Sheltered Content Instruction

Description

Chapter 1 Teaching English Learners with Diverse Abilities

Chapter 2 Theoretical and Historical Foundations

Chapter 3 Sheltered Instruction in the Content Areas

Chapter 4 Understanding, Adjusting, and Teaching the Language of the Classroom

Chapter 5 Promoting Affective and Cultural Connections

Chapter 6 Learning Strategies

Chapter 7 Instructional Practices that Support All Learners

Chapter 8 Becoming a Reflective Practitioner

This title is also available packaged with the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133831612.

This new edition of the popular text by renowned authors Jana Echevarria and Anne Graves is a complete guide to preparing teachers to use the sheltered instruction approach to deliver content area instruction to English learners. By including recent research, best practices, and policies that impact the education of English learners, Sheltered Content Instruction: Teaching English Learners with Diverse Abilities, 5/e gives teachers the means to think about their own educational practices and the issues they should consider when teaching English learners, especially those struggling academically. A classic in the field, the book defines sheltered instruction, or Specially Designed Academic Instruction in English (SDAIE), and presents strategies for its successful implementation in K-12 classrooms.

Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with embedded video and internet resources. The Enhanced Pearson eText is also available with a loose-leaf version or without a print version.

Instructors, visit pearsonhighered.com/etextbooks to register for your digital examination copy. Students, register for or purchase your eText at pearsonhighered.com/etextbooks.

Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:

• Embedded videos illustrate key concepts and strategies, allowing readers to see real teachers in real classrooms, sharing their insights. (See pages 51, 92, and 136 for examples.)
• Internet resources. Weblinks to further explore content related to the chapter. (See pages 11, 19, and 99 for examples.)

Instructors, visit pearsonhighered.com/etextbooks to register for your digital examination copy. Students, register for or purchase your eText at pearsonhighered.com/etextbooks.

Additional text features include:

• What a sheltered lesson is and how teachers can use it on a daily basis in the classroom effectively with small or large groups, primarily bilingual or English language placements, or students identified for special education services.
• A culmination of the theory, research, and practice in the areas of second-language acquisition, general education, multicultural education, and special education.
• Practical case studies and entertaining vignettes illustrating how to apply this instruction to every day teaching.
• The full range of diverse learners—English Language Learners and special education students—with an emphasis on linking instruction and on-going assessment, and addresses the ELL population in special education, making the text ideal for use in both general education methods courses and special education courses.
• English Language Learners (ELLs), including a figure that shows how sheltered instruction extends the features of effective instruction for ELLs).
  • Describes how to address the needs of ELLs in the era of standards-base education.
• Research by the author and colleagues showing evidence for the model in a full chapter on Sheltered Instruction in the Content Areas (Ch. 3).
  • Details specific features of a research based model of sheltered instruction, showing how the model has improved the achievement of ELL students.
• Response to Intervention and how it is effective with English Learners.
• Specific examples of how to differentiate instruction for individual students’ needs.
• A sample language arts lesson plan to show effective practice.

This new edition of the popular text by renowned authors Jana Echevarria and Anne Graves is a complete guide to preparing teachers to use the sheltered instruction approach to deliver content area instruction to English learners. By including recent research, best practices, and policies that impact the education of English learners, Sheltered Content Instruction: Teaching English Learners with Diverse Abilities, 5/e gives teachers the means to think about their own educational practices and the issues they should consider when teaching English learners, especially those struggling academically. A classic in the field, the book defines sheltered instruction, or Specially Designed Academic Instruction in English (SDAIE), and presents strategies for its successful implementation in K-12 classrooms.

Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:

• Embedded videos illustrate key concepts and strategies, allowing readers to see real teachers in real classrooms, sharing their insights.
• Internet resources. Weblinks to further explore content related to the chapter.

Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133831612.

A popular text by renowned authors Jana Echevarria and Anne Graves, Sheltered Content Instruction: Teaching English Learners with Diverse Abilities , 5/e presents a complete guide to preparing teachers to use the sheltered instruction approach to deliver content area instruction to English learners. It includes recent research, best practices, and policies that impact the education of English leaners, and gives teachers the means to think about their own educational practices and the issues they should consider when teaching English learners, especially those struggling academically. The Enhanced Pearson eText features embedded video and internet resources.

Improve mastery and retention with the Enhanced Pearson eText*
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is:

• Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.
• Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.*
• Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book.

*The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads.

*The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later.

Jana Echevarría, Ph.D., is Professor Emerita of Special Education at California State University, Long Beach where she received the honor of being selected as Outstanding Professor. She has taught in elementary, middle, and high schools in special education, English as a Second Language, and bilingual programs. She has lived in Taiwan, Spain, and Mexico and is 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). Publications include the popular SIOP book series and over 50 books, book chapters and journal articles.

Anne W. Graves, Ph.D., is a Professor at San Diego State University (SDSU) teaching and conducting research on instruction in reading and writing for learners with disabilities from diverse backgrounds since 1990. Beginning in 1975, Graves taught in special education settings in the public schools for 6 years. After receiving her Ph.D. at the University of Wisconsin—Madison in 1984, she was a Professor at University of South Carolina—Coastal Campus and Sacramento State University before coming to SDSU. Her research on efficient and effective instructional approaches and interventions has resulted in numerous publications and presentations at local, state, and international conferences. Graves is part of a research team at San Diego State that conducts studies of intensive small group instruction for struggling readers in culturally and linguistically diverse settings. Currently, she is principal investigator on a grant that supports cultural and linguistic emphasis in teacher preparation for candidates seeking credentials in both special education and bilingual elementary or secondary known as ADELANTE funded by Office of English Language Acquisition in the U. S. Department of Education.

Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:

• Embedded videos illustrate key concepts and strategies, allowing readers to see real teachers in real classrooms, sharing their insights. (See pages 51, 92, and 136 for examples.)
• Internet resources. Weblinks to further explore content related to the chapter. (See pages 11, 19, and 99 for examples.)

Instructors, visit pearsonhighered.com/etextbooks to register for your digital examination copy. Students, register for or purchase your eText at pearsonhighered.com/etextbooks.

Key content changes include:

• NEW! Provides the most current information available about students who are learning standards-based content in English, including coverage of:
  • A current look at the target population for the book through student profiles, and the areas of assessment and instruction best suited for this population (Ch. 1).
  • An overview of the historical background and theories that explain and support procedures for the instruction of English learners in school, including those with disabilities (Ch. 2).
  • Specific information on differentiated instruction for all students with special emphasis on English learners (Chs 3-8).
  • NEW! Helps teachers ensure successful learning for all students in their classes:
  • NEW! Discusses the importance of a separate block of time for English language development.
  • Brings readers up to date on the latest standards for teaching, including connections to (Ch. 1):
    • The Common Core Standards
    • The Career and College Readiness Standards
    • The State Standards for Teaching English Learners
  • Includes new information on learning and behavior challenges and giftedness.
  • A new orientation based on instruction that supports all students (Ch. 7).
  • New and revised information on SIOP® in Chapter 3 includes:
    • A revised SIOP ^® Language Arts lesson plan that shows how the features of the SIOP ^® Model work together in lesson planning and delivery meet Common Core State Standards.
    • A reorganized and revised section on the SIOP Model.
    • An updated section called, SIOP Techniques for Making Lessons Comprehensible.    
    • A discussion of the way the SIOP Model of sheltered instruction prepares students to be college and career ready.      
    • A revised section, Factors That Affect Second Language Acquisition, is reorganized around factors inherent in learners and those that are influenced by context, and includes additional factors based on recent research.
  • Chapter 4, Understanding, Adjusting, and Teaching the Language of the Classroom has been updated to include: 
    • A new section on the importance of understanding the language of the classroom and how it differs from everyday language proficiency.   
    • A new section on writing effective language objectives and their importance in the role of language teaching within content classes. 
    • Alignment of sections on Adjusting Language with Sheltered Instruction and Using Instructional Conversations with the way they help English learners be college and career ready.
  • New information on promoting affective and cultural connections (Ch. 5) including:
    • Revised connections of affective and cultural issues to the education of English learners.
    • A focus on the importance of appropriate assignments and expectations for English learners.
    • Numerous examples of projects or lessons that support cultural and linguistic diversity.
• NEW! Enhanced pedagogical features make learning even more effective:
  • NEW! New end-of-chapter Activities and new Your Turn features help readers apply the chapter concepts to their practices.
• NEW! Updated throughout, the text lets readers focus on the latest issues and research:
  • A revised and updated discussion of the history of education for English learners, including the history of services for students with disabilities.
  • Updated information from the Nation’s Report Card.
• NEW! A new focus on being a reflective practitioner (Ch. 8) includes:
  • New sections on reflective practice, professional development that highlights in-service sessions and action research.
  • A revised section on Professional Learning Communities to enhance teaching for English learners.
• NEW! A Glossary of Terms clarifies and helps readers understand key professional language in this discipline.

Additional information