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Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities, 3/E
Jana Echevarria
Anne Graves, San Diego State University

ISBN-10: 0205493254
ISBN-13: 9780205493258

Publisher: Allyn & Bacon
Copyright: 2007
Format: Paper; 208 pp
Published: 07/06/2006

Suggested retail price: $39.99
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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.

  • 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 (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 it a text that can be used in both general education methods courses and special education courses.
  • The text uniquely addresses at-risk students and students identified as having disabilities as special populations.
  • Chapter 6 lists Web site resources, making instructional planning and adaptations easier than ever for teachers.
  • Extensive coverage of English Language Learners (ELLs), including a 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,” provides research by the author and her colleagues. The 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 1) the importance of professional development at the preservice and inservice levels; 2) Student achievement being directly linked to teachers knowledge of subject matter and their use of effective teaching methods; 3)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.

·        New and expanded research on second language acquisition has been added throughout the chapters to offer students more in-depth knowledge on this topic.

·        Emphasis on standards throughout the chapters give students a better understanding on the role of standards in instruction for English learners.

·        A discussion of Response to Intervention for at-risk students as a way to empower schools in assisting students with learning and behavior challenges.

·        The text has been thoroughly updated throughout.

·        A larger format makes the text more teacher friendly.

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 Challenges.
Search for Interventions: A 3-Tiered Model.
Student Profiles Revisited.


2. Theoretical and Historical Foundations.

History of Education of Students Learning English in School.

Teaching English Language Learners: Theory to Practice.

Theories of Second-Language Acquisition.

The Contributions of Cummins.

Factors That Affect Second-Language Acquisition.


3. Sheltered Instruction in the Content Areas.

Components of Sheltered Instruction.
Sheltered Instruction and Effective Instruction.

A Comparative Case Study.



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 Strategies.

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.
Teaching Reading Strategies in Content Area Classes.
Teaching Writing Strategies in Content Area Classes.


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 Plans and Texts.
Modifying Assignments.

Assigning Notetaking, Report Writing, Study Sheets and Homework, and Progress Checks.

Using Study Resource Guides.



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.

Jana Echevarria, Ph.D., is a Professor of Education at California State University, Long Beach. Her professional experience includes elementary and secondary teaching in general education, special education, English as a Second Language and bilingual programs. She has lived in Taiwan and Mexico where she taught ESL and second language acquisition courses at the university level, as well as in Spain where she conducted research on instructional programs for immigrant students. Her UCLA doctorate earned her an award from the National Association for Bilingual Education's Outstanding Dissertations Competition. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. She is a nationally known expert on English learners and has written numerous journal articles and book chapters, has written and produced several videotapes and has co-authored several books including, Making Content Comprehensible for English Language Learners: The SIOP Model and Sheltered Content Instruction: Teaching Students With Diverse Abilities, both published by Allyn & Bacon. The SIOP Model of instruction is used widely in all 50 states and several countries. Currently, she is Co-Principal Investigator with the National Research and Development Center on English Language Learners funded by the U.S. Department of Education, Institute of Education Sciences (IES). In 2005, Dr. Echevarria was selected as Outstanding Professor at CSULB.

 

Anne W. Graves, Ph. D. is a Professor and Chair of the Department of Special Education at San Diego State University. She has teaching and research experience in the schools since 1975. She has conducted numerous research projects on the effects of reading and writing instruction with particular focus on ethnolinguistically diverse students. Her major focus is to develop improved teaching practices for English learners.  

 

Now in its third edition, Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities defines and examines sheltered instruction and provides strategies for its successful implementation in the K-12 classroom. This unique and popular text focuses on using Specially Designed Academic Instruction in English (SDAIE) with students of varying abilities. Well-known authors Jana Echevarria and Anne Graves address the overlap between sheltered instruction and special education adaptation.

 

Fully revised and updated, Sheltered Content Instruction includes practical case studies and memorable vignettes in every chapter to illustrate application. The authors also discuss a full range of diverse learners, including English Language Learners and special education students, with an emphasis on linking instruction and ongoing assessment.

New features to the third edition include:

  • New and expanded research on second language acquisition.
  • Emphasis on standards and its role in instruction for English learners.
  • Discussion of Response to Intervention for at-risk students to provide solutions for students with learning and behavioral challenges.

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