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4th grade slump

Due more to an increase in demands than a decrease in skills

• Early instruction focuses mostly on word reading

• By 4th grade, assessments are about comprehension

• Reading comprehension becomes an expectation across subject areas

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4th grade transition for ELLs

Similar challenges, but more intense for ELLs

• Kids with lower vocabulary and limited proficiency with language have greater difficulty with comprehension

Problem becomes more apparent in 4th grade

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Newcomers in 4th – 6th grade

Need to build both conversational skills and academic language skills

Greater demands on comprehension abilities than for native English speakers

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Academic language

Language of print is different than conversational language

• Complex sentence structures• Different vocabulary (analyze, abstract,

observe)• Multiple word meanings• Function words (therefore, however)

Comprehension requires understanding of purpose of reading and author’s intent

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Academic language: Strong predictor of comprehension

Good comprehenders tend to have good academic language

They understand nuances, difficult syntax

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How long does it take to develop academic language?

Depends on type and amount of instruction

Roughly 3 – 7 years to develop full academic proficiency

Some kids never become fully proficient due to lack of proper instruction

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Effective ways to improve academic language

Anchor instruction in print

• Discussion about text: language, ideas, connecting sentences

• Written activities: feedback, revising, rereading, summarizing

* Download list of academic words:

http://www.colorincolorado.org/content/vocab.php

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Video:

Maricely

Hartford, CT

• 5th grader, born in Puerto Rico• Learned English as a second language• Faced challenges learning to read in second

language

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Addressing diversity within ELL population

Differences in reading and language abilities

Differences in experiences and reasons for coming to this country

To do: Create goals for instruction around student profiles Group native/fluent speakers with ELLs to scaffold

language development through peer learning

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Utilizing first-language literacy skills

First-language literacy can be a strong asset

Many aspects of reading are not language-specific

• Knowing how print is used• Thinking about author’s intent• Reading for meaning

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Impact of prior schooling

First language may be well-developed conversationally but not academically (oral skills but not literacy skills)

Children with well-developed literacy skills in first language need new labels (English vocabulary), but may already know the concept

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Activating prior knowledge

Have them represent knowledge through:

• Graphics• Casual conversation• In native language with support materials, in

preparation for learning it in English

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Does a child need oral proficiency before learning to read?

In an English-only instructional environment: don’t wait!

Some bilingual programs start strictly in first language and transition to second

Reading is a powerful tool for developing vocabulary

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Value of writing

Writing is an excellent way to gauge literacy skills, and proficiency with language

Allows kids to experiment with language

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Teaching unusual spelling patterns

Teach spelling in a meaningful way• Traditional rote methods have been

unsuccessful because they are taught in isolation

• Teach the ‘ph’ pattern, for example, through a character named Christopher

Spelling is an opportunity for language development!• Kids should be learning meaning along with

spelling

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Teaching strategies for spelling

Free write

Structured activities alongside text in any content area

Writing activities that focus on improving spelling and vocabulary

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Developing vocabulary in your native languageResearch shows that kids learn vocabulary by

being exposed to words, high-quality language• Conversation:

• Kids learn through language models – teachers, but also older peers

• Vocabulary develops when there is interaction between people

• Reading:• Reading is necessary to develop academic

language• Kids acquire vocabulary at a rapid rate and in

a short time when reading

Kids should leave high school with a working understanding of about 50,000 words.

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Developing vocabulary in a second language

Develops in similar way but is dependent on instruction

• ELLs need structured opportunities with language, print, writing, and discussion

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Strategies for vocabulary learning in 4th-6th grade

Importance of breadth and depth of word knowledge

Use direct instruction (vocabulary worksheet or activity)

Teach strategies for word learning so kids can problem solve with new words independently (root words)

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Which words should we teach?

High utility academic words• Words that cut across curriculum (analyze,

frequent, compare)

Teach kids to look for cognates• They do not always pick this up on their own!• Beware of false cognates (embarazada in

Spanish sounds like embarrassed, but means pregnant)

* Find a list of English-Spanish cognates at www.colorincolorado.org/introduction/cognates.php

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Comprehension instruction for ELLs

Same principles: structured time and comprehension strategies

More attention to oral comprehension for ELLs

Discussion around text

Practice becoming an active reader

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Strategies for improving comprehension

Small group oral reading• Students read aloud, stumble, get corrective

feedback, keep going• Discuss comprehension in a group• Generally used today in early elementary

special ed, but beneficial for ELLs in upper grades

Small group discussion, small group work Previewing

• Generates interest in topic• Provides background knowledge

Predicting, clarifying, summarizing

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Independent Reading

Independent reading can improve comprehension, provided there is a good reader-text match!

• Too many unfamiliar words is not a useful way to build vocabulary or comprehension

• A good match requires 90-95% accuracy

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Do comprehension skills transfer?

Best case scenario: newcomers with lots of formal schooling in native language

Many aspects of reading comprehension are the same across languages• Do I know why I’m reading this? What

information am I looking for? Am I supposed to be summarizing? Am I thinking about what I’m learning?

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Teaching literacy in the content areas

Reading is both the mechanism by which we deliver curricula, and the method by which we assess achievement – too large a job to fall only on Language Arts teachers

Content area teachers can: • Teach registers that pertain to their subject

(math: sum, estimate, fraction, proportion)• Help kids attack word problems

We are always mediating the curriculum with language

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Video:

Reciprocal teaching

Frank Love Elementary School

Bothell, WA

• Goal: Prepare students to run their own discussion• Asking a question• Clarifying the meaning of unfamiliar words• Summarizing, finding the main idea• Prediction

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Reciprocal teaching: In the classroom

Capitalizes on diversity of language and reading ability

Uses peers and teachers as models Opportunity for structured discussion Heterogeneous grouping is part of the goal Scaffolded approach Chance for teacher to conduct informal assessment

Goal: Gradual release of responsibility to students

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Content areas: Fitting in reading instruction

From the outset, think of language and reading as part of content area delivery

Integrate reading instruction in the curriculum planning process

Many native English speakers struggle with language issues as well and benefit from reading instruction in content areas too

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Sheltered Instructional Observation Protocol (SIOP Model)

Helps teachers identify, in planning stage, content area goals and language demands

Originally developed for adolescent newcomers but can be adapted for upper elementary

* For more information on the SIOP Model, visit www.colorincolorado.org/webcasts/1004.php

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Vocabulary Improvement Program (VIP)

Published by Brookes, developed by Maria Carlo, Catherine Snow, Diane August and colleagues

Designed for upper elementary grades

Teaches word families, relationships among words, use of words in both oral language and print

Goal: Develop deep understanding of high-utility academic words

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Literacy assessment for ELLs in grades 4-6

Standards-based tests only give broad understanding of achievement level

Ideal assessments tease apart elements of oral language and reading• Accuracy, fluency, and comprehension• Literal comprehension questions vs.

inferencing • Academic language• Syntax• Morphological awareness

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Assessment at school and district level

Typically use large-scale standards-based assessments

Recommendation: Take kids for whom that assessment raises red flag and do more in-depth assessment

Find out what aspect of the skill had broken down

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Language of assessment

Depends on instructional goals• Do we have tools to do native language

assessment well?• May get useful information, but not enough

to classify children

Native language assessments have often been created using monolingual students; may be inaccurate for bilingual students

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Using assessments to inform instruction

Good instruction starts with good assessment

ELLs are developing at rapid and uneven rates

Monitor progress, then think about modifications

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Final thoughts

Focus on better academic language instruction in regular classrooms

Consider language diversity as an aspect of K-12 classrooms, rather than treating ELLs as a subgroup

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Final thoughts (cont.)

This approach parallels:

• Middle school literacy reform: content-based literacy, writers’ workshop, improved academic language for all students

• Special education reform: universal design, preventing difficulties, increasing opportunity to learn before labeling child, adjusting curriculum to promote success

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Thank you!

Visit our Web site for recommended readings, discussion questions, and more on this topic:

http://www.colorincolorado.org/webcasts/2004.php

For general information on teaching English language learners to read, visit ¡Colorín Colorado! http://www.ColorinColorado.org