Stacie Lor (ESL teacher, Green Bay)Jim Haese (ESL teacher, Green Bay)

Mai Lee Thor (ESL teacher, Green Bay)See Lee (ESL teacher, Green Bay)

Ethnicity Population

Ethnicity Breakdown

Home Language & Programs

School Growth

In’s & Out’s

PLC ModelLinda Dorn

Lance M. Gentile

Research & FindingsHarvard Graduate School of Education Cambridge

With Proper Intervention, ESL students Not at Learning Disadvantage Conducted by Nonie Lesaux, assistant professor at the Harvard

Graduate School of Education 1,000 native English- and ESL- speaking children immersed in

mainstream English classrooms in Canada from K to 2nd grade Large sample of ESL students with diverse linguistic and social

backgrounds who entered kindergarten (33 different languages)

Screened children for reading difficulties Trained teachers to focus on pre-literacy instruction & intervention for students

who are at-risk for reading failure

Research & Findings cont.Key Findings

The study found that by the end of 2nd grade, the ESL children had attained reading skills that were similar to, and in some cases better than, their native English-speaking peers.

All children—regardless of their native language—are likely to benefit from early interventions.

Simultaneous achievement of English reading skills and language proficiency can be an effective process, but investment from the school district, staff resources and teachers are also necessary to achieve early literacy and vocabulary.

Progress Monitor studentsThere is a correlation between vocabulary development and

effective literacy instruction in ELLs.

Quotes “Instruction that provides substantial coverage in the key

components of reading—identified by the National Reading Panel (NICHD, 2000) as phonemic awareness, phonics, fluency, vocabulary, and text comprehension—has clear benefits for language-minority students.”

-Diane August & Timothy ShanahanDeveloping Literacy in Second-Language Learners:

Report of the National Literacy Panelon Language-Minority Children and Youth

2006

Quotes “At the conclusion of the lesson series the child is still in

need of rich opportunities for further development in the language of instruction. His exposure to English vocabulary and grammar has been limited, and many of the concepts he encounters in his classroom reading will be unfamiliar. However, after a series of Reading Recovery lessons the child then has three complementary routes to that further language learning, via oral language, writing, and reading.”

-Marie M. Clay (2005)

Language & Grammar Structure

AssessmentFountas & Pinnell

Vocabulary assessment 3x’s a year: October,

January, & May Assess students’ at grade

level expectations Assess students’

satisfactory (instructional) level

Instruct students at their satisfactory (instructional) vocabulary level

Assessment cont.How do I figure out my students’ “Satisfactory”vocabulary?

Fountas and Pinnell Reading vocabulary Assessment

Scores:(0-8)= Unsatisfactory(9-11)= Satisfactory(12-15)= Excellent

Assessment cont.Dr. Michael Graves – The Vocabulary Book

Four step strategy (inferring word meanings from context) Dictionary

Context-Dictionary-Discussion Procedure Definition-Plus-Rich-Context Procedure Context-Relationship Procedure Rich Instruction

Grade Level Vocabulary Reading Group• Before reading• Teacher picks at least 5 words from the book

that are relevant to the reading or words that you anticipate the students will not be able to problem solve on their own.

• Ask the student what he/she thinks each word means.

• Purpose: to determine if the student know any of the words before the reading.

EarthquakesText level U

Vocabulary words:DiajnqeegPuas ntsoogFeem ntaub

diajnqeeg

Puasntsoog.

Feemntau

Vocabulary Assessment: Progress MonitoringName:

Book Genre Level Date Words Before Reading

(0-5)= Unsatifact(6-8)= Satisfact(9-12)= Excellent

After Reading

(0-5)= Unsatifact(6-8)= Satisfact(9-12)= Excellent

Comments

Coming to America RealisticFiction

N 2-16 EthnicRefugees

OrdealShelter

4 Unsatisfactory

_____ Satisfactory______ Excellent

_____Unsatisfactory

6 Satisfactory

______ Excellent

All About Astronauts Non-fiction

N 3-29 GravityMissionCollegecamp

_____Unsatisfactory

8 Satisfactory

______ Excellent

_____Unsatisfactory_____ Satisfactory

10 Excellent

_____Unsatisfactory_____ Satisfactory______ Excellent

_____Unsatisfactory_____ Satisfactory______ Excellent

Vocabulary Activity Day 1 Procedure

Select 4 unknown words from the texts Write it on the white board Setting a purpose for reading Select 1 student to assess before reading and after reading Wrap up / discuss reading

Day 2 Procedure Discuss, share, and record the vocabulary words Discuss the reading in depth Writing Prompt (Inferential focus)

The New GirlText level O

Vocabulary words: menyuam niam noj mov siab

niam

Menyuam