MAKING IT MAKING IT WORK:WORK:

Instruction, Assessment & Intervention Instruction, Assessment & Intervention with ELL students through the RTI processwith ELL students through the RTI process

OVERVIEW:OVERVIEW:

TIER TIER II

TIER I INSTRUCTIONTIER I INSTRUCTION

Where most of the changes Where most of the changes are needed to state that an are needed to state that an

ELL student has received ELL student has received appropriate instruction.appropriate instruction.

*ELL'S READING *ELL'S READING ACHIEVEMENTACHIEVEMENT

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11

0

10

20

30

40

50

60

70

Dual Language

Bilingual Education

Transitional Bilingual / ESL thru content

Transitional Bilingual

ESL thru academic content

ESL Pullout

--Thomas & Collier, 1997--Thomas & Collier, 1997

DE INSTRUCTION FOR DE INSTRUCTION FOR ELLS ELLS

2007-20082007-2008

DELAWARE DEPARTMENT OF EDUCATION, 2008DELAWARE DEPARTMENT OF EDUCATION, 2008

WHY DO MANY ELL'S WHY DO MANY ELL'S FAIL TO ACQUIRE FAIL TO ACQUIRE

CALP?CALP? Lack of exposure to appropriate books and Lack of exposure to appropriate books and

people who use academic languagepeople who use academic language

Lack of opportunities to learn and use Lack of opportunities to learn and use academic languageacademic language

Lack of systematic, explicit instruction and Lack of systematic, explicit instruction and sufficient and supportive feedbacksufficient and supportive feedback

SCARCELLA, 2003 SCARCELLA, 2003

TRIPLE EFFECTTRIPLE EFFECT

IMPROVING CALPIMPROVING CALP

Connect academic language with Connect academic language with reading & writing activitiesreading & writing activities

Provide opportunities to produce Provide opportunities to produce the language through interactionsthe language through interactions

UPDATED RESEARCHUPDATED RESEARCH

With intensive literacy & academic language With intensive literacy & academic language instruction, ELL students can develop CALP by instruction, ELL students can develop CALP by the 4the 4thth grade grade

Explicit oral language instruction is needed Explicit oral language instruction is needed across all content areasacross all content areas

This is missing in This is missing in MOSTMOST regular regular education classroomseducation classrooms

CRITICAL FEATURESCRITICAL FEATURES• Intensive literacy instructionIntensive literacy instruction

• Extensive vocabulary instructionExtensive vocabulary instruction

• academic language instruction across content academic language instruction across content areasareas

• Scaffolding/supports provided to increase Scaffolding/supports provided to increase comprehensioncomprehension

• Instructional conversationsInstructional conversations

VOCABULARY VOCABULARY INSTRUCTIONINSTRUCTION

Multiple exposure to target words over Multiple exposure to target words over several days several days

Reading, Writing and Speaking Reading, Writing and Speaking opportunitiesopportunities

Emphasize student-friendly definitionsEmphasize student-friendly definitions

Provide regular reviewProvide regular review

IDENTIFYING IDENTIFYING VOCABULARYVOCABULARY

School/district core reading programSchool/district core reading program

ELLs will need instruction on additional ELLs will need instruction on additional words in the programwords in the program

Instruction will need to be more Instruction will need to be more extensive than recommended by the extensive than recommended by the programprogram

IDENTIFYING IDENTIFYING VOCABULARYVOCABULARY

Teacher study groups using available textsTeacher study groups using available texts

Identify vocabulary to be taughtIdentify vocabulary to be taught

Create student-friendly definitionsCreate student-friendly definitions

Create lesson plans for vocabulary instructionCreate lesson plans for vocabulary instruction

ACTIVITYACTIVITY

What words or phrases would What words or phrases would present the most difficulty to present the most difficulty to

ELL students?ELL students?

SLP SUPPORT SLP SUPPORT

*Identify antonyms and synonyms (e.g. “What means the same as…”)Identify antonyms and synonyms (e.g. “What means the same as…”)

*Sentence completion (e.g. “It was dark so she turned on the _____”)Sentence completion (e.g. “It was dark so she turned on the _____”)

*Multiple meaning words (e.g. Give me 2 meanings for “bat”)Multiple meaning words (e.g. Give me 2 meanings for “bat”)

*Describing (e.g. “tell me 2 things to describe a…”)Describing (e.g. “tell me 2 things to describe a…”)

*Categorizing and Classifying (e.g. Tell me 5 things that are cold)Categorizing and Classifying (e.g. Tell me 5 things that are cold)

*Grammar knowledge (e.g. nouns, verbs, etc.)Grammar knowledge (e.g. nouns, verbs, etc.)

*Syntax knowledge – parts of a sentence (S-V-O)Syntax knowledge – parts of a sentence (S-V-O)

ACADEMIC ACADEMIC LANGUAGE LANGUAGE

Gersten et al. (2007) , 2007Gersten et al. (2007) , 2007

Instructional time should focus onInstructional time should focus onexplicit instruction of academic English explicit instruction of academic English

−adverbial formsadverbial forms−conditional sentencesconditional sentences−prepositionsprepositions−words that express relationshipswords that express relationships

Reading, discussing and writing about texts Reading, discussing and writing about texts needs to be a central part of the language developmentneeds to be a central part of the language developmentinstruction dispersed throughout the day instruction dispersed throughout the day

ENGLISH ENGLISH INSTRUCTION TIMEINSTRUCTION TIME

Gersten et al. (2007) , 2007Gersten et al. (2007) , 2007

Schedule regular blocks of English instruction timeSchedule regular blocks of English instruction time

It increases the time ELLs have to learn the languageIt increases the time ELLs have to learn the language

Instruction spaced throughout the day provides better Instruction spaced throughout the day provides better opportunities for deep processing and retentionopportunities for deep processing and retention

The focus is clearly on languageThe focus is clearly on language

EARLY ELEMENTARYEARLY ELEMENTARY

FOR ELL READERSFOR ELL READERS

Gersten et al. (2007) , 2007Gersten et al. (2007) , 2007

Discuss text & the language in structured waysDiscuss text & the language in structured ways−Verb tense, plurals, use of adjectives & adverbsVerb tense, plurals, use of adjectives & adverbs

Use language in a variety of situationsUse language in a variety of situations−Tell storiesTell stories−Describe eventsDescribe events−Explain problemsExplain problems−Question intentionsQuestion intentions

LESSON PLANSLESSON PLANS

1.1. Content ObjectivesContent Objectives− what students will learn to dowhat students will learn to do

2.2. Language ObjectivesLanguage Objectives− language function or skill that the student language function or skill that the student

will use in the lessonwill use in the lesson

SCAFFOLDING SCAFFOLDING RealiaPicturesVideosDemonstrationsHands-on ManipulativesGraphic OrganizersTotal Physical ResponseFeedbackL1 SupportModel Performance Indicators

MODEL MODEL PERFORMANCE PERFORMANCE

INDICATOR (MPI)INDICATOR (MPI)

WIDA Consortium, 2007WIDA Consortium, 2007

Gives expectations for what students should be Gives expectations for what students should be able to process & produce at a given proficiency able to process & produce at a given proficiency level.level.

Based on the ACCESS test & WIDA's English Based on the ACCESS test & WIDA's English Language Proficiency StandardsLanguage Proficiency Standards

Using state academic content standards Using state academic content standards

ACCESS TESTACCESS TEST

ACCE

SS :

ACCE

SS :

LEVE

LS o

f EN

GLI

SH P

ROFI

CIEN

CYLE

VELS

of E

NG

LISH

PRO

FICI

ENCY

LEVEL 1LEVEL 1Match prices/goods with visually Match prices/goods with visually supported materials supported materials

Example: newspapers or magazines Example: newspapers or magazines

Use oral questions with a partnerUse oral questions with a partnerExample: “Which one costs a lot?”Example: “Which one costs a lot?”

EXAMPLEEXAMPLE

WIDA CONSORTIUM, 2007WIDA CONSORTIUM, 2007

LEVEL 4LEVEL 4Predict prices of goods using visually Predict prices of goods using visually supported materials and oral questions supported materials and oral questions with partnerwith partner

Example: “Which one do you think Example: “Which one do you think costs under $1000?”costs under $1000?”

EXAMPLEEXAMPLE

WIDA CONSORTIUM, 2007WIDA CONSORTIUM, 2007

FEEDBACKFEEDBACK

HILL & FLYNN, 2006HILL & FLYNN, 2006

Model correct grammar, pronunciation or vocabularyModel correct grammar, pronunciation or vocabularyPrevents fossilizing errorsPrevents fossilizing errorsDo not point out errorsDo not point out errors

Corrective feedback for errors related to lesson contentCorrective feedback for errors related to lesson contentShould be timelyShould be timely

Reflect progress in learning specific informationReflect progress in learning specific informationBetter than # of correct answersBetter than # of correct answersRubrics are helpfulRubrics are helpful

PRIMARY LANGUAGE PRIMARY LANGUAGE SUPPORTSUPPORT

WRIGHT, 2008WRIGHT, 2008

Provide bilingual picture dictionariesProvide bilingual picture dictionariesTeach students how to use themTeach students how to use them

Accept students' initial writing in L1 as they transition to writing in Accept students' initial writing in L1 as they transition to writing in EnglishEnglish

Have L1 books & recordings in the listening centerHave L1 books & recordings in the listening centerShould be similar to the English books in the classroomShould be similar to the English books in the classroomTo reinforce concepts that were taughtTo reinforce concepts that were taughtSend books home to read with a parent or siblingSend books home to read with a parent or sibling

Use resources on the internetUse resources on the internetTranslations ( Translations ( www.spanishdict.com ) )Online bilingual dictionary ( Online bilingual dictionary ( www.wordreference.com ) )Educational activities Educational activities

Allow bilingual students to help ELL peers in L1Allow bilingual students to help ELL peers in L1

TEACHER TEACHER CHARACTERISTICSCHARACTERISTICS

Talk slowly and clearlyTalk slowly and clearly

Paraphrase oftenParaphrase often

Use animated facial expressions & gesturesUse animated facial expressions & gestures

Avoid idioms, or explain themAvoid idioms, or explain them

Check in with the student to see if they understandCheck in with the student to see if they understand

Allow them to use their L1Allow them to use their L1

Truly value the children's culturesTruly value the children's cultures

USE STUDENTS' USE STUDENTS' CULTURECULTURE

Introducing a lesson:Introducing a lesson:−ask students what experience they have with the topicask students what experience they have with the topic

Students are:Students are:−emotionally connected to the topicemotionally connected to the topic−feeling valued as a member of the classfeeling valued as a member of the class−motivated to learn moremotivated to learn more−exposed to other cultures & historiesexposed to other cultures & histories

Building upon a student’s culture triggers vocabulary & Building upon a student’s culture triggers vocabulary & previous knowledge to build onprevious knowledge to build on

THE BASICS OF THE BASICS OF READING READING

COMPREHENSIONCOMPREHENSION

INSTRUCTIONAL INSTRUCTIONAL CONVERSATIONS CONVERSATIONS & COOPERATIVE & COOPERATIVE

LEARNINGLEARNING

HARRY & FLYNN, 2006HARRY & FLYNN, 2006

LUNCH LUNCH BREAKBREAK

TIER TIER IIII

TIER IITIER II

•Same interventions as monolinguals BUT…Same interventions as monolinguals BUT…

Adaptations for lack of English proficiencyAdaptations for lack of English proficiencyAdditional academic language instructionAdditional academic language instructionUnderstanding that progress will not be as robustUnderstanding that progress will not be as robustSensitivity to schedule Sensitivity to schedule

should not lose exposure time to content area materialshould not lose exposure time to content area material

PA INTERVENTIONSPA INTERVENTIONS Venn diagrams to compare sounds or words Venn diagrams to compare sounds or words

in English & L1in English & L1• Explicit instruction on pronunciation of Explicit instruction on pronunciation of

sounds & wordssounds & words Encourage pronunciation practiceEncourage pronunciation practice

Choral reading, echo readingChoral reading, echo reading Sound sorting of picturesSound sorting of pictures Poetry & musicPoetry & music

WORD READING WORD READING INTERVENTIONSINTERVENTIONS

Same reading interventions as for monolingual Same reading interventions as for monolingual students, although progress will not be as profoundstudents, although progress will not be as profound

In additionIn addition, explicit oral language instruction, explicit oral language instruction VocabularyVocabulary Grammar/syntaxGrammar/syntax

Explicit phonemic instruction may be needed.Explicit phonemic instruction may be needed.

READING FLUENCY READING FLUENCY INTERVENTIONSINTERVENTIONS

• Verbal language instructionVerbal language instruction– Focus on vocabularyFocus on vocabulary– grammar/syntaxgrammar/syntax– IdiomsIdioms

• Increased exposure to printIncreased exposure to print

EFFECTIVE EFFECTIVE VOCABULARY VOCABULARY INSTRUCTIONINSTRUCTION

Francis et al. 2006Francis et al. 2006

1.1. Look around (observe)Look around (observe)

2.2. Look intoLook into (investigate) (investigate)

3.3. Look after (take care of)Look after (take care of)

4.4. Look for (search)Look for (search)

5.5. Look out forLook out for (be careful with)(be careful with)

6.6. Look likeLook like (look similar)(look similar)

7.7. Look over (read, edit, review)Look over (read, edit, review)

EXAMPLE: EXAMPLE: “look”

1)1) ““take a take a looklook” (noun”)” (noun”)

2)2) ““I like the I like the lookslooks of it” (noun) of it” (noun)

3)3) ““this is a this is a lookinglooking glass” (adjective) glass” (adjective)

4)4) ““I need to I need to looklook for it” (infinitive verb) for it” (infinitive verb)

5)5) ““He He lookslooks” (3” (3rdrd person /s/) person /s/)

6)6) ““LookLook at me” (imperative) at me” (imperative)

7)7) ““She’s She’s lookinglooking” (present progressive verb)” (present progressive verb)

8)8) ““We We lookedlooked around” (regular past tense /-ed/) around” (regular past tense /-ed/)

9)9) ““They had They had lookedlooked” (past participle)” (past participle)

EXAMPLE: EXAMPLE: “look”

COGNATESCOGNATES

COGNATESCOGNATES

Words in two languages that share a similar Words in two languages that share a similar meaning, spelling & pronunciationmeaning, spelling & pronunciation

30-40% of English words have a related word in 30-40% of English words have a related word in SpanishSpanish

More easily related if students have literacy skills More easily related if students have literacy skills in L1in L1

READING FLUENCY READING FLUENCY INTERVENTIONSINTERVENTIONS

REPEATED READINGSREPEATED READINGS

READING FLUENCY READING FLUENCY INTERVENTIONSINTERVENTIONS

READING READING COMPREHENSION COMPREHENSION INTERVENTIONSINTERVENTIONS

PROGRESS PROGRESS MONITORINGMONITORING

SYSTEMATIC SYSTEMATIC ANALYSIS of ANALYSIS of LANGUAGE LANGUAGE

TRANSCRIPTSTRANSCRIPTSDIAGNOSTIC MEASURES & PROGRESS MONITORDIAGNOSTIC MEASURES & PROGRESS MONITOR

EXAMPLE: ANA, AGE 7-3, GRADE 1EXAMPLE: ANA, AGE 7-3, GRADE 1 One day a little boy (he/'s um) he/'s be a :02 frog [EU]. And he is go/ing to your[EW:his] bed. The frog, he/'s go/ing. (When he/'s :02 when he/'s :04 s* :09) when he peek/3s up, the frog is not in the

frasc*[CS]. He/'s call/ing to the frog. But (not) not> The dog, he/'s go/*ing down. He/'s (ca*) call/ing to the frog. "Frog, Frog". (He/'s) he/'s call/ing and calling. Then the dog, he/'s (:06 s*) call/ing too. Then :04 he/'s :04 call/ing. He/'s :04 be a :07 bird [EU]. The dog is :03 run/*ing. And he go/3s up. (And) one rock [EU]. He *is :02 call/ing and call/ing. He is (go/ing in in) go/ing (to to) down. He go/3s down. He say/*3s, "Is *it over there"? The boy said, "Shh". And he busc*[CS] over there. And he is over there. And (he) his frog is in your[EW:his] hand. He say bye to the (s*) nothers[EW:other] frog/s.

BEFORE TIER IIIBEFORE TIER IIIDiagnostic Assessment should include:Diagnostic Assessment should include:

EDUCATIONAL EDUCATIONAL HISTORYHISTORY

Educated in another country?Educated in another country?When started school?When started school?Attendance?Attendance?Performance?Performance?Remedial support?Remedial support?Performance of students in that country?Performance of students in that country?Educated in other state/districts?Educated in other state/districts?L1 literacy instruction?L1 literacy instruction?Bilingual program?Bilingual program?Preschool?Preschool?Attendance?Attendance?

FAMILY HISTORYFAMILY HISTORYImmigration statusImmigration statusLevel of acculturationLevel of acculturationUnderstanding of school expectationsUnderstanding of school expectationsTravel to home country?Travel to home country?Parents' English levelsParents' English levelsLevel of academic supportLevel of academic supportDependence on child for translationDependence on child for translation

ASSESSING ASSESSING PHONOLOGICAL PHONOLOGICAL

AWARENESSAWARENESS

In kindergarten ELLs at-risk for In kindergarten ELLs at-risk for reading can be identified if PA reading can be identified if PA is underdeveloped &/or they is underdeveloped &/or they

have difficulty learning sound-have difficulty learning sound-symbol correspondence...symbol correspondence...

BUT…BUT…

BILINGUAL SLP BILINGUAL SLP SUPPORTSUPPORT

Phonological awareness tasks: Phonological awareness tasks:

Hammer & Miccio (2006)Hammer & Miccio (2006)

ASSESSING IN L1ASSESSING IN L1

RHYMINGRHYMING

Is not a strategy used in all languagesIs not a strategy used in all languages

Recalling rhyming words is affected by a weak Recalling rhyming words is affected by a weak vocabularyvocabulary

Recognizing rhyming words can be affected by Recognizing rhyming words can be affected by semantic interferencesemantic interference

What rhymes with...?What rhymes with...?

ASSESSING ASSESSING WORD READING WORD READING

SKILLSSKILLS

Before asking the student to readBefore asking the student to read− ensure verbal familiarity with the words in textensure verbal familiarity with the words in text

Discuss the topic & key words in textDiscuss the topic & key words in text

ASSESSING IN L1ASSESSING IN L1

ASSESSING IN L1ASSESSING IN L1Must be done by someone knowledgeable Must be done by someone knowledgeable

in common errors in L1in common errors in L1

English also likely to impact performance in English also likely to impact performance in L1 if student exposed to English literacy L1 if student exposed to English literacy instructioninstruction– Example:Example:

In Spanish In Spanish read “LL” as /L/ instead of /y/ read “LL” as /L/ instead of /y/

ASSESSING ASSESSING WORD READING WORD READING

SKILLSSKILLS

Error analysis is very important:Error analysis is very important:

confusing vowel sounds?confusing vowel sounds?

dropping ending sounds?dropping ending sounds?

difficulty with English-only phonemes?difficulty with English-only phonemes?

allow for accent errors (is = iss)allow for accent errors (is = iss)

ASSESSING READING ASSESSING READING FLUENCYFLUENCY

How many of the words did the student How many of the words did the student verbally know?verbally know?

ASSESSING READING ASSESSING READING COMPREHENSIONCOMPREHENSION

• Oral Retelling (wpm)Oral Retelling (wpm)– Oral fluency is a big factorOral fluency is a big factor

• Cloze ProcedureCloze Procedure– WJ-III: Passage ComprehensionWJ-III: Passage Comprehension– Knowledge of syntax & vocabulary are Knowledge of syntax & vocabulary are

big factorsbig factors

CLOZE CLOZE PROCEDUREPROCEDURE

• He washed his face at the ______.He washed his face at the ______.

• The dog ___ running.The dog ___ running.

ASSESSING ASSESSING READING READING

COMPREHENSIONCOMPREHENSION

–Q & AQ & A–WIAT-IIWIAT-II–BRI-10BRI-10–Running RecordRunning Record

ASSESSING ASSESSING COMPREHENSIONCOMPREHENSION

Read title/headingRead title/heading– ““What do you think it will be about?”What do you think it will be about?”– access background knowledgeaccess background knowledge

Read text aloudRead text aloud– mark errorsmark errors

With text availableWith text available– ask comprehension questionsask comprehension questions– use sentence startersuse sentence starters

SENTENCE STARTERSSENTENCE STARTERS

I think the boy felt _____ because ______.I think the boy felt _____ because ______.

The story was about a dragon who______.The story was about a dragon who______.

After pouring in the flour, you need to _____.After pouring in the flour, you need to _____.

The story teaches us__________.The story teaches us__________.

WHERE WAS THE WHERE WAS THE TROUBLE?TROUBLE?

Important vocabularyImportant vocabularyBackground knowledgeBackground knowledgeMetaphors/SimilesMetaphors/SimilesIdiomsIdioms

““I’ve got butterflies in my I’ve got butterflies in my stomach!”stomach!”

WHAT FOLLOWS WHAT FOLLOWS TIER II?TIER II?

Typically:Typically:Increased phonics in TIER IIIIncreased phonics in TIER III

Instead:Instead:may need to modify TIER IImay need to modify TIER IITIER II may be repeated many timesTIER II may be repeated many times

FOR OLDER STUDENTS:FOR OLDER STUDENTS:

TIER II SUPPORTTIER II SUPPORT

OORR

TIER TIER IIIIII

TIER III TIER III INTERVENTIONISTSINTERVENTIONISTS

May include any/all of the following:May include any/all of the following:

•Bilingual or ESL Teacher with background in literacyBilingual or ESL Teacher with background in literacy

•Special Education TeacherSpecial Education Teacher

•Reading SpecialistReading Specialist

•Speech-Language PathologistSpeech-Language Pathologist

with with background in background in

ELL needsELL needs

PHONEMIC AWARENESS PHONEMIC AWARENESS HIERARCHYHIERARCHY

ADAMS, 1990ADAMS, 1990

PHONOLOGICAL PHONOLOGICAL AWARENESS:AWARENESS:

SLP INVOLVEMENTSLP INVOLVEMENTConsultation OR Direct ServicesConsultation OR Direct Services

STRUCTURAL STRUCTURAL ANALYSIS ANALYSIS OF WORDSOF WORDS

BIRSH, 2005BIRSH, 2005

READING FLUENCY: READING FLUENCY: INTERVENTIONSINTERVENTIONS

• Choral/Echo ReadingsChoral/Echo Readings• Teach Phrasing & Intonation DirectlyTeach Phrasing & Intonation Directly– Study punctuation & grammarStudy punctuation & grammar– Practice with 3 or 4 word phrasesPractice with 3 or 4 word phrases– Segmented sentencesSegmented sentences– E.g. The black cat * chased the mouseE.g. The black cat * chased the mouse

– Intonation & punctuationIntonation & punctuation– E.g. Bird fly. Birds fly? Birds fly!E.g. Bird fly. Birds fly? Birds fly!

– Intonation & stressIntonation & stress– E.g. E.g. YouYou get the car. You get the get the car. You get the carcar

BIRSH, 2005BIRSH, 2005

VOCABULARY & VOCABULARY & GRAMMAR: GRAMMAR:

SLP INVOLVEMENTSLP INVOLVEMENTWORD CLASSIFICATION, CATEGORIZATION & USE: WORD CLASSIFICATION, CATEGORIZATION & USE:

VOCABULARY & VOCABULARY & GRAMMAR: GRAMMAR:

SLP INVOLVEMENTSLP INVOLVEMENTConsultation OR Direct ServicesConsultation OR Direct Services

Understanding parts of a sentenceUnderstanding parts of a sentence Subject-Verb- ObjectSubject-Verb- Object

Increase sentence lengthIncrease sentence length Example: Example:

A.A. The cat ran away.The cat ran away.B.B. The The big, mean, scary black big, mean, scary black cat ran cat ran quickly through the quickly through the

trees to gettrees to get away away from him ownerfrom him owner..

READING READING COMPREHENSION: COMPREHENSION: SLP INVOLVEMENTSLP INVOLVEMENT

CASE STUDIESCASE STUDIESLet’s discuss each case:Let’s discuss each case:

What assessments or What assessments or information would you need to information would you need to

obtain to create appropriate Tier obtain to create appropriate Tier III interventions?III interventions?

MARIAMARIA

MARIAMARIA Mom completed 9 years of school, but was illiterateMom completed 9 years of school, but was illiterate

Dad completed 11 years of school, and was an alcoholicDad completed 11 years of school, and was an alcoholic

Family & neighbors speak Spanish; parents hope to return Family & neighbors speak Spanish; parents hope to return to Mexico soon.to Mexico soon.

During testing Maria was anxious during English tests & During testing Maria was anxious during English tests & relaxed during Spanish testsrelaxed during Spanish tests

Class observation: teacher spoke quickly, went through Class observation: teacher spoke quickly, went through information once & discouraged clarification questionsinformation once & discouraged clarification questions

MARIA'S SCORESMARIA'S SCORESENGLISHENGLISH SPANISHSPANISH

Oral Language 63 69Story Recall 106 109Picture Vocabulary 49 55Understanding Directions 76 73Oral Comprehension 76 86Broad Reading 72

Letter-word Identification 82

Reading Fluency 73

Passage Comprehension 67

SSSS U.S. %U.S. % ADJUSTED %ADJUSTED %

VCI 79 8 13 (83)

PRI 88 21 27 (90)

WMI 91 27 29 (91)

PSI 88 21 37 (94)

NOW THAT YOU NOW THAT YOU KNOW...KNOW...

What interventions What interventions would be appropriate would be appropriate

for Maria?for Maria?

LIZBETLIZBET

LIZBETLIZBET• parents originally from Mexico; completed the parents originally from Mexico; completed the

primary grades.primary grades.

• language development was slow; mom concerned language development was slow; mom concerned about her pronunciation of words.about her pronunciation of words.

• attended 1 year of Head Start; was shy at the attended 1 year of Head Start; was shy at the beginning, but did well.beginning, but did well.

• Parents do not see any of the anxious behaviors at Parents do not see any of the anxious behaviors at home; Lizbet completes her homework home; Lizbet completes her homework independently; stated she cannot read in English or independently; stated she cannot read in English or SpanishSpanish

LIZBET'S SCORESLIZBET'S SCORESENGLISHENGLISH SPANISHSPANISH

Oral Language 34 35Story Recall 37 12Picture Vocabulary 42 55Understanding Directions 26 16Oral Comprehension 56 63

Brief Reading 75

Letter-Word Identification 80

Passage Comprehension 69

SSSS U.S. %U.S. % ADJUSTED %ADJUSTED %

VCI 53 0.1 1.0 (63)

PRI 82 12.0 29.0 (90)

WMI 56 0.2 0.5 (59)

PSI 70 2.0 8.0 (78)

NOW THAT YOU NOW THAT YOU KNOW...KNOW...

What interventions What interventions would be appropriate would be appropriate

for Lizbet?for Lizbet?

SUMMARYSUMMARYENGLISH LANGUAGE LEARNERS…ENGLISH LANGUAGE LEARNERS…• do benefit from the RTI processdo benefit from the RTI process• are placed in classrooms that don’t provide appropriate are placed in classrooms that don’t provide appropriate

ELL instructionELL instruction• require intensive & systematic instructionrequire intensive & systematic instruction

– academic language & literacy skillsacademic language & literacy skills• can attain grade level word reading skillscan attain grade level word reading skills• have greater difficulty attaining grade level reading have greater difficulty attaining grade level reading

comprehension & fluency skills.comprehension & fluency skills.• benefit from the same reading intervention as benefit from the same reading intervention as

monolingual peers monolingual peers – rate of progress may be differentrate of progress may be different

• have Tier II & III interventions for longer time periods have Tier II & III interventions for longer time periods

WHAT SHOULD WE WHAT SHOULD WE DO NOW?DO NOW?

If there are different languages in the schoolIf there are different languages in the school− have select staff become experts on each language & be on the have select staff become experts on each language & be on the

RTI teamRTI team Use appropriate progress monitoring systemsUse appropriate progress monitoring systems Diagnostic Assessment after Tier IIDiagnostic Assessment after Tier II Tier III interventionists need appropriate training in ELLs Tier III interventionists need appropriate training in ELLs

& literacy development& literacy development Assign ELL students to teachers with training in ELL Assign ELL students to teachers with training in ELL

instructioninstruction Consult SLPs for vocabulary & language development Consult SLPs for vocabulary & language development

activitiesactivities

WHAT ARE OUR WHAT ARE OUR LONG TERM LONG TERM OBJECTIVES?OBJECTIVES?

Find ways to engage ELL parents

Interpreters/translators

Home activities

Opportunities to volunteer

Resources

WHAT ARE OUR WHAT ARE OUR LONG TERM LONG TERM OBJECTIVES?OBJECTIVES?

TAKING STOCKTAKING STOCK

What resources does your district currently have?What resources does your district currently have?−Staff, media, volunteers, technology, materialsStaff, media, volunteers, technology, materials

How can these be used to provide better instruction, How can these be used to provide better instruction, assessments, and/or interventions for your ELL students?assessments, and/or interventions for your ELL students?

What does your district need?What does your district need?

ACTION ACTION PLANPLAN

References:Adams, M.J. (1990). Beginning to Read: Thinking and Learning About Print. Cambridge MA: MIT Press.

Birsh, J.R. (2005). Multisensory Teaching of Basic Language Skills. Paul H. Brookes Publishing Co. Colorin Colorado. (2007). Reading comprehension strategies for English language learners. Retrieved from www.readingrockets.org/article/14342 Colorín Colorado. (2007). Using cognates to develop comprehension in English. Retrieved from www.readingrockets.org/article/14307 Delaware Department of Education. (2008). Annual Report of Delaware’s English Language Learners Staff & Programs. Echevarria, J., Vogt, M. & Short, D. (2008). Making Content Comprehensible for English Learners: The SIOP Model. Pearson Education, Inc. Francis, D. J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical Guidelines for the Education of English Language Learners: Research-based Recommendations for Instruction and Academic Interventions. Center on Instruction.

Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades. U.S. Department of Education.

References:

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