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Sheltered Content Instruction: Teaching English-Language Learners with Diverse Abilities, 2/E
Jana A. Echevarria, California State University, Long Beach
Anne Graves, San Diego State University

ISBN-10: 0205342256
ISBN-13: 9780205342259

Publisher: Allyn & Bacon
Copyright: 2003
Format: Paper; 208 pp
Published: 08/26/2002

This text clearly defines, “sheltered instruction,” or Specially Designed Academic Instruction in English (SDAIE), and provides strategies for its successful implementation in the classroom.

Its focus on using sheltered instruction with students of varying abilities makes it a unique tool for teachers. This text speaks specifically to instruction in the content areas, confronting the fact that students learning English might struggle in those subjects. The authors provide practical methods that demonstrate how to implement this type of instruction with a full range of learners.

Focusing on the use of sheltered instruction with students of varying abilities, Echevarria and Graves address the important overlap between sheltered instruction and special education adaptations.

One important function of Sheltered Content Instruction, Second Edition is to provide teachers with the support and direction needed to undertake the sheltered approach. Specific examples of sheltered content instruction and scenarios depicting classroom interaction during this type of instruction provide models for teachers and those preparing to teach. Case studies and vignettes illustrate this interaction for the reader.

This product accompanies:
Echevarria & Graves, Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities, 3/E

Clearly defines sheltered instruction and provides methods for its successful implementation in the classroom.

Provides specific examples of sheltered content instruction and scenarios depicting classroom interaction during this type of instruction (Chs. 3, 5, 6, and 7).

Includes practical case studies and entertaining vignettes in every chapter. Both of these features show students how this instruction is applied to every day teaching while stimulating their interest in the material.

Discusses full range of diverse learners (Enlish Language Learners and special education students) and addresses the ELL population in special education, making it a text that can be used in both general education methods courses and special eduation courses.

The text uniquely addresses at-risk students and students identified as having disabilites as special populations.

New Web site resources are listed, making instructional planning and adaptations easier than ever for teachers (Ch. 6).

Expanded coverage of English Language Learners (ELLs), including a new figure that shows how sheltered instruction extends the features of effective instruction for ELLs (Ch. 3).

Describes how to address the needs of ELLs in the era of standards-based education.

Chapter 3, “Sheltered Instruction in the Content Areas,” has new research by the author and her colleagues. The new studies referenced provide evidence for the model discussed in the chapter.

Chapter 8, “Self Evaluation and Collaborative Implementation,” takes a look at the latest research on:
- The growing body of research on the importance of professional development at the preservice and inservice levels (Darling-Hammond).
- Student achievement being directly linked to teachers knowledge of subject matter and their use of effective teaching methods.
- The issue that teachers of ELLs are under-prepared to work with that population (Bunch et al) and that effective instruction for ELLs is often cited as teachers' greatest training need.

The text focuses on the importance of ongoing professional development and ways to provide it.

Details specific features of a research based model of sheltered instruction. Studies have shown it to improve the achievement of ELL students whose teachers implement the model.

All chapters conclude with “Summary,” “Activities,” and “References.”

Preface.

1. Teaching English-Language Learners with Diverse Abilities.

Native Language Knowledge.

English Language Knowledge.

Academic Background and School Experience.

Learning and Behavior Patterns.

2. Theoretical and Historical Foundations.

History of Education for Students Learning English in School.

Learning Theories.

Theories of Second Language Acquisition.

The Contributions of Cummins.

Factors That Affect Second Language Acquisition.

3. Sheltered Instruction in the Content Areas.

Sheltered Instruction versus Effective Instruction.

A Comparative Case Study.

Components of Sheltered Instruction.

Overlap of Sheltered Instruction and Effective Instruction.

Specific Considerations for Students with Learning Disabilities.

4. Affective Issues.

Providing Constructivist Reading and Writing Activities.

Providing Ample Practice and Careful Corrections.

Focusing on Relevant Background Knowledge.

Actively Involving Learners.

Using Alternative Grouping.

Providing Native Language Support.

Focusing on Content and on Activities That Are Meaningful to Students.

Creating Roles in the Classroom for Family and Community Members.

Holding High Expectations for All Learners.

Being Responsive to Cultural and Personal Diversity.

5. Learning Strategies.

Types of Learning Strategies.

Guidelines for Selecting a Learning Strategy.

Lesson Phases When Teaching Learning Strategies.

Presentation Methods Used to Teach Learning Strategies.

Examples of Specific Strategies in Teaching Reading and Writing in Content Areas.

6. Curriculum Adaptations.

Demonstrating Sensitivity to Cultural and Linguistic Diversity.

Providing Adequate Background Knowledge.

Categorizing Materials as Either Content Knowledge or Academic Proficiency.

Including Both Language Development and Content Vocabulary Development.

Modifying the Text.

Modifying the Assignments.

Assigning Note Taking, Report Writing, Study Sheets and Homework, and Progress Checks.

Using Study Resource Guides.

Developing Methods to Facilitate Curriculum Adaptations.

7. Adjusting Discourse to Enhance Learning.

The Discourse of Sheltered Instruction.

The Discourse of Instructional Conversations.

Theoretical Background.

8. Self Evaluation and Collaborative Implementation.

Self Evaluation and Goal Setting.

Collaboration with School Personnel or Peers.

Index.

Mild / Moderate Disabilities - Methods (Special Education)
ESL Methods (ELL)
Second Language Assessment (ELL)

Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities, 3/E
Echevarria & Graves
©2007 | Allyn & Bacon | Paper; 208 pp | Instock
ISBN-10: 0205493254 | ISBN-13: 9780205493258
Net price: $28.02 (What's this?)Brief Description

This text clearly defines, “sheltered instruction,” or Specially Designed Academic Instruction in English (SDAIE), and provides strategies for its successful implementation in the K-12 classroom.

Unlike any other text on the market, this popular text focuses on using sheltered instruction with students of varying abilities, making it a unique tool for teachers. Renowned authors Jana Echevarria and Anne Graves address the important overlap between sheltered instruction and special education adaptations.

The Third Edition of Sheltered Content Instruction captures the vitality of modern classrooms by speaking specifically to instruction in the content areas and confronting the fact that students learning English might struggle in those subjects. The authors provide practical methods that demonstrate how to implement this type of instruction with a full range of learners.

A classic text in the field, the Third Edition of Sheltered Content Instruction is comprehensively revised and updated in a new, larger-size format. One important function of the Third Edition is to provide teachers with the support and direction needed to undertake the sheltered approach. Specific examples of sheltered content instruction and scenarios depicting classroom interaction during this type of instruction provide models for teachers and those preparing to teach. Case studies and vignettes illustrate this interaction for the reader.

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