Essay on Chapter One Summary

623 Words Jun 4th, 2013 3 Pages
Chapter One Summary
Kelsey
February 18, 2013

Chapter One Summary
According to Moughamian (2009), "English language learners (ELLs), represent one of the fastest growing groups among the school-aged population in the U.S.” (para. 1). By the year 2015, English language learners will make up 30% of the schools population in the U.S. (Moughamian, 2009). English language learners, as well as native English speakers, are required to be successful in school and succeed as productive members of society. There have been a number of programs developed to help aid in this issue.
Pull-out, Sheltered Instruction, and Bilingual Education Programs
Pull-out, Sheltered Instruction (SI), and Bilingual Education programs were developed in order
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Regular classroom content is not a concern for these students until they exit the program whereas the pull-out and SI students are taught the grade level content.
Development of SIOP Model
Sheltered Instruction Observation Protocol (SIOP) was developed to promote high quality instruction for English learners and provide teachers with a fully connected, practical model of sheltered instruction (SI). The SIOP model was introduced to bring together the instructional programs of the school and to organize its methods and techniques to ensure that their practices are effectively implemented. According to Echevarria, Voyt, and Short (2008), “The goals of the research project were to (1) develop an explicit model of sheltered instruction; (2) use that model to train teachers in effective sheltered strategies; and (3) conduct field experiments and collect data to evaluate teacher change and the effects of sheltered instruction on LEP students’ English language development and content knowledge” (p. 15). The SIOP model consists of 30 items and is grouped into eight elements that help ELLs comprehend content better. The elements are: preparation, prior knowledge and experience, comprehending dialogue and texts, strategies, interaction practice and application, lesson delivery, and review and assessment (Moughamian, 2009).
Conclusion
With the growth of ELLs in the classrooms it is important for teachers to have knowledge about certain programs such as Pull-out, SI, and

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