SIOP Model for Teaching Science to English Learners, The

<p>TABLE OF CONTENTS</p> <p>PREFACE AND ACKNOWLEDGEMENTS</p> <p>LIST OF FEATURES</p> <p>CHAPTER 1: INTRODUCTION AND REVIEW OF THE SIOP MODEL</p> <p> Key Components of the SIOP Model</p> <p>Lesson Preparation</p> <p>Building Background</p> <p>Comprehensible Input</p> <p>Strategies</p> <p>Interaction</p> <p>Practice &amp; Application</p> <p>Lesson Delivery</p> <p>Review &amp; Assessment</p> <p>Why Is the SIOP Needed Now?</p> <p>Organization and Purpose of This Book</p> <p>In Summary</p> <p>CHAPTER 2: THE ACADEMIC LANGUAGE OF SCIENCE</p> <p> What is Academic Language?</p> <p> How Does Academic Language Fit Into the SIOP Model?</p> <p>How Is Academic Language Manifested in Classroom Discourse?</p> <p>Why Do English Learners Have Difficulty with Academic Language?</p> <p>How Can We Effectively Teach Academic Language?</p> <p> The Role of Discussion and Conversation in Developing Academic Language</p> <p>What is the Academic Language of Science?</p> <p>In Summary</p> <p>CHAPTER 3: ACTIVITIES AND TECHNIQUES FOR PLANNING SIOP SCIENCE LESSONS (BY HOPE AUSTIN-PHILLIPS, AMY DITTON, AND DEBORAH SHORT)</p> <p>Mr. Etherton’s Vignette</p> <p>Introduction</p> <p> Science Techniques and Activities</p> <p>Lesson Preparation</p> <p> Alternate materials</p> <p> Enlarged/Adapted Text</p> <p>Building Background</p> <p> Magic Curtain of Science</p> <p> Oh Yesterday!</p> <p> Quickwrite</p> <p> Signal Words</p> <p> 4-Corners Vocabulary</p> <p> Vocabulary Key Rings</p> <p>Comprehensible Input</p> <p> Procedures with Graphics</p> <p> Framed Outlines</p> <p> Move It!</p> <p>Strategies</p> <p> SQP2RS (Squeepers)</p> <p> Stop and Think</p> <p> Insert Method</p> <p> T-chart</p> <p>Interaction</p> <p> You Are There</p> <p> Milling to Music</p> <p>Practice &amp; Application</p> <p> Great Performances</p> <p> Musical Flash Cards</p> <p> Red Light/Green Light</p> <p>Lesson Delivery</p> <p> Nine Squares</p> <p> Stop That Video</p> <p>Review &amp; Assessment</p> <p> Web of Information</p> <p> Snowball!</p> <p> Pass the Note Card</p> <p> Simultaneous Round Table</p> <p>Science Lesson Plans</p> <p>In Summary</p> <p> Revisiting Mr. Etherton</p> <p>CHAPTER 4: LESSON AND UNIT DESIGN FOR SIOP SCIENCE LESSONS (BY AMY DITTON AND HOPE AUSTIN-PHILLIPS)</p> <p>Mrs. Allen’s Vignette</p> <p>Introduction</p> <p>Objects in the Universe</p> <p> Unit Overview, Grades K-2</p> <p> Day Lesson Design<br> K-2 Unit</p> <p>Newton’s First Law of Motion</p> <p> Unit Overview, Grades 3-5</p> <p> Day Lesson Design</p> <p> 3-5 Unit</p> <p>Science Rocks!</p> <p> Unit Overview, Grades 6-8</p> <p> Day Lesson Design</p> <p> 6-8 Unit</p> <p>Cells</p> <p> Unit Overview, Grades 9-12</p> <p> Day Lesson Design</p> <p> 9-12 Unit</p> <p>In Summary</p> <p> Revisiting Mrs. Allen</p> <p>CHAPTER 5: PULLING IT ALL TOGETHER</p> <p>What We Have Learned</p> <p>What Our SIOP Science Contributors Have Learned</p> <p>Thoughts From the Contributors to the Other SIOP Content Books</p> <p>Final Thoughts</p> <p>APPENDIX A: COMPONENTS AND FEATURES OF THE SIOP MODEL</p> <p>APPENDIX B: EXAMPLES OF ACADEMIC LANGUAGE IN SCIENCE STANDARDS (K-2, 3-5, 5-8, 9-12)</p> <p>REFERENCES</p> <p>INDEX</p>