Developing Academic Language with the SIOP Model

Deborah J. Short, Ph.D., 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 co-developed the research-validated SIOP Model for sheltered instruction. She has directed numerous research studies on English language learners funded by the Carnegie Corporation of New York, the Rockefeller Foundation, and the U.S. Department of Education, among others. Her publications include journal articles, the SIOP Model book series, and several ESL textbook series for National Geographic Learning/Cengage. She taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of the Congo.Jana Echevarría, Ph.D., is Professor Emerita 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. An internationally known expert on second language learners, her research and publications focus on effective instruction for English learners, including those with learning disabilities. She has presented her research across the U.S. and internationally including Oxford University (England), Wits University (South Africa), Harvard University (U.S.), South East Europe University (Macedonia), and University of Barcelona (Spain). A founding researcher of the Sheltered Instruction Observational Protocol, commonly known as SIOP, her publications include over 50 books, book chapters and journal articles.

• Chapter 1 Understanding Academic Language: A Second Language for AllDefining Academic LanguageSocial and Academic LanguageCharacteristics of Academic LanguageAcademic Language in the Common Core and Next Generation StandardsUsing Academic Language to Meet StandardsWhat Teachers Need to Know About Teaching Academic Language to English LearnersAddressing Academic Language With the SIOP ModelSummaryQuestions for ReflectionChapter 2 Maximizing Language Development in LessonsLesson PreparationLanguage objectives definedMeaningful activitiesBuilding BackgroundVocabulary emphasizedComprehensible InputAppropriate teacher speechStrategiesExplicit teaching of learning strategiesScaffolding techniquesVariety of questions for higher-order thinkingInteractionFrequent opportunities for interaction and elaborationGrouping configurations that support the language objectiveNative language use for clarificationPractice & Application Activities to apply content and language knowledgeActivities that integrate all language skillsLesson Delivery Language objectives supportedReview & Assessment Review of key vocabularyRegular feedback on student outputAssessment of student comprehensionSummaryQuestions for ReflectionChapter 3 Strengthening Language ObjectivesBasic Guidelines for Identifying and Incorporating Objectives in SIOP LessonsRecognizing Language ObjectivesCategories of Language ObjectivesLanguage TargetsIdentifying Language Objectives from Text, Talk, Tasks, and TestsLanguage Targets in TextLanguage Targets in TalkLanguage Targets in TasksLanguage Targets in TestsWriting Language ObjectivesMeeting Language ObjectivesDifferentiate Instruction Not Language ObjectivesSummaryQuestions for ReflectionChapter 4 Building Academic VocabularyAcademic Vocabulary DevelopmentWord SelectionWord InstructionExtensive Word PracticeWord Learning StrategiesWord ConsciousnessApplication to Common Core StandardsSummaryQuestions for ReflectionChapter 5 Enhancing Academic Oral LanguageAcademic Oral Language DevelopmentA Positive, Respectful, and Communal Classroom EnvironmentInteresting Topics for DiscussionActive ListeningScaffolds for Expressing IdeasAuthentic Academic Language ModelsMultiple Opportunities for PracticeLess Teacher TalkApplication to Common Core StandardsSummaryChapter 6 Promoting Collaborative Academic DiscussionsBenefits of Collaborative Academic DiscussionsMaking Collaborative Academic Discussions WorkRules for DiscussionFormats of Academic Discussions Aligned to Lesson ObjectivesTeacher Questions to Stimulate Academic DiscussionsStudent QuestioningOral Discourse Linked to Reading and WritingStudent AccountabilityApplication to Common Core StandardsSummaryQuestions for ReflectionChapter 7 Advancing Academic Language ProficiencyHow Do We Advance Our Students Academic English Skills?A Framework for Academic LanguageDiagnose Gaps in Academic English Knowledge and Performance and Monitor RegularlyPlan InterventionsRamp Up Language ObjectivesDeepen Vocabulary KnowledgeExtend Oral Language Practice OpportunitiesApply Oral Language and Vocabulary Knowledge to Academic WritingApplication to Common Core StandardsSummaryQuestions for ReflectionAppendix A SIOP Protocol (short form)Appendix B Alignment of SIOP and Common Core State StandardsAppendix C SIOP Books and Resources

What They're Saying About Developing Academic Language with the SIOP(R) Model: "It has practical, realistic information that teachers need to help them design and deliver lessons that will build their students' academic English proficiency within the structure of content area achievement." Dr. Margaret (Meg) E. D. Baker Regional Title III Program Specialist Georgia Department of Education Atlanta, Georgia "It does an excellent job of integrating theory and practice. The text builds on SIOP(R), yet provides enough background information that if readers are not familiar with SIOP(R), they will still understand the connections. The balance of practical suggestions with foundational theories provides readers with a good understanding of academic language and how to develop this type of language." Dr. Laurie Weaver University of Houston--Clear Lake