PREFACE AND ACKNOWLEDGEMENTS CHAPTER 1: THE ACADEMIC LANGUAGE OF HISTORY AND SOCIAL STUDIES What is Academic Language? How Is Academic Language Manifested in Classroom Discourse? What is the Academic Language of Social Studies and History ? Why Do English Learners Have Difficulty with Academic Language? How Can We Effectively Teach Academic Language With the SIOP Model? Academic Vocabulary Oral Discourse Concluding Thoughts CHAPTER 2: ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP HISTORY-SOCIAL STUDIES LESSONS: LESSON PREPARATION, BUILDING BACKGROUND, COMPREHENSIBLE INPUT, & STRATEGIES (BY JOHN SEIDLITZ, ROBIN LITEN-TEJADA, AND DEBORAH SHORT) John Michael's Teaching Situation Introduction History and Social Studies Techniques and Activities Lesson Preparation Building Language Objectives from Content Objectives Differentiating Sentence Starters Building Background Concrete Personal Experiences Post a Connection Oh Yesterday! + Year Predict Definitions Vocabulary Scan Comprehensible Input Prop Box Improv Listen for Information Move It! Strategies Highlight Key Information in the Text Cut and Match Answers Expert/Novice Concluding Thoughts CHAPTER 3: ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP HISTORY-SOCIAL STUDIES LESSONS: INTERACTION, PRACTICE & APPLICATION, LESSON DELIVERY, REVIEW & ASSESSMENT (BY ROBIN LITEN-TEJADA, JOHN SEIDLITZ, AND DEBORAH SHORT) Introduction Interaction Structured Conversations Learning Styles Debate You Are There Practice & Application Readers Theater Living Diorama Partner Listening Dictation Go Graphic - One Step Further Lesson Delivery Group Response with a White Board Chunk and Chew Review Stand Up/Sit Down Review & Assessment Oral Number 1-3 for Self-Assessment Writing Self-Assessment Rubrics Number Wheels Whip Around, Pass Option Numbered Heads Together with Movement Differentiated Tickets Out Concluding Thoughts Revisiting Mr. Michaels CHAPTER 4: SIOP HISTORY AND SOCIAL STUDIES UNIT DESIGN AND LESSON PLANNING Ms. Parry's Vignette Introduction SIOP Unit Design SIOP Unit Planner 1 SIOP Unit Planner 2 SIOP Lesson Planning Technology in SIOP Lessons SIOP History - Social Studies Lesson Formats Concluding Thoughts CHAPTER 5: SIOP SOCIAL STUDIES UNIT, GRADES K-2 (BY ROBIN LITEN-TEJADA AND DEBORAH SHORT) Introduction Past and Present Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Concluding Thoughts CHAPTER 6: SIOP SOCIAL STUDIES UNIT, GRADES 3-5 (BY ROBIN LITEN-TEJADA AND DEBORAH SHORT) Introduction Where in the World Are You? Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Concluding Thoughts CHAPTER 7: SIOP U.S. HISTORY UNIT, GRADES 6-8 (BY JOHN SEIDLITZ AND DEBORAH SHORT) Introduction Causes of the American Revolution Lesson 1 Lesson 2 Lesson 3 Lesson 4 Concluding Thoughts CHAPTER 8: SIOP GLOBAL HISTORY UNIT, GRADES 9-12 (BY JOHN SEIDLITZ AND DEBORAH SHORT) Introduction Containing Communism After World War II Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Concluding Thoughts CHAPTER 9: PULLING IT ALL TOGETHER What We Have Learned What Our SIOP History and Social Studies Contributors Have Learned Final Thoughts APPENDIX A: COMPONENTS AND FEATURES OF THE SIOP MODEL APPENDIX B: EXAMPLES OF ACADEMIC LANGUAGE IN HISTORY AND SOCIAL STUDIES STANDARDS (K-2, 3-5, 6-8, 9-12) APPENDIX C: BLACKLINE MASTERS FOR K-2, 3-5, 6-8, & 9-12 UNITS REFERENCES INDEX
Deborah J. Short is a professional development consultant and a senior research associate at the Center for Applied Linguistics in Washington, DC. She co-developed the SIOP(R) Model for sheltered instruction and has directed national research studies on English language learn-ers funded by the Carnegie Corporation, the Rockefeller Foundation, and the U.S. Dept. of Education. She recently chaired an expert panel on adolescent ELL literacy. As the director of Academic Language Research & Training, Dr. Short provides professional development on sheltered instruction and academic literacy around the U.S. and abroad. She has numerous publications, including the SIOP(R) book series and five ESL textbook series for National Geographic/Hampton-Brown. She has taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of Congo. Jana Echevarria is a Professor Emerita at California State University, Long Beach. She has taught in elementary, middle, and high schools in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain and Mexico. An internationally known expert on second language learners, Dr. Echevarria is a Fulbright Specialist. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. Currently, she is Co-Principal Investigator with the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) funded by the U.S. Department of Education, Institute of Education Sciences (IES). In 2005, Dr. Echevarria was selected as Outstanding Professor at CSULB. MaryEllen Vogt, Ed.D., is Professor Emerita of Education at California State University, Long Beach. MaryEllen has been a classroom teacher, reading specialist, special education specialist, curriculum coordinator, and university teacher educator. She received her doctorate from the University of California, Berkeley, and is a co-author of fifteen books, including Reading Specialists and Literacy Coaches in the Real World (3rd ed., 2011) and the SIOP(R) book series. Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. She was inducted into the California Reading Hall of Fame, received her university's Distinguished Faculty Teaching Award, and served as President of the International Reading Association in 2004-2005.