Making Sense of Literacy Instruction and SRBI for ELLs

1. Making Sense of Literacy Instruction and SRBI for ELLs Ann Anderberg, Ph.D., ECSU CTHSS Literacy Summit Fall 2011

2. Overview • ESL Teachers • P.D. on Assessment • EDGE • Ongoing system initiatives • Renaissance • Content Literacy Strategies for ELs • LABS • Unpacking the Language Objective • SRBI

3. The Goal • Meeting the challenge of the Common Core State Standards (CCSS) • All Day Literacy Instruction focused on discussions of text • A challenge for your system • Academic side • Trade side

4. THINK, PAIR, SHARE

5. You have everything you need • Universal screens • Tier I Interventions • Tier II Interventions • Staff

6. Let’s Talk About SRBI • Scientific-research based interventions • The 3-Tier Model • Academic and behavior • Universal Screening (3 data points) • Data-based decision making • Progress Monitoring • Research-based strategies

7. Scientific Research Based Interventions Tier 3: Specialized, Individualized Intervention for Students with Intensive Needs ~5% ~15% Tier 2: Supplemental Intervention for Students Performing Below Grade Level Tier 1: Comprehensive & Coordinated Instruction for All Students ~80% of Students

8. SRBI Models • Standard Treatment Protocol • Problem-Solving Model • Hybrid Approach

9. TIER I • Classroom and trade instruction • Universal screening • STAR – multiple measures • Lexile – match text to reader • LAS Links – language proficiency • subtests • CAPT written response • Ifnormational text • Content and Language Objectives • SIOP – access to the curriculum • Small group instruction • Rich vocabulary instruction • Progress Monitoring

10. TIER II • Additional interventions based on data • LABS, literacy & math • ELD class • EDGE • ESL teachers

11. THINK, PAIR, SHARE

12. Rich Vocabulary Instruction • Students who know more words learn more words. • The Matthew Effect Deep word knowledge is a better predictor of academic achievement than broad word knowledge. Synonym and context strategies are weaker than comparative, direct word study 1. Student friendly definition: simple & clear 2. Students practice using the word

13. Levels of Word Knowledge(Beck, McKeown & Kucan, 2002) • Know it well, can explain it • Know something about it, can relate it to a situation • Have seen or heard the word • Do not know the word

14. Receptive Expressive Four Types of Vocabulary Listening Reading Speaking Writing

16. 5 Stages of word knowledge(Beck, McKeown, & Kucan, 2002)

17. Bibliography Allington, R. L., (2009). What really matters in response to intervention: Research-based designs. Boston, MA. Pearson. Crawford, M.B. (2009). Shop class as soulcraft: an inquiry into the value of work. New York, NY. PenguinBooks. Diamond, L., Gutlohn, L., (2006). Vocabulary handbook: For all educators working to improve reading achievement .Baltimore, MD. Paul H. Brookes Publishing Co. Echevarria, J., Vogt, M., (2011). Response to intervention (RtI) and English learners: Making it happen. Boston, MA. Pearson. Esparza Brown, J., Sanford, A., (2011). RTI for English language learners: Appropriately using screening and progress monitoring tools to improve instructional outcomes. Retrieved from http://www.rti4success.org. Lemov, D., (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA, Jossey-Bass Teacher. National Institute for Literacy. (2007).What content-area teachers should know about adolescent literacy. www.nifl.gov. Syrja, R.C. (2011). How to reach and teach English language learners: Practical strategies to ensure success (pg. 135-136). San Francisco, CA, Jossey-Bass Teacher. Walqui, A., & van Lier, L., (2010). Scaffolding the academic success of adolescent English language learners. San Fransisco, CA. WestEd.org.