data-based instructional decision making for english language learners mabel o. rivera, ph.d....
TRANSCRIPT
Data-Based Instructional Decision Making for
English Language Learners
Mabel O. Rivera, Ph.D.Magdalena Fernandez, MBA
The Center on Instruction is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida State
University; Horizon Research, Inc.; RG Research Group; the Texas Institute for Measurement,Evaluation, and Statistics at the University of Houston; and the Vaughn
Gross Center for Reading and Language Arts at the University of Texas at Austin.
The contents of this PowerPoint were developed under cooperative agreement S283B050034 withthe U.S. Department of Education. However, these contents do not necessarily
represent the policy of the Department of Education, and you should notassume endorsement by the Federal Government.
2009
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To download a copy of this document, visit www.centeroninstruction.org
Initial Classification: At school entryInitial Classification: At school entry
Identification Home survey
Language proficiency tests
Other input (e.g., teachers)ELLs(or LEP)
IFEP
Langu
age P
rof.
Test
s
IFEP = Initially Fluent English Proficient
Slide courtesy of N. Lesaux and M. Kieffer, Harvard Graduate School of Education
Language Minority Learners
Classification Over timeClassification Over time
RFEP = Reclassified Fluent English Proficient
ELLs(or LEP)
RFEP
Slide courtesy of N. Lesaux and M. Kieffer, Harvard Graduate School of Education
MonitoringLanguage – Title III
Achievement – Title I
Membership is not static. As students become proficient in English, they lose their ELL/LEP designation. IFEP
Langu
age P
rof.
Test
s
Language Minority Learners
English Language LearnersEnglish Language Learnersand the No Child Left Behind Actand the No Child Left Behind Act
Under NCLB, state education agencies are held accountable for the progress of ELLs in two ways:
• Adequate Yearly Progress (AYP) expectations for Reading, Mathematics, and Science under Title I, and
• Annual Measurable Achievement Objectives (AMAOs) under Title III, demonstrating satisfactory progress in learning English and attaining English proficiency.
Audience PollAudience Poll Do you work directly with ELLs?
Yes No
ELL Performance OutcomesELL Performance Outcomes
Issue: The current model of LEP designation does not provide support to ELLs who are dismissed
Some states have begun to look at the performance of ELLs on state tests after they have gained proficiency in English
Although some reclassified ELLs do well, many students who have lost the formal LEP designation continue to struggle with: academic text content-area knowledge oral language skills
Learning challengesLearning challenges
ELLs face a unique set of learning challenges: to develop the content-related knowledge and
skills defined by state standards while simultaneously acquiring a second (or third)
language at a time when their first language is not fully
developed (e.g., young children)
to demonstrate their learning on an assessment in English, their second language
Admission Form, Parent/Tutor Survey, Teacher ReferralStudent speaks/hears a language other than English at home?
Language Proficiency Assessment(listening, speaking, reading and writing)
Norm-Referenced Standardized Achievement Test
No Language Proficiency Assessment necessary
No further evaluation needed ELL School-based Committee
Yes No
High Medium / Low
Bilingual Program
Instructional Guidelines
AccommodationsInterventions
Assessment Guidelines
Classroom Placement
English-only Program
Progress Monitoring
Teachers’ Data Driven Decisions
When planning for instruction…When planning for instruction… Consider the following questions when the
student starts school…. How long has the student been receiving formal
instruction in English? In the native language? What is his/her English proficiency level? How different is the student’s native language
alphabet from English?
When planning for instruction…When planning for instruction… Consider the level of transferability between
L1 and English Depending on their proficiency level, ELLs draw
on a host of linguistic, metacognitive, and experiential resources from their L1 Reading skills
well developed reading skills transfer from L1 to L2
Ex: inference from text, monitoring comprehension
Concept knowledge well developed schemas only need a transfer of label from L1
to L2
Degree of TransferabilityDegree of Transferability Depends upon:
The proficiency of native language skills The degree of overlap in the oral and written
characteristics of the native and second language Type of language (alphabetic, logographic, etc.) Similar orthographies Overlap in sound-symbol correspondence
Audience PollAudience Poll For those who are teachers, are your students
proficient in their L1? Yes No
Consider the following questions during the school year and successive years: What are the student’s specific areas of difficulty
or weakness? Does the student have difficulties in most
academic areas? Has the student ever received supplemental or
targeted instruction in the area of difficulty? Does the student display specific strengths in the
area(s) of difficulty?
When planning for instruction…When planning for instruction…
Curricular design and instruction of ELLs must follow the principles of differentiated instruction
Decisions about how instruction is delivered must be guided by the student’s needs (progress monitoring data)
Individual differences have a significant relationship with literacy development
Accommodations and interventions should be provided as necessary depending on the student’s response to instruction
Principles for instruction of ELLsPrinciples for instruction of ELLs
Effective Classroom InstructionEffective Classroom Instruction Begins with systematic assessment of students’
strengths and needs, as well as ongoing monitoring of students’ progress Use an effective assessment system that focuses on
multiple skills and includes different sources of information: Diverse sources of data should identify difficulties as well as
strengths, monitor progress, and measure outcomes Maintain a balance in order not to “over-test”
Progress MonitoringProgress Monitoring Systematic classroom-based evaluation
methods: Direct observation Teacher-student conferences Student journals Writing samples Records of oral reading Teacher-made tests Published formative assessment tests
Formative Assessment (Texas)Formative Assessment (Texas) Academic achievement
Terra Nova CAT/CTBS Iowa Test of Basic Skills/Educational Development Stanford Achievement Test
Scores below 40th percentile on Reading and Language Arts indicate a limited English proficiency
Note: The 2008 List of Approved Tests for Assessment of LEP
Students can be accessed from: http://www.tea.state.tx.us/curriculum/biling/leptests.html
What should I look for in my ELL students? Some ELLs struggle in Reading as they show….
Difficulty with decoding and phonological awareness skills Which would affect word reading skills
Lack of depth and breath of academic vocabulary Reading comprehension problems
During Progress MonitoringDuring Progress Monitoring
During Progress MonitoringDuring Progress Monitoring Some ELLs struggle in Math and other content
areas as they show… Lack of conceptual understanding Gaps in procedural fluency Difficulties related to adaptive reasoning Problems carrying out procedures Lack of productive disposition
ELL-Responsive AccommodationsELL-Responsive Accommodations Appropriate accommodations for ELLs should provide
linguistic supportlinguistic support to minimize the cognitive demands of text and assessment instruments that are not related to the content being tested
(Acosta, Rivera, & Shafer Willner, 2008)
Testing accommodations should always match accommodations provided during regular instruction.
Students should be familiar with the process or the accommodation may actually increase cognitive demands.
Instruction Instruction andand InterventionIntervention
Research-Based Recommendations for
ELLs need early, explicit, and ELLs need early, explicit, and intensive instruction in intensive instruction in phonological phonological awarenessawareness and and phonicsphonics in order to in order to build decoding skillsbuild decoding skills
Recommendation #1:Recommendation #1:
Recommendation #1 Recommendation #1 (cont’d)(cont’d)
Early, explicit, and intensive instruction in phonological awareness and phonics: Do not wait until oral language proficiency is at
the same level as native peers; start early Need a close match between the child’s source of
difficulty and the code-based intervention PA and Ph are highly correlated across
alphabetic languages (i.e., correlations above .9)
Supporting word reading acquisitionSupporting word reading acquisition Formats for explicit, intensive, and systematic
instruction and intervention in phonological awareness and phonics for ELLs Class-wide instruction to prevent the majority of
difficulties Supplemental, small group intervention for at-risk
learners experiencing difficulties Intensive, 1:1 remedial support for children with
sustained difficulties
K-12 classrooms across the nation K-12 classrooms across the nation must increase opportunities for ELLs must increase opportunities for ELLs to developto develop sophisticated vocabulary sophisticated vocabulary knowledgeknowledge
Recommendation #2:Recommendation #2:
FrequentFrequent and explicitexplicit vocabulary instruction is necessary for ELLs.
Vocabulary instruction, while varied in nature and quantity, on average does not receive adequate instructional attention. Study example:
5-10% of reading instructional time was devoted to vocabulary development.
Instruction focused more frequently on labels and definitions.
Repeated exposureRepeated exposure to new and familiar words is important for students to learn and remember word meanings.
Students need 12-14 meaningful exposures to a word and its meaning, in multiple contexts (text, discussion, writing, etc.).
What we know…What we know…
Effective Vocabulary InstructionEffective Vocabulary Instruction Explicit – direct instruction of meaning along with
word-learning strategies; Systematic – teaching words in a logical order of
difficulty and relevance; Extensive – incorporating vocabulary across the
curriculum; and Intensive – teaching multiple meanings of words,
relations to other words, and different forms of words
Effective Vocabulary InstructionEffective Vocabulary Instruction
Must occur in all classrooms and be consistent with grade level instruction
Read-aloud books and extended, structured, scaffolded talk
Increase academic vocabulary through texts and word-learning strategies
Instruction should address learning:
definition multiple meanings of words word parts how words relate to one another about words in multiple contexts strategies that allow for independent word
learning
Effective Vocabulary InstructionEffective Vocabulary Instruction
Francis, 2006
Research has shown that instruction on the cross-linguistic relationships between words is beneficial for ELLs.
This involves:
making students aware of the similarities between words in the two languages.
making students aware of words that are cognateswords that are spelled alike and have similar meanings
in two languages
Native Language as a ResourceNative Language as a Resource
CognatesCognates
Words in two languages that are spelled similarly and share a similar meaning.
60% of the English language is derived from Latin
30% of words in English are cognates with Spanish
Many commonly encountered prefixes are cognates.
Some, but fewer, suffixes are also cognates.
Many of the root words in the two languages are cognates.
Students can be taught to use cognates as early as preschool.
Cognates and False Cognates: Word SortsCognates and False Cognates: Word Sorts
Give students cards with cognates - one set with English and one with Spanish.
Task 1: Sort words into cognate pairs
Task 2: Circle the differences in the words
Task 3: Discuss differences in spelling, word parts, pronunciation, etc.
Variation: Introduce students to the concept of false cognates and provide
examples (e.g., pie). Include false cognates as well as cognates.
actual
alfabeto
calendario
largo
general
minuto
pie
actual
alphabet
calendar
large
general
minute
pie
actual (present)
alfabeto
calendario
largo (length)
general
minuto
pie (foot)
actual (real)
alphabet
calendar
large (big)
general
minute
pie (dessert with filling in a shell)
Reading instruction in K-12 Reading instruction in K-12 classrooms must equip ELLs with classrooms must equip ELLs with strategies and knowledge tostrategies and knowledge to comprehendcomprehend andand analyzeanalyze challenging challenging narrative and expository texts narrative and expository texts
Recommendation #3:Recommendation #3:
Comprehension instruction tends to be uni-directional – focusing on products rather than process.
Products: reading text and answering questions about the text geared toward checking if appropriate knowledge was gained.
Process: active strategies and self-monitoring that promote understanding of text.
What we know…
Francis, 2006
Strategies for Improving ComprehensionStrategies for Improving Comprehension
Small group oral reading Small group discussion, small group work Previewing
Generates interest in topic Provides background knowledge
Predicting, clarifying, summarizing
Effective Comprehension InstructionEffective Comprehension Instruction Teaching students to make predictions
consciously beforebefore reading Ask students to recall what they know about the
type of text to be read Discussions of predictions that include teacher
supports and scaffolds would provide opportunities to gain understanding
Effective Comprehension Instruction Effective Comprehension Instruction (cont’d)(cont’d)
Teaching students to monitor their understanding and ask questions duringduring reading Asking students questions during reading cues
them to recognize when their comprehension breaks down
Asking students to explain their processes for making meaning is another method to increase opportunities to produce language
Effective Reading Comprehension Effective Reading Comprehension (cont’d)(cont’d)
Teaching students to summarize what they have read afterafter the reading activity Summarizing requires the reader to synthesize the
information and to differentiate between more and less important information
Instruction and intervention to Instruction and intervention to promote ELLs’promote ELLs’ reading fluencyreading fluency must must focus onfocus on vocabulary development and vocabulary development and increased exposure to printincreased exposure to print
Recommendation #4:Recommendation #4:
Fluent readers are those who read without much apparent effort; automatically decoding words and applying strategies for decoding unknown words.
Fluent readers read with expression, and appropriate inflection and phrasing.
Important to distinguish between rate and fluency Rate = speed of decoding (can be single words or words in
context)
Fluency = rate AND appropriate phrasing, inflection, and prosody
What we know…
Students who are fluent readers will be able to spend less time focusing attention on the process of reading words, and more time on what they are reading (comprehension).
Instruction for students who have difficulties with fluency should include:
Increased practice reading text that is matched to the student’s instructional level (90% decodable)
Goal of practice = deeper representations and more efficient access to words and their meanings in various contexts.
What we know…
Francis, 2006
Effective Fluency InstructionEffective Fluency Instruction
Students re-read the passage until they meet their oral reading fluency goal, read the passage with very few errors, and read with acceptable phrasing and expression
ELLs benefit from oral discussionsoral discussions Pre-teach vocabulary words Teacher leads the discussion about words, meaning
Corrective feedback from adults Immediate and positive feedback provides
support to students who are not secure about pronunciation of difficult words
Teachers may collect data on students’ miscues in order to provide individual support during small group or one-on-one discussions
Effective Fluency InstructionEffective Fluency Instruction
Discussions and questioning Maintains students’ engagement Provides opportunity to promote comprehension
strategies and vocabulary development Students learn to monitor their understanding
Provides opportunity to clarify doubts and explore different angles for meaning
Effective Fluency InstructionEffective Fluency Instruction
Important points:
Reading should be an active learning activity with feedback
Reading should provide opportunities to serve as models as well as to learn from others
Effective Fluency InstructionEffective Fluency Instruction
Recommendation #5:Recommendation #5:
ELLs need significant opportunities ELLs need significant opportunities to engage in structured, to engage in structured, academic academic talktalk across all K-12 classrooms and across all K-12 classrooms and content areascontent areas
Academic Language:Academic Language:The key to academic successThe key to academic success
Academic languageAcademic language refers to the vocabulary and semantics involved in a particular content area literacy fundamental to academic success in all domains a primary source of ELLs’ difficulties with academic
content across grades and domains often still a challenge after students achieve proficiency
on state language proficiency tests influences ELLs performance on all assessments
Recommendation #5 Recommendation #5 (cont’d)(cont’d)
Academic language learning is facilitated through production and interaction
depends on the ability to practice and produce language
is optimized when connected to reading and writing activities
needs to be modeled and taught explicitly
Structured academic talkStructured academic talk Reading aloud and shared readings provide
practice and modeling effective language use and appropriate expression
a platform for structured discussion, with scaffolds, to promote language development
Recommendation #6:Recommendation #6:
Independent reading is beneficial when: Independent reading is beneficial when:
1. it is 1. it is structuredstructured and and purposefulpurposeful, , 2. there is a good2. there is a good reader-text matchreader-text match
Independent ReadingIndependent Reading
A good reader-text match is critical:
Too many unfamiliar words is not a useful way to build vocabulary or comprehension
A good match requires 90-95% accuracy
Is there a match between the reader’s ability and the text characteristics? Is the reader able to read the text with 90 percent accuracy?
Is there a ratio of known to unknown words that supports vocabulary knowledge development during independent reading?
Is there a relationship between the content of the book(s) for independent reading and the content and material being covered in the class?
Is there a follow-up activity or discussion planned to be held after independent reading?
Do the teacher and the EL Learner have a shared understanding of the purpose or goal that guides that particular session of independent reading?
Planning Independent ReadingPlanning Independent Reading
Questions?Questions?
