom did not look like the next in terms of each teacher’s instructional language; the tasks the students were to accomplish; the degree of interaction that occurred between teacher and student, student and student, and student and text; the amount of class time devoted to language development versus content knowledge; the learning strategies taught to and used by the students; the availability of appropriate materials; and more. In sum, there was no model for teachers to follow and few systematic and sustained forms of professional development.

This situation, along with the underachievement of English learners, was the impetus for our research: to develop a valid, reliable, and effective model of sheltered instruction.

research and Development of the Sheltered instruction Observation protocol (SiOp®) Model We developed the Sheltered Instruction Observation Protocol (SIOP®) Model as an approach for teachers to integrate content and language instruction for stu- dents learning through a new language. Teachers would employ techniques that make the content concepts accessible and also develop the students’ skills in the new language. We have been fortunate in securing funding and the participation of many schools and teachers since 1996 to research, develop, and refine the SIOP Model. Details of the SIOP Model research studies can be found in Appendix C

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of this book and in Short, Echevarría, and Richards-Tutor (2011). We present a brief overview here.

The first version of the Sheltered Instruction Observation Protocol (SIOP) was drafted in the early 1990s. We used it exclusively as a research and supervisory tool to determine if observed teachers incorporated key sheltered techniques consistently in their lessons. This early draft, like subsequent ones, integrated findings and recom- mendations from the research literature with our professional experiences and those of our collaborating teachers on effective classroom-based practices.

The protocol evolved into a lesson planning and delivery approach, known as the SIOP Model (Echevarría, Vogt, & Short, 2000), through a seven-year research study, “The Effects of Sheltered Instruction on the Achievement of Limited English Proficient Students,” sponsored by the Center for Research on Education, Diversity & Excellence (CREDE) and funded by the U.S. Department of Education. The study began in 1996 and involved collaborating middle school teachers who worked with the researchers to refine the features of the original protocol: distinguishing between effective strategies for beginner, intermediate, and advanced English learners; deter- mining “critical” and “unique” sheltered teaching strategies; and making the SIOP more user friendly. A substudy confirmed the SIOP to be a valid and reliable measure of sheltered instruction (Guarino et al., 2001).

The SIOP is composed of 30 features grouped into eight main components. (See the overview in Figure 1.4.) You will read about each component and its features in subsequent chapters of this book. We are gratified that the original model has stood the test of time; it has not needed to be revised. The model also has been shown to be effective in numerous districts and schools across the United States.

During four years of field testing, we analyzed teacher implementation and stu- dent effects. This CREDE research showed that English learners whose teachers were trained in implementing the SIOP Model performed statistically significantly better on an academic writing assessment than a comparison group of English learners whose teachers had no exposure to the model (Echevarría, Short, & Powers, 2006).

From 1999 to 2002, we field tested and refined the SIOP Model’s professional development program, which includes professional development institutes, video- tapes of exemplary SIOP teachers (Hudec & Short, 2002a, 2002b), facilitator’s guides (Short, Hudec, & Echevarría, 2002), and other training materials.

We continued to test and refine the SIOP Model in several later studies. From 2004–07, we replicated and scaled up the SIOP research in a quasi-experimental study in two districts at the middle and high school levels. The treatment teachers participated in the professional development program with summer institutes, fol- low-up workshops, and on-site coaching. Students with SIOP-trained teachers made statistically significant gains in their average mean scores for oral language, writing, and total proficiency on the state assessment of English language proficiency (the IPT [Idea Proficiency Tests]), compared to the comparison group of English learners (Short, Fidelman, & Louguit, 2012).

From 2005–12, we participated in the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE), looking at the SIOP Model first in middle school science classrooms (Himmel, Short, Richards, & Echevarría, 2009) and later as the professional development framework

Watch this video and listen to

Dr. Jana Echevarría and Dr. Deborah Short describe findings from several SIOP research studies. Consider how you might research SIOP implementation in your setting. https:// www.youtube.com/ watch?v=JbbGlklFLw0

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for a school-wide intervention (Echevarría & Short, 2011). In this set of studies, we used an experimental design and English learners, former English learners, and native English speakers were part of the student population. The results from the studies showed that students who had teachers who implemented the SIOP Model with greater fidelity performed better on criterion-referenced assessments than those who did not implement the SIOP Model to a high degree (Echevarría, Richards-Tutor, Chinn, & Ratleff, 2011). So, the level of implementation mattered. Further, students in SIOP curriculum groups outperformed control students on criterion-referenced vocabulary, science, and social studies measures (Echevarría, Richards-Tutor, Canges, & Francis, 2011; Short & Himmel, 2013). These findings indicate that English-speaking students are not disadvantaged when they are in SIOP classes with English learners and that they also benefit from SIOP practices.

During the past decade, a number of school districts have also conducted program evaluations on their implementation of the model. A number of these can be reviewed in Implementing the SIOP® Model Through Effective Professional Development and Coaching (Echevarría, Short, & Vogt, 2008). In addition, other researchers have studied SIOP Model professional development programs (Batt, 2010; Friend, Most, & McCrary, 2009; Honigsfeld & Cohan, 2008; McIntyre et al., 2010).

A note about terminology is helpful before you read further. SIOP® is the term for this empirically validated model of sheltered instruction designed to make grade- level academic content understandable for English learners while at the same time developing their academic English language proficiency. Formerly spelled out as the Sheltered Instruction Observation Protocol, the authors recently decided to stop using the full acronym definition because the acronym SIOP is more commonly used in schools and in the professional literature. SIOP refers to the observation instru- ment for rating the fidelity of lessons to the model (as shown in Appendix A) and the instructional model for lesson planning and delivery that we explain in detail in

• The features under Lesson Preparation initiate the lesson planning process, so teachers include content and language objectives, use supplementary materials, and create meaningful activities.

• Building Background focuses on making connections with students’ background experiences and prior learning, and developing their academic vocabulary.

• Comprehensible Input considers how teachers should adjust their speech, model academic tasks, and use multimodal techniques to enhance comprehension.

• The Strategies component emphasizes teaching learning strategies to students, scaffolding instruction, and promoting higher-order thinking skills.

• Interaction prompts teachers to encourage students to elaborate their speech and to group students appropriately for language and content development.

• Practice & Application provides activities to practice and extend language and content learning. • Lesson Delivery ensures teachers present a lesson that meets the planned objectives and

promotes student engagement. • The Review & Assessment component reminds teachers to review the key language and content

concepts, assess student learning, and provide specific academic feedback to students on their output.

Figure 1.4 Overview of the SIOP’s Eight Components

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the following chapters. It is often used as an adjective too, as in SIOP teachers, SIOP lessons, and SIOP classrooms.

effective SiOp® Model instruction This book, Making Content Comprehensible for English Learners: The SIOP® Model, introduces the research-based model of sheltered instruction (that is also used for content-based ESL), provides teaching ideas for each of the model’s eight components, suggests ways to differentiate instruction in multi-level classrooms, and demonstrates through lesson scenarios how the model can be implemented across grades and subject areas. The model provides guidance for the best practices for English learners, grounded in more than two decades of classroom-based research, the experiences of competent teachers, and findings from the professional literature. It has been used successfully in both language and content classrooms, and with this approach, teachers can help English learners attain the skills and knowledge associ- ated with college and career readiness.

In effective SIOP lessons, language and content objectives are systematically woven into the curriculum of one particular subject area, such as fourth-grade language arts, U.S. history, algebra, or life science, or in one ESL level, such as beginner, intermediate, or advanced. Teachers develop the students’ academic language proficiency consistently and regularly as part of the lessons and units they plan and deliver (Echevarría & Graves, 2007; Short, 2002).

In subsequent chapters, you will explore the components and features of the SIOP Model in detail and have the opportunity to try out numerous techniques for SIOP lessons. You will see that the SIOP Model shares many features recommended for high-quality instruction for all students, such as cooperative learning, strategies for reading comprehension, writers’ workshop, and differentiated instruction. How- ever, the SIOP Model adds key features for the academic success of these learners, such as the inclusion of language objectives in every content lesson, the development of background knowledge, the acquisition of content-related vocabulary, and the emphasis on academic literacy practice.

Here we briefly describe the instructional practices that effective SIOP teachers use. You can compare your typical instruction with that of SIOP teachers, and you might find that you are already on the path to becoming a skillful SIOP teacher yourself!

● Classroom teachers generally present the regular, grade-level subject curriculum to the students through modified instruction in English, although some special curricula may be designed for students who have significant gaps in their educa- tional backgrounds or very low literacy skills.

● Classroom teachers identify how language is used in the different subjects and give students explicit instruction and practice with it.

● ESL teachers advance students’ English language development with curricula addressing language proficiency standards, but also incorporating the types of texts, vocabulary, and tasks used in core subjects to prepare the students for success in the regular, English-medium classroom.

Watch this video to see

Dr. Mary Ellen Vogt explain the value of sheltered instruction for English learners. Look at Appendix A. Which SIOP features do you already include in your lessons?

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Accomplished SIOP teachers determine students’ baseline understandings in their subject area and move them forward, both in their content knowledge and in their language skills through a variety of techniques.

● SIOP teachers provide rigorous instruction aligned with state content and lan- guage standards, such as the Common Core, NGSS, and WIDA.

● SIOP teachers make specific connections between the content being taught and students’ experiences and prior knowledge, and they focus on expanding the stu- dents’ vocabulary base.

● SIOP teachers modulate the level of English they use and the texts and other materials used with and among students.

● SIOP teachers make the content comprehensible through techniques such as the use of visual aids, modeling, demonstrations, graphic organizers, vocabulary previews, adapted texts, cooperative learning, peer tutoring, and native language support.

● SIOP teachers help English learners articulate their emerging understandings of the content both orally and in writing, often with sentence starters and language frame scaffolds.

● Besides increasing students’ declarative knowledge (i.e., factual information), SIOP teachers highlight and model procedural knowledge (e.g., how to accom- plish an academic task like solving a two-step math problem or conducting research on the Internet) along with study skills and learning strategies (e.g., note-taking and self-monitoring comprehension when reading).

In effective SIOP lessons, there is a high level of student engagement and inter- action with the teacher, with other students, and with text, which leads to elaborated discourse and critical thinking.

● Student language learning is promoted through social interaction and contex- tualized communication as teachers guide students to construct meaning and understand complex concepts from texts and classroom discourse (Vygotsky, 1978).

● Students are explicitly taught functional language skills, such as how to negoti- ate meaning, confirm information, describe, compare, and persuade.

● Teachers introduce English learners to the classroom discourse community and demonstrate skills such as taking turns in a conversation and interrupting politely to ask for clarification.

● Through instructional conversations (Goldenberg, 1992–93) and meaning- ful activities, students practice and apply their new language and content knowledge.

Not all teaching is about the techniques in a lesson. SIOP teachers also consider their students’ affective needs, cultural backgrounds, and learning styles. They strive to create a nonthreatening environment where students feel comfortable taking risks with language.

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● SIOP teachers engage in culturally responsive teaching and build on the students’ potentially different ways of learning, behaving, and using language (Gay, 2010).

● They socialize English learners to the implicit classroom culture, including appropriate behaviors and communication patterns.

● They plan activities that tap into the auditory, visual, and kinesthetic preferences of the students and consider their multiple intelligences as well (Gardner, 1993).

● SIOP teachers reach out to the families of English learners and orient them to the expectations of schooling in the United States; they also seek to determine the funds of knowledge in the children’s households (Gonzalez, Moll, & Amanti, 2005).

The SIOP Model is also distinguished by use of supplementary materials that support the academic text. The purpose of these materials is to enhance student understanding of key topics, issues, and details in the content concepts being taught through means other than teacher lecture or dense textbook prose.

● To present key topics or reinforce information, SIOP teachers find related texts (e.g., trade books, leveled readers), graphics and illustrations, models, multime- dia and computer-based resources, adapted text, and the like.

● SIOP teachers use supplementary materials to make information accessible to learners with mixed proficiency levels of English. For example, some students in a mixed class may use the textbook, while others may need an adapted text.

When advances in technology are used effectively in the classroom, English learners can reap many benefits. Digital content is motivating for students, allows for a personalized learning experience, is multimodal, and can give students experience with meaningful and authentic tasks (Lemke & Coughlin, 2009).

● Technology such as interactive whiteboards with links to the Internet, visual images, podcasts, educational apps, and more offer a wealth of resources to support English learners’ acquisition of new information and of academic English.

● SIOP teachers give students opportunities to use the technology for multiple purposes, such as access to information presented in the students’ native lan- guage, cyber-group learning interactions such as simulations and virtual field trips, self-paced research, and writing and editing tools.

Depending on the students’ proficiency levels, SIOP teachers offer multiple pathways for students to demonstrate their understanding of the content. In this way, teachers can receive a more accurate picture of most English learners’ con- tent knowledge and skills through an assortment of assessment measures than they could through one standardized test. Otherwise, a student may be perceived as lacking mastery of content when actually he or she is following the normal pace

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effective instructional practice for english Learners: the SiOp® Model

of the second language acquisition process (Abedi & Lord, 2001; Solano-Flores & Trumbull, 2003).

● SIOP teachers plan pictorial, hands-on, or performance-based assessments for individual students; group tasks or projects; oral reports; written assignments; and portfolios, along with more traditional measures such as tests and quizzes to check student comprehension and language growth.

● Teachers use rubrics to measure student performance on a scale leading to mas- tery, and they share those rubrics with students in advance.

● Teachers dedicate some time to teaching students how to read and understand standardized test questions, pointing out the use of specific verbs or synonyms in the question stems and possible responses (Bailey & Butler, 2007).

It is important to recognize that the SIOP Model does not require teachers to discard their favored techniques or to add copious new elements to a lesson. Rather, this model of sheltered instruction brings together what to teach by providing a framework for how to teach it. It acts as an umbrella, allowing teachers the flexibility to choose techniques they know work well with their particular group of students (see Figure 1.5). It reminds teachers to pay attention to the language development needs of their students and to select and organize techniques that facilitate the inte- gration of district- or state-level standards for ESL and for specific content areas.

Cooperative Learning

Explicit Instruction

Background Schema built and activated

ESL Techniques

Common Core and

other state standards

Reading and Writing

Initiatives

Technology Differentiated Instruction

Response to Intervention (RtI)

Figure 1.5 The SIOP® Model Framework for Organizing Best Practices

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chapter 1 Introducing the SIOp® Model

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■ implementing the SiOp® Model The goal of this book is to prepare teachers to teach content and academic language and literacy skills effectively to English learners. The SIOP Model may be used as part of a program for preservice and inservice professional development, as a les- son planner for sheltered content and content-based ESL lessons, and as a train- ing resource for university faculty. Research shows that professional development approaches that improve teaching include the following: sustained, intensive develop- ment with modeling, coaching, and problem solving; collaborative endeavors for edu- cators to share knowledge; experiential opportunities that engage teachers in actual teaching, assessment, and observation; and development grounded in research but also drawing from teacher experience and inquiry, connected to the teachers’ classes, students, and subjects taught (Darling-Hammond & Richardson, 2009; Short, 2013).

In our research studies, we found that SIOP implementation does not happen quickly. Teachers may take one to two years before they implement the model consis- tently to a high degree, and coaching helps get them to that level (Short, Fidelman, & Louguit, 2012). McIntyre and colleagues (2010) suggest that teachers’ proficiency in implementing the model may depend on their background teaching experiences and the design of their professional development.

Effective implementation of the SIOP Model is one key to improving the aca- demic success of English learners. Preservice teachers need to learn the model to develop a strong foundation in best practice for integrating language and content in classes with English learners. Practicing teachers need the model to strengthen their lesson planning and delivery and to provide students with more consistent instruction that meets language and content standards. Site-based supervisors and administrators use the model to train and coach teachers and systematize classroom observations. Teacher education faculty also present the SIOP Model in their meth- ods courses and use it in student teacher supervision.

Any program in which students are learning content through a nonnative lan- guage could use the SIOP Model effectively. It may be an ESL program (with pull-out or self-contained classes), a late-exit bilingual program, a dual language/two-way bilingual program, a newcomer program, a sheltered program, or even a foreign language immersion program. The model has been designed for flexibility and tested in a wide range of classroom situations: with students who have strong academic backgrounds and those who have had limited formal schooling; with students who are recent arrivals and those who have been in U.S. schools for several years; and with students at beginning levels of English proficiency and those at advanced levels. For students studying in content-based ESL or bilingual courses, SIOP instruction often provides the bridge to the general education program. More discussion of getting started with the SIOP Model is found in Chapter 12.

Reflect and Apply Click here to reflect on general concepts of the SIOP® Model.

Check Your Understanding Click here to check your understanding of Chapter 1, Introducing the SIOP® Model.

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Discussion Questions

■ Summary As you reflect on this chapter and the impact of the SIOP Model on English learn- ers’ content and academic language learning, consider the following main points:

● Students who are learning English as an additional language are the fast- est-growing segment of the school-age population in the United States, and almost all candidates in teacher education programs will have linguistically and culturally diverse students in their classes during their teaching careers. However, many of these future teachers—as well as most practicing teachers—are not well prepared to instruct these learners.

● School reform efforts, standards, and increased state accountability measures put pressure on schools and districts to improve their educational opportunities and practices with English learners. This pressure has had both positive and neg- ative outcomes. Teachers can use the SIOP Model to help students meet Com- mon Core and NGSS standards and to prepare English learners for college and careers.

● The SIOP Model has a strong, empirical research base. It has been tested across multiple subject areas and grade levels. The research evidence shows that the SIOP Model can improve the academic literacy of English learners.

● The SIOP Model does not mandate cookie-cutter instruction; instead, it pro- vides a framework for well-prepared and well-delivered lessons in any subject area. As SIOP teachers design their lessons, they have room for creativity. None- theless, critical instructional features must be attended to in order for teachers to respond appropriately to the unique academic and language development needs of English learners.

● The model is operationalized in the SIOP protocol, which can be used to rate lessons and measure the level of SIOP implementation.

● Our research shows that both language and content teachers can implement the SIOP Model fully to good effect. The model is best suited for content-based ESL and sheltered content classes that are part of a program of studies for English learners, and for English-medium classrooms with English learners and struggling readers. Together, these classes can be a promising combination when implemented school-wide.

● We need students like Graciela and Jocelyn to be successful in school and beyond. In the long run, such success will benefit the communities in which these students live and the national economy as a whole.

■ Discussion Questions 1. In reflecting on the content and language objectives at the beginning of the

chapter, are you able to: a. List characteristics of English learners that may influence their success in

school?

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b. Distinguish between content-based ESL and sheltered instruction? c. Explain the research supporting the SIOP Model? d. Discuss the benefits and challenges of school reform and their effects on

English learners? e. Develop a lexicon related to the SIOP Model? f. Compare your typical instruction with SIOP instruction?

2. Consider one class of English learners. Identify the individual and sociocultural factors that might influence the educational success of these students. In what ways might instruction using the SIOP Model help them?

3. How would you characterize the type(s) of instruction offered to English learn- ers in your school or in schools you know: traditional ESL, content-based ESL, sheltered content, bilingual content, traditional content, dual language? Provide evidence of your characterization in terms of curricula and instruction. Are the English Learners successful when they exit English language support programs and are placed in regular classrooms without support? Explain.

4. Many sheltered content teachers fail to take advantage of the language learning opportunities for students in their classes. Why do you think this is so? Offer two concrete suggestions for these teachers to enhance their students’ academic lan- guage development.

5. Look at one of your own lesson plans. Which characteristics of the SIOP Model do you already incorporate? Consider the components and features of the model as found in Appendix A.

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Learning Outcomes: After reading, discussing, and engaging in activities related to this chapter, you will be able to meet the following content and language objectives:

Content Objectives Identify content objectives for English learners that are aligned to state, local, or national standards. Incorporate supplementary materials suitable for English learners into a lesson plan. Select from a variety of tech- niques for adapting content to the students’ proficiency and cognitive levels.

Language Objectives Write language and content objectives. Discuss advantages for writing both language and content objectives for a lesson and shar- ing the objectives with students. Explain the importance of meaningful academic activities for English learners.

Lesson Preparation

Chapter 2

Teaching Scenarios

Teaching with Technology

Ms. Chen Mr. Hensen

Mrs. Hargroves

Lesson Preparation

1. Content Objectives

2. Language Objectives

3. Appropriate Content Concepts

4. Supplementary Materials

5. Adaptation of Content

6. Meaningful Activities

Using the SIOP® Protocol

Teaching Ideas for Lesson Preparation

Differentiating for Multi-level Classrooms

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chapter 2 Lesson preparation

© goodluz/Fotolia

■■ Background As we all know, lesson planning is critical to both a student’s and a teacher’s success. For maximum learning to occur, planning must produce lessons that target specific learning goals, enable students to make connections between their own knowledge and experiences and the new information being taught, give students practice using and applying the new information, and assess student learning to determine whether to move on or reteach the material. With careful planning, we make learning mean- ingful and relevant by including appropriate motivating materials and activities that foster real-life application of concepts studied.

In this and subsequent chapters, we explain each SIOP Model component and its features. Each chapter begins with an explanation of the component, offers classroom activities, and then describes how three teachers approach the same lesson. The lesson scenarios throughout the book are about varied topics and represent different grade levels.

This chapter introduces the first component of the SIOP Model, Lesson Preparation. We present background information and the rationale for each of the six features in this component, list some teaching ideas for this component and for differentiating instruction in multi-level classrooms, demonstrate through the teach- ing scenarios how the model can be implemented, and offer technology enhancements. As you read the scenarios, we encourage you to check your understanding of the SIOP features that have been explained in the chapter by rating the lessons according to best practice. Reflect on how effectively each teacher is meeting the needs of English learn- ers in relation to each feature. At the conclusion of the teaching scenarios, we discuss our assessment of the teachers’ efforts to provide SIOP instruction, and we invite you to compare your appraisal to ours.■●

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Background

29

We have learned that if students’ exposure to content concepts is limited by vocabulary-controlled materials or watered-down curricula, the amount of informa- tion they learn over time is considerably less than that of their peers who use grade- level texts and curricula. The result is that the learning gap between native English speakers and English learners widens instead of closes, and eventually it becomes nearly impossible for English learners to catch up. Therefore, it is imperative that we plan lessons that are not negatively biased against students acquiring English and that include age-appropriate content and materials. However, our lessons must pro- vide appropriate scaffolds so our students can meet the rigor of new standards, such as the Common Core and Next Generation Science, over time and be prepared for college and careers.

This component, Lesson Preparation, is therefore very important to the SIOP Model. If properly prepared, a lesson will include most of the SIOP features in advance. It is then up to the teachers and class to accomplish them as the lesson unfolds. However, when planning, teachers have asked how they can meet all 30 features in a given period. We explain that a SIOP lesson may be a single day or multiple days in length. Over the course of several days, all 30 features should be met. See Vogt and Echevarría (2008, pp. 18–19) for a SIOP lesson planning flow chart.

SIOP Lesson Planning. As you first learn the model, we strongly encourage you to write out lessons in detail. We suggest you use the SIOP protocol as a checklist to ensure all of the features are incorporated. You may want to try one or more of the lesson plan templates we have included in Appendix B or the templates in Chapter 7 of Implementing the SIOP® Model Through Effective Professional Development and Coaching (Echevarría, Short, & Vogt, 2008). All of these templates have been used successfully in classrooms. In addition, sample lesson plans and units can be found in the SIOP content books for English-language arts, mathematics, science, and his- tory and social studies (Echevarría, Vogt, & Short, 2010c; Short, Vogt, & Echevarría, 2011a, 2011b; Vogt, Echevarría, & Short, 2010).

“How do I start implementing SIOP lessons?” is a frequent question from teach- ers new to the SIOP Model. We suggest that

■● elementary school teachers begin with one subject area, and ■● secondary school teachers begin with one course.

It is better to begin on a small scale so you do not have to write multiple SIOP lessons each day while you are learning the model. In some cases, teachers learn the SIOP Model over time, component by component, and they build their lesson plan- ning skills in the same way. Once you have internalized the model, you may write less detailed lesson plans, and you will probably find that writing SIOP lessons across subject areas or courses is easier.

To guide your SIOP lesson planning, let’s now explore each feature in the SIOP component of Lesson Preparation.

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SIOP® Feature 1:

Content Objectives Clearly Defined, Displayed, and reviewed with Students In effective instruction, concrete content objectives that identify what students should know and be able to do must guide teaching and learning. They are often easier for teachers to write because they typically come directly from the curricular frameworks of the subject areas. When planning content objectives, keep the follow- ing guidelines in mind:

■● Plan objectives that support content standards and learning outcomes. The Common Core State Standards for English language arts and mathematics (NGA 2010a, 2010b), the Next Generation Science Standards (NGSS Lead States, 2013), and individual state standards are sources of content objectives, and well-implemented SIOP instruction can help students meet them.

■● Write lesson-level objectives (something that can be taught and learned in one lesson or two) and use student-friendly language that suits the age and profi- ciency levels in the class. Content objectives and state standards are frequently complex and not written in a manner that is accessible to English learners or students in primary grades. Often standards are too generic or broad—such as “Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.” (NGA, 2010b, p. 65)—to be useful as a single lesson’s learning goal.

■● Write objectives in terms of student learning, not as an agenda item or an activ- ity. See Figure 2.1 for several ways that teachers in our research studies have started their objectives. You will note that all focus on the student.

■● Limit the number of content objectives to only one or two per lesson to reduce the complexity of the learning task and to ensure that instruction can meet the objectives.

■● Share objectives with the students, orally and in writing. Typically teachers do not consistently present objectives to students. As a result, students do not know what they are supposed to learn each day. SIOP teachers tell students the objectives for every lesson, and in this way students share the responsibility for learning.

■● Plan lessons so you provide some explicit instruction and practice opportunities related to each objective.

■● Review the objectives at the end of the lesson to determine if students have mastered them. Use that assessment when deciding whether to move to the next topic or spend some time reteaching.

We know from our research studies and professional development experiences that presenting objectives each day can be challenging for teachers. But the effort is worth it. One of the sheltered teachers who was learning the SIOP Model reported

Watch this video to learn

how Magali Williams, a bilingual resource teacher, introduces the lesson objectives to her students. What techniques does she use to ensure the students understand what they will be learning in this lesson?

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Background

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her growing awareness of the importance of clearly stated content objectives that are displayed for English learners:

The objectives are still going on in my class. They’re on the board every day and the students are getting used to seeing them, reading them out loud, and evaluating whether or not we achieved them at the end of each class. I still have questions about the wording and what’s a good objective … but that will come with time and more discussion and study. I just wanted to say that defining the objectives each day definitely brings more focus to my planning and thinking, and it helps bring order to my classroom procedures. So far, it has not been too burdensome and the habit is definitely forming.

Content-based ESL teachers sometimes need assistance in identifying appropri- ate content objectives to add to their lessons. They may feel unprepared for in-depth instruction on a content topic, they may not know the key concepts that should be taught, and they may not know what types of activities usually support the topic. For these reasons, we strongly advocate that content and language teachers collabo- rate closely as they prepare lessons and help their students meet language and con- tent goals.

By writing content objectives related to the lessons English learners receive in subject-area classes, content-based ESL teachers address the students’ academic needs better. Some teachers might draw from one content area, focus on one subject per quarter, or concentrate on academic tasks needed to work in those subjects (e.g., reading a novel, writing an essay, explaining steps in an experiment).

The bottom line for English learners is that content objectives need to be written in terms of what students will learn or do; they should be stated simply, orally and in writing, use active verbs, and be tied to specific grade-level content standards.

Examples of content objectives and language objectives, discussed below, can be found throughout each chapter in this book, in 99 Ideas and Activities for Teaching English Learners with the SIOP® Model (Vogt & Echevarría, 2008), in 99 MORE Ideas and Activities for Teaching English Learners with the SIOP® Model (Vogt, Echevarría, & Washam, 2015), in Helping English Language Learners Succeed in Pre-K-Elementary Schools (Lacina, Levine, & Sowa, 2006), in lesson plans presented in Science for English Language Learners (Fathman & Crowther, 2006), and in the SIOP content books mentioned above.

FIgure 2.1 How to Start an Objective

—Students will be able to (SWBAT)

—Students will (SW)

—We will

—Today I will

—The learner will

—Our job is to

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SIOP® Feature 2:

Language Objectives Clearly Defined, Displayed, and reviewed with Students While carefully planning and delivering content objectives, SIOP teachers must also incorporate into their lesson plans objectives that support students’ academic language development, and ESL teachers may have to build social language skills too (Gersten et al., 2007; Saunders & Goldenberg, 2010). The same guidelines we discussed above for content objectives also should apply to planning language objec- tives: Language objectives should be written clearly and simply with active verbs, and students should be informed of them, both orally and in writing. They should be limited in number for a given lesson and reviewed at the end. The objectives should be drawn from the state English language proficiency standards and English language arts standards. Most importantly, the objectives should represent an aspect of academic English that students need to learn or master.

Both types of objectives are equally essential in SIOP lessons. When planning, remember the following:

■● Content objectives are the what––what students need to learn about the content topic

■● Language objectives are the what too––what students need to learn about English in order to

■◆ learn, express, practice, and apply new information ■◆ demonstrate knowledge ■◆ perform academic tasks

Although incorporating language objectives in all content lessons is a hallmark of the SIOP Model, we recognize that many content teachers are not used to think- ing about the language demands of their subject. What we propose in the SIOP Model calls for a new perspective on your subject area. It is not sufficient to only have a deep understanding of topics in your content area; rather, an effective teacher also needs to know how language is used in the content area in order to convey infor- mation (orally or in text) and to use and apply that information (through class read- ing, writing, and discussion activities). It also requires you to know your students’ proficiency levels so the language objectives can be targeted to what students need to learn about the academic language of history, science, mathematics, or other subjects, but not be at a level too high for their current understanding.

Because it may be a new way of thinking for you, here are guidelines to keep in mind from research on second language acquisition:

■● Remember that acquiring a second language is a process. When considering which language objectives to include in a lesson and how to write them, be sure to reflect a range from process-oriented to performance-oriented statements over time so that students have a chance to explore, and then practice before demon- strating mastery of an objective. The following objectives from a SIOP language

Watch this video to hear Professor

Cynthia Lundgren explain why teachers need to include language objec- tives in their lessons and how objectives help students meet stan- dards. What role does language play in your content area? https:// www.youtube.com/ watch?v=del47uaZMJs

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https://www.youtube.com/watch?v=del47uaZMJs
https://www.youtube.com/watch?v=del47uaZMJs
Background

33

arts class show the progression of objectives that might be taught over several days:

Students will be able to 1. Recognize similes in text (Day 1) 2. Discuss the functions of similes (Days 1–2) 3. Write three similes (Day 2) 4. Write a paragraph that describes a setting using similes (Days 3–4) For the first lesson (Day 1), students learn to recognize similes in text, perhaps by focusing on the key words like and as, and the class discusses the purpose of similes. After that (Day 2), they might discuss reasons why authors use similes and then generate their own similes in decontextualized sentences. On Day 3 they describe a setting using similes and turn that description into a paragraph, an authentic purpose. On Day 4 the teacher might have students edit their para- graphs and then share some aloud.

Figure 2.2 displays possible verbs for objective statements that reflect this process-to-performance continuum.

■● Distinguish between receptive and productive language skills. English learners tend to develop receptive skills (listening and reading) faster than productive skills (speaking and writing), but all the skills should be worked on in a unified manner. Students don’t have to learn to speak, for instance, before they learn to read and write (August & Shanahan, 2006; Saunders & Goldenberg, 2010).

■● Recognize the importance of oral language practice; be sure you do not focus your objectives solely on reading and writing. We know from research (Goldenberg, 2008; Guthrie & Ozgungor, 2002) that the absence of planned speaking practice— be it formal or informal—by English learners in content classrooms is detrimental to their development of academic English. Gibbons (2006) argues that skillful teachers should take advantage of oral interaction to move learners from infor- mal, everyday explanations of a content topic (e.g., a scientific process) to the more specialized academic register of the formal written and spoken code.

■● Focus on function and form to move students to advanced levels of academic English and full proficiency, and consequently to set them up to be college and career ready. ESL and English-language arts teachers play important roles in

FIgure 2.2 Process-to-Performance Verbs

Process-Oriented Performance-Oriented

Explore Define

Listen to Draft

Recognize Write Discuss in small groups Give an oral presentation Edit

> > >

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making this happen, but content teachers should not let students coast in class. If some English learners are ready to produce more sophisticated language (e.g., during an oral presentation, in a science fair project), they should be challenged to do so. Schleppegrell and colleagues (Schleppegrell, 2004; Schleppegrell, Achugar, & Orteíza, 2004) have conducted linguistic analyses of the lexical and grammatical forms that construe meaning in written and spoken school dis- course and have identified implications for instruction. SIOP teachers might make the development of specialized grammar and lexical forms part of their scope and sequence of language objectives (Dutro & Kinsella, 2010; Ellis, 2006; Hinkel, 2006).

■● Recognize that the more exposure students have to academic language and the more time they spend using it, the faster they will develop language proficiency (Echevarría & Graves, 2010; Saunders & Goldenberg, 2010). If the ESL teacher is the only educator who works on language development with an English learner during the school day, less progress will be made than if all the teachers on the English learner’s schedule attend to language development and practice (Snow & Katz, 2010).

■● Assess the language objectives to determine if students are making progress toward mastery. You can plan for multi-level responses from the students according to their proficiency in English. For example, use group response tech- niques (e.g., thumbs-up/thumbs-down) for students who are in the early stages of English language development. For students who are more proficient, incor- porate activities that involve partner work and small group assignments so that English learners can practice their English in a less threatening setting. Accept approximations and multiple-word responses rather than complete sentences from students at early stages of English development, but expect English learn- ers with greater proficiency to give answers in one or two complete sentences. This practice develops language skills because it requires students to move beyond what may be their comfort zone in using English.You will find this topic discussed in more detail in Chapter 9.

Sources of Language Objectives. You also need to know about sources of lan- guage objectives. The first place to start is the state English language proficiency (ELP) standards. Second, as we mentioned in Chapter 1, look at the WIDA standards. The WIDA consortium has compiled a list of “Can Do” descriptors that can help teachers identify the kind of language tasks students should be able to perform according to five differing levels of English proficiency and different grade-level clusters. (To view these descriptors, navigate to the “Can Do” page at www.wida.us.

Individual state and Common Core English language arts standards are other resources. Some states also have content area standards that include a strand focused on communication. Ideas for objectives will be found in all of these official docu- ments as well as in local district curricula and instructional materials. By reviewing the course textbook and other materials, you can see if there are language skills and academic vocabulary that students need to develop in order to comprehend the information.

Watch this video to learn how the

WIDA standards can be used as a source for planning language objectives across subject areas. What other sources do you have access to?

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www.wida.us
Selecting and Writing Content and Language Objectives

35

One critically important source for successful SIOP lesson implementation is your colleagues. If you are a content or grade-level classroom teacher, pair up with an ESL or bilingual teacher. Tap his or her expertise for language topics and knowl- edge of the English learners’ academic language needs. If you are an ESL teacher, you have a plethora of language objectives at your disposal. You need to partner with one or more content teachers to identify content objectives and lesson tasks that the English learners need assistance with and align them to your language objectives. You may want to focus on thematic units to cover a variety of content topics or focus on one subject area per quarter. (See Lacina, Levine, & Sowa, 2006, and TESOL, 2013 for examples of collaboration.)

■■ Selecting and Writing Content and Language Objectives

All the content and language objectives should evolve from the lesson topic and be part of the instructional plan. After a teacher writes content and language objec- tives, posts them, and discusses them with the students at the start of class, at some point in the lesson explicit instruction must be provided on these objectives. Students would then have practice opportunities aligned to the objectives and be assessed on their progress toward meeting them at the close of the lesson. In other words, each objective is what we want the students to learn, and each needs explicit attention. (See Developing Academic Language with the SIOP Model [Short & Echevarría, 2016] for detailed information on selecting and writing language objectives for SIOP lessons and for activities to help you apply the guidelines to your own classes.)

When students practice objectives that are explicit learning targets, they advance their knowledge base. Objectives, it is critical to understand, are not activities; they are not the agenda on the board nor the tasks the students do during the lesson. Objectives are the learning targets related to the content and language knowledge students must acquire, and they are necessary for students to accomplish the activi- ties and master the curriculum.

Remember: Writing an agenda or list of activities on the board is not the same as writing the content and language objectives!

Content objectives, as mentioned earlier, are usually drawn from the state subject area standards. Consider this life science standard of learning from Virginia: “The student will investigate and understand the basic physical and chemical processes of photosynthesis and its importance to plant and animal life.” This standard is too broad to be addressed in one lesson, but it is written in a straightforward manner. Posting it as an objective word for word in a middle school science classroom would not be helpful for your students, and you would need several lessons to address this standard well. Suppose you have newcomers or students with interrupted educational backgrounds. You might have to begin with the basics and write a content objective like “Identify parts of a plant and their functions.” When you explain it, you might elaborate, “Today you will learn about parts of a plant (show a picture or drawing). You will be able to identify the parts (point to the different parts) and tell what the parts do (e.g., Leaves make food for the plant.).”

Watch this video of Deborah Short

explaining why content and language objectives are necessary in lessons with English learners. Why are they needed? How do they benefit the students and the teachers?

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After you have rewritten the state standard as an appropriate content objec- tive for the newcomers, you will need to plan the lesson and determine a language objective. One teacher we worked with decided to augment the science lesson with a walking field trip. In a park near the school, she and the middle school new- comers each found one living plant and sketched it. Then they collected plants and plant parts, such as fallen leaves, twigs, stems, roots, and so forth. Back in the classroom, triads were given one part to become familiar with. They would prepare a poster including a close-up illustration of the plant part and a caption telling what function the part plays for the plant. The teacher had bookmarked some Web sites for the groups on the class computer and also had some photographic picture books on plants in her classroom library. She then taught them the definition of “function.” Because her language objective was “Students will represent a plant part visually and write a sentence about its function,” she provided a sentence stem for students to use in writing their caption: “This _______ helps the plant because it _______.”

Categories of Language Objectives. Language objectives should be planned to meet learning goals and prepare students for the type of academic language they need to understand the content and perform the activities in the lesson. But the activities alone are not language objectives, although they could provide language practice. In some lessons, language objectives may focus on developing students’ vocabulary, introducing new words and concepts, or teaching word structure to help English learners discern the meaning of new words. Other lessons may lend themselves to practice with reading comprehension skills or the writing process. Sometimes objec- tives will highlight functional language use, such as how to request information, justify opinions, negotiate meaning, provide detailed explanations, and so forth. Higher-order thinking skills, such as articulating predictions or hypotheses, stating conclusions, summarizing information, and analyzing an author’s purpose can be tied to language objectives, too. Sometimes specific grammar points can be taught as well; for example, learning about capitalization when studying famous historical events and persons.

We suggest you draw from the following four categories when generating lan- guage objectives.

■● Academic Vocabulary. Key words needed to discuss, read, or write about the topic of the lesson (e.g., names of important people, places, and events; scientific and mathematical terms; social studies or health concepts) can be the focus of language objectives. Vocabulary for a lesson can be drawn from three subcatego- ries, which are described in detail in Chapter 3:

■◆ Content vocabulary: These key words and technical terms are subject specific. They are often the highlighted words in textbooks. Students need them to understand lesson concepts, but they are generally low-frequency words (i.e., not regularly used outside of the classroom), particularly those in secondary school courses. (Ask yourself: When was the last time you used magma in conversation?)

■◆ General academic vocabulary: These words include cross-curricular academic terms (e.g., circumstances, impact, observe), transition words and logical

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Selecting and Writing Content and Language Objectives

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connectors (e.g., however, because, next), and language function words (e.g., compare, persuade). This category includes medium- and high-frequency words that are used in academic and social conversations.

■◆ Word parts: This category refers to roots, prefixes, and suffixes. Attention to the structure of words can help expand a student’s vocabulary knowledge considerably. For example, if a student knows that vis is the root meaning “to see,” she can begin to guess the meaning of words like vision, visual, invisible, and visualize.

■● Language Skills and Functions. This category reflects the ways students use lan- guage in the lesson.

■◆ Students are expected to read, write, listen, and speak, but how well they do so varies. English learners need some direct instruction in these language skills, along with opportunities to practice. The skills taught need to link to the topic of the lesson. In a language arts class, for example, will students need to read and find key details in the text to cite as evidence? In social studies, will they need to listen to an audio recording of a speech by an historical figure? In science class, will they have to record their observations during an experiment?

■◆ Any lesson may also call for students to use language for a specific purpose— to describe, compare, or predict, for example. English learners need instruction here as well, particularly in ways to articulate their descriptions or compari- sons or predictions.

■● Language Structures or Grammar. Teachers can pay attention to the language structures in the written or spoken discourse of their class and teach students the structures that are widely used. For example, students might be struggling with a text that includes the passive voice, imperatives, or if-then sentences. If so, the teacher may teach students how to interpret these sentences. If you are a content teacher, we are not asking you to become a grammar expert, but we do want you to be aware of the syntax used in your subject area. If you are an ESL teacher, this category might offer the opportunity to teach some grammar that will really advance the students’ language proficiency.

■● Language Learning Strategies. This category provides a way for teachers to give students resources to learn on their own. Learning strategies to be taught may include

■◆ corrective strategies (e.g., reread confusing text), ■◆ self-monitoring strategies (e.g., make and confirm predictions), ■◆ prereading strategies (e.g., preview headings, relate to personal experience), ■◆ language practice strategies (e.g., repeat or rehearse phrases, imitate a native speaker), or

■◆ cognate strategies (e.g., teach students with Latin-based native languages to consider cognates when they see new academic terms).

More discussion on strategies is found in Chapter 5.

Selecting Potential Language Objectives. One of the difficulties teachers face is narrowing down the wide range of possible language objectives. English learners

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pter 2 Lesson preparation

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Type of Language Objective

Grade 1 Social Studies Example

Grade 3 Math Example Middle School Language Arts Example

High School Chemistry Example

Academic Vocabulary

We will use key words (e.g., park, library, school, apartment building, house) and prepositions (e.g., next to, beside, across) to describe locations in the neighborhood.

Students will be able to define the terms square, rectangle, rhombus, trapezoid, and parallelogram orally and in writing.

Students will be able to state the figurative and literal meanings of expressions of hyperbole.

Students will be able to define the terms chemical reaction, chemical change, and physical change orally and in writing.

What it means instructionally

Teacher teaches students key terms and prepositions and models how to use them to describe the locations of different buildings in the neighborhood.

Teacher teaches (or reminds) students how to define a term: state attributes, give an example, draw a picture, or use it in a sentence.

Using examples (e.g., “my feet are killing me”), the teacher explains what hyperbole is and the difference between figurative and literal language. Students evaluate sample statements as hyperbolic or not and explain why.

Teacher teaches (or reminds) students how to define a term: state attributes, draw an illustration, use in a sentence, give an analogy, provide an antonym, or identify group membership and distinguishing characteristics.