Diploma in Nursing Admission Test Question Solution 2023.pdf
ELL RTI Guide
1. IES PRACTICE GUIDE
IES PRACTICE GUIDE WHAT WORKS CLEARINGHOUSE
Effective Literacy and
Effective Literacy
English Language Instruction
for English Learners
in the Elementary Grades
and English
Language
Instruction for
English Learners in
Elementary Grades
NCEE 2007-4011
U.S. DEPARTMENT OF EDUCATION
Anthony Bruno
Elizabeth Foglio
Nelly Medina
4. What is E.L.L.?
English Language Learner (ELL) program assists students whose first language at
home is not English. Students are supported in language development, particularly
in listening and reading comprehension, and language production - speaking and
writing.
5. What is E.L.L.?
English Language Learner (ELL) program assists students whose first language at
home is not English. Students are supported in language development, particularly
in listening and reading comprehension, and language production - speaking and
writing.
Building knowledge and experience in the four domains of language learning:
listening, speaking, reading and writing.
6. What is E.L.L.?
English Language Learner (ELL) program assists students whose first language at
home is not English. Students are supported in language development, particularly
in listening and reading comprehension, and language production - speaking and
writing.
Building knowledge and experience in the four domains of language learning:
listening, speaking, reading and writing.
All instruction is in English, with the use of various techniques to make the content
comprehensible.
7. What is E.L.L.?
English Language Learner (ELL) program assists students whose first language at
home is not English. Students are supported in language development, particularly
in listening and reading comprehension, and language production - speaking and
writing.
Building knowledge and experience in the four domains of language learning:
listening, speaking, reading and writing.
All instruction is in English, with the use of various techniques to make the content
comprehensible.
Children working in small groups with other language learners with similar needs.
8. What is E.L.L.?
English Language Learner (ELL) program assists students whose first language at
home is not English. Students are supported in language development, particularly
in listening and reading comprehension, and language production - speaking and
writing.
Building knowledge and experience in the four domains of language learning:
listening, speaking, reading and writing.
All instruction is in English, with the use of various techniques to make the content
comprehensible.
Children working in small groups with other language learners with similar needs.
Collaboration with the classroom teacher so that children acquire the vocabulary
and learn the language structures necessary to understand the instruction in the
whole class environment.
9. What is E.L.L.?
English Language Learner (ELL) program assists students whose first language at
home is not English. Students are supported in language development, particularly
in listening and reading comprehension, and language production - speaking and
writing.
Building knowledge and experience in the four domains of language learning:
listening, speaking, reading and writing.
All instruction is in English, with the use of various techniques to make the content
comprehensible.
Children working in small groups with other language learners with similar needs.
Collaboration with the classroom teacher so that children acquire the vocabulary
and learn the language structures necessary to understand the instruction in the
whole class environment.
Honoring and respecting various cultures and languages by drawing.
13. Five Recommendations
Recommendation 1. Screen for reading problems and
monitor progress
Recommendation 2. Provide intensive small-group
reading interventions
14. Five Recommendations
Recommendation 1. Screen for reading problems and
monitor progress
Recommendation 2. Provide intensive small-group
reading interventions
Recommendation 3. Provide extensive and varied
vocabulary instruction
15. Five Recommendations
Recommendation 1. Screen for reading problems and
monitor progress
Recommendation 2. Provide intensive small-group
reading interventions
Recommendation 3. Provide extensive and varied
vocabulary instruction
Recommendation 4. Develop academic English
16. Five Recommendations
Recommendation 1. Screen for reading problems and
monitor progress
Recommendation 2. Provide intensive small-group
reading interventions
Recommendation 3. Provide extensive and varied
vocabulary instruction
Recommendation 4. Develop academic English
Recommendation 5. Schedule regular peer-assisted
learning opportunities
19. Recommendation 1. Screen for reading
problems and monitor progress
Conduct formative assessments with English learners,
using English language measures of phonological
processing, letter knowledge, and word and text
reading. Use this data to identify English learners
who require additional instructional support and to
monitor their reading progress over time.
22. Brief summary of evidence to support
this recommendation
For students in kindergarten and grade 1, the early screening
measures into three categories:
23. Brief summary of evidence to support
this recommendation
For students in kindergarten and grade 1, the early screening
measures into three categories:
Measures of phonological awareness--such as segmenting the phonemes in a
word, sound blending, and rhyming--are useful in both kindergarten and first
grade.
24. Brief summary of evidence to support
this recommendation
For students in kindergarten and grade 1, the early screening
measures into three categories:
Measures of phonological awareness--such as segmenting the phonemes in a
word, sound blending, and rhyming--are useful in both kindergarten and first
grade.
Measures of familiarity with the alphabet and the alphabetic principle,
especially measures of speed and accuracy in letter naming and phonological
recoding, are useful in both kindergarten and first grade.
25. Brief summary of evidence to support
this recommendation
For students in kindergarten and grade 1, the early screening
measures into three categories:
Measures of phonological awareness--such as segmenting the phonemes in a
word, sound blending, and rhyming--are useful in both kindergarten and first
grade.
Measures of familiarity with the alphabet and the alphabetic principle,
especially measures of speed and accuracy in letter naming and phonological
recoding, are useful in both kindergarten and first grade.
Measures of reading single words and knowledge of basic phonics rules are
useful in first grade. Toward the middle and end of the first grade, and in the
next few grades, measures of reading connected text accurately and fluently
are useful.
27. Brief summary of evidence to support
this recommendation (cont’d)
28. Brief summary of evidence to support
this recommendation (cont’d)
For students in grades 2 to 5:
29. Brief summary of evidence to support
this recommendation (cont’d)
For students in grades 2 to 5:
Three studies have demonstrated that oral reading fluency measures
are valid screening measures for English learners and are positively
associated with performance on comprehensive standardized reading
tests.
30. Brief summary of evidence to support
this recommendation (cont’d)
For students in grades 2 to 5:
Three studies have demonstrated that oral reading fluency measures
are valid screening measures for English learners and are positively
associated with performance on comprehensive standardized reading
tests.
Oral reading fluency is emerging as a valid indicator of reading
progress over time for English learners.
33. How to carry out the recommendation
Districts should establish procedures for and provide training for
schools to screen English learners for reading problems. The same
measures and assessment approaches can be used with English
learners and native English speakers.
34. How to carry out the recommendation
Districts should establish procedures for and provide training for
schools to screen English learners for reading problems. The same
measures and assessment approaches can be used with English
learners and native English speakers.
Schools with performance benchmarks in reading in the early grades
can use the same standards for English learners and for native English
speakers to make adjustments in instruction when progress is
insufficient. It is the opinion of the panel that schools should not
consider below-grade-level performance in reading as “normal” or
something that will resolve itself when oral language proficiency in
English improves.
37. How to carry out the recommendation
(cont’d)
Depending on resources, districts should consider collecting progress-
monitoring data more than three times a year for English learners at
risk for reading problems. The severity of the problem should dictate
how often progress is monitored—weekly or biweekly for students at
high risk of reading problems.
38. How to carry out the recommendation
(cont’d)
Depending on resources, districts should consider collecting progress-
monitoring data more than three times a year for English learners at
risk for reading problems. The severity of the problem should dictate
how often progress is monitored—weekly or biweekly for students at
high risk of reading problems.
Data from screening and progress monitoring assessments should be
used to make decisions about the instructional support English
learners need to learn to read.
39. How to carry out the recommendation
(cont’d)
Depending on resources, districts should consider collecting progress-
monitoring data more than three times a year for English learners at
risk for reading problems. The severity of the problem should dictate
how often progress is monitored—weekly or biweekly for students at
high risk of reading problems.
Data from screening and progress monitoring assessments should be
used to make decisions about the instructional support English
learners need to learn to read.
Provide training on how teachers are to use formative assessment data
to guide instruction.
43. Possible roadblocks and solutions
Roadblock 1:
Some teachers may feel that it is
unfair to test a child in a language
that she or he does not understand.
44. Possible roadblocks and solutions
Roadblock 1:
Some teachers may feel that it is
unfair to test a child in a language
that she or he does not understand.
Solution:
45. Possible roadblocks and solutions
Roadblock 1:
Some teachers may feel that it is
unfair to test a child in a language
that she or he does not understand.
Solution:
If students learn the structure of
sounds in one language, this
knowledge will help them identify
individual sounds in a second
language without being taught
explicitly what those individual
sounds are. Phonological awareness
is an auditory skill that greatly helps
students with reading development,
and it transfers across languages.
46. Possible roadblocks and solutions
Roadblock 1: Roadblock 2:
Some teachers may feel that it is
unfair to test a child in a language
that she or he does not understand.
Solution:
If students learn the structure of
sounds in one language, this
knowledge will help them identify
individual sounds in a second
language without being taught
explicitly what those individual
sounds are. Phonological awareness
is an auditory skill that greatly helps
students with reading development,
and it transfers across languages.
47. Possible roadblocks and solutions
Roadblock 1: Roadblock 2:
Some teachers may feel that it is Some teachers may feel that native
unfair to test a child in a language language assessments are more valid
that she or he does not understand. than English language measures for
this group of students.
Solution:
If students learn the structure of
sounds in one language, this
knowledge will help them identify
individual sounds in a second
language without being taught
explicitly what those individual
sounds are. Phonological awareness
is an auditory skill that greatly helps
students with reading development,
and it transfers across languages.
48. Possible roadblocks and solutions
Roadblock 1: Roadblock 2:
Some teachers may feel that it is Some teachers may feel that native
unfair to test a child in a language language assessments are more valid
that she or he does not understand. than English language measures for
this group of students.
Solution: Solution:
If students learn the structure of
sounds in one language, this
knowledge will help them identify
individual sounds in a second
language without being taught
explicitly what those individual
sounds are. Phonological awareness
is an auditory skill that greatly helps
students with reading development,
and it transfers across languages.
49. Possible roadblocks and solutions
Roadblock 1: Roadblock 2:
Some teachers may feel that it is Some teachers may feel that native
unfair to test a child in a language language assessments are more valid
that she or he does not understand. than English language measures for
this group of students.
Solution: Solution:
If students learn the structure of Students who have this awareness in
sounds in one language, this their native language will be able to
knowledge will help them identify demonstrate it on an English
individual sounds in a second language assessment as long as they
language without being taught understand the task. In other
explicitly what those individual words, even students who are
sounds are. Phonological awareness limited in English will be able to
is an auditory skill that greatly helps demonstrate knowledge of
students with reading development, phonological awareness and
and it transfers across languages. decoding in English.
52. Recommendation 2. Provide intensive
small-group reading interventions
Although the amount of time in small-group instruction
and the intensity of this instruction should reflect the
degree of risk, determined by reading assessment data
and other indicators, the interventions should include the
five core reading elements (phonological awareness,
phonics, reading fluency, vocabulary, and comprehension).
Explicit, direct instruction should be the primary means
of instructional delivery.
55. Brief summary of evidence to support
this recommendation
This recommendation is based on four high-quality randomized controlled
trials at various sites with different interventions that share core
characteristics in design and content.
56. Brief summary of evidence to support
this recommendation
This recommendation is based on four high-quality randomized controlled
trials at various sites with different interventions that share core
characteristics in design and content.
These interventions used the following three programs:
57. Brief summary of evidence to support
this recommendation
This recommendation is based on four high-quality randomized controlled
trials at various sites with different interventions that share core
characteristics in design and content.
These interventions used the following three programs:
Enhanced Proactive Reading
58. Brief summary of evidence to support
this recommendation
This recommendation is based on four high-quality randomized controlled
trials at various sites with different interventions that share core
characteristics in design and content.
These interventions used the following three programs:
Enhanced Proactive Reading
Read Well
59. Brief summary of evidence to support
this recommendation
This recommendation is based on four high-quality randomized controlled
trials at various sites with different interventions that share core
characteristics in design and content.
These interventions used the following three programs:
Enhanced Proactive Reading
Read Well
SRA Reading Mastery/SRA Corrective Reading
60. Brief summary of evidence to support
this recommendation
This recommendation is based on four high-quality randomized controlled
trials at various sites with different interventions that share core
characteristics in design and content.
These interventions used the following three programs:
Enhanced Proactive Reading
Read Well
SRA Reading Mastery/SRA Corrective Reading
They formed a central aspect of daily reading instruction and took between
30-50 minutes to implement per day. In each study program implementation
involved intensive small-group instruction following the principles of direct
and explicit instruction in the core areas of reading.
63. How to carry out the recommendation
Use an intervention program with students who enter the first grade
with weak reading and pre-reading skills, or with older elementary
students with reading problems.
64. How to carry out the recommendation
Use an intervention program with students who enter the first grade
with weak reading and pre-reading skills, or with older elementary
students with reading problems.
✓ Multiple opportunities for students to respond to questions.
65. How to carry out the recommendation
Use an intervention program with students who enter the first grade
with weak reading and pre-reading skills, or with older elementary
students with reading problems.
✓ Multiple opportunities for students to respond to questions.
✓ Multiple opportunities for students to practice reading both words and
sentences, either in a small group or with a peer.
66. How to carry out the recommendation
Use an intervention program with students who enter the first grade
with weak reading and pre-reading skills, or with older elementary
students with reading problems.
✓ Multiple opportunities for students to respond to questions.
✓ Multiple opportunities for students to practice reading both words and
sentences, either in a small group or with a peer.
✓ Clear feedback from the teacher when students make errors.
67. How to carry out the recommendation
Use an intervention program with students who enter the first grade
with weak reading and pre-reading skills, or with older elementary
students with reading problems.
✓ Multiple opportunities for students to respond to questions.
✓ Multiple opportunities for students to practice reading both words and
sentences, either in a small group or with a peer.
✓ Clear feedback from the teacher when students make errors.
✓ Explicit instruction in all areas of reading, including explicit comprehension
instruction and explicit vocabulary instruction.
68. How to carry out the recommendation
Use an intervention program with students who enter the first grade
with weak reading and pre-reading skills, or with older elementary
students with reading problems.
✓ Multiple opportunities for students to respond to questions.
✓ Multiple opportunities for students to practice reading both words and
sentences, either in a small group or with a peer.
✓ Clear feedback from the teacher when students make errors.
✓ Explicit instruction in all areas of reading, including explicit comprehension
instruction and explicit vocabulary instruction.
✓ Sufficient coverage of five areas—phonological awareness, phonics, reading
fluency, vocabulary, and comprehension—should be a key criterion in selecting
an intervention program for use in the school district.
71. How to carry out the recommendation
(cont’d)
Ensure that the program is implemented daily for at least 30 minutes in
small, homogeneous groups of three to six students.
72. How to carry out the recommendation
(cont’d)
Ensure that the program is implemented daily for at least 30 minutes in
small, homogeneous groups of three to six students.
Provide training and ongoing support for the teachers and interventionists
(reading coaches, title I personnel, or para-educators) who provide the small-
group instruction.
73. How to carry out the recommendation
(cont’d)
Ensure that the program is implemented daily for at least 30 minutes in
small, homogeneous groups of three to six students.
Provide training and ongoing support for the teachers and interventionists
(reading coaches, title I personnel, or para-educators) who provide the small-
group instruction.
Training for teachers and other school personnel who provide the small-
group interventions should also focus on how to deliver instruction
effectively, independent of the particular program emphasized. This training
should include the use of the specific program materials the teachers will use
during the school year and emphasize that these instructional techniques can
be used in other programs and across other subject areas.
77. Possible roadblocks and solutions
Roadblock 1:
Teachers may be uncomfortable identifying students for additional reading instruction if
their English language skills are low.
78. Possible roadblocks and solutions
Roadblock 1:
Teachers may be uncomfortable identifying students for additional reading instruction if
their English language skills are low.
Solution:
79. Possible roadblocks and solutions
Roadblock 1:
Teachers may be uncomfortable identifying students for additional reading instruction if
their English language skills are low.
Solution:
In addition to helping with the development of critical reading skills, extra instructional
time devoted to vocabulary, reading comprehension, and listening comprehension will help
directly with the development of English language proficiency.
80. Possible roadblocks and solutions
Roadblock 1:
Teachers may be uncomfortable identifying students for additional reading instruction if
their English language skills are low.
Solution:
In addition to helping with the development of critical reading skills, extra instructional
time devoted to vocabulary, reading comprehension, and listening comprehension will help
directly with the development of English language proficiency.
Roadblock 2:
81. Possible roadblocks and solutions
Roadblock 1:
Teachers may be uncomfortable identifying students for additional reading instruction if
their English language skills are low.
Solution:
In addition to helping with the development of critical reading skills, extra instructional
time devoted to vocabulary, reading comprehension, and listening comprehension will help
directly with the development of English language proficiency.
Roadblock 2:
Students already are pulled out of class for other services (such as speech, English
language development, or English as a second language). Pulling students out for
additional reading instruction makes their instructional day too fragmented.
82. Possible roadblocks and solutions
Roadblock 1:
Teachers may be uncomfortable identifying students for additional reading instruction if
their English language skills are low.
Solution:
In addition to helping with the development of critical reading skills, extra instructional
time devoted to vocabulary, reading comprehension, and listening comprehension will help
directly with the development of English language proficiency.
Roadblock 2:
Students already are pulled out of class for other services (such as speech, English
language development, or English as a second language). Pulling students out for
additional reading instruction makes their instructional day too fragmented.
Solution:
83. Possible roadblocks and solutions
Roadblock 1:
Teachers may be uncomfortable identifying students for additional reading instruction if
their English language skills are low.
Solution:
In addition to helping with the development of critical reading skills, extra instructional
time devoted to vocabulary, reading comprehension, and listening comprehension will help
directly with the development of English language proficiency.
Roadblock 2:
Students already are pulled out of class for other services (such as speech, English
language development, or English as a second language). Pulling students out for
additional reading instruction makes their instructional day too fragmented.
Solution:
Reducing fragmented instruction must involve the effective coordination of services for
English learners, who frequently receive additional services in multiple areas and from
multiple funding sources.
87. Possible roadblocks and solutions
(cont’d)
Roadblock 3:
Students will miss valuable instructional time in other areas.
88. Possible roadblocks and solutions
(cont’d)
Roadblock 3:
Students will miss valuable instructional time in other areas.
Solution:
89. Possible roadblocks and solutions
(cont’d)
Roadblock 3:
Students will miss valuable instructional time in other areas.
Solution:
Although students will miss some instruction in other areas while they are receiving
additional small-group reading instruction, learning to read is critical to all other learning
demands.
90. Possible roadblocks and solutions
(cont’d)
Roadblock 3:
Students will miss valuable instructional time in other areas.
Solution:
Although students will miss some instruction in other areas while they are receiving
additional small-group reading instruction, learning to read is critical to all other learning
demands.
Roadblock 4:
91. Possible roadblocks and solutions
(cont’d)
Roadblock 3:
Students will miss valuable instructional time in other areas.
Solution:
Although students will miss some instruction in other areas while they are receiving
additional small-group reading instruction, learning to read is critical to all other learning
demands.
Roadblock 4:
Arranging a building-level or grade-level schedule that allows for additional small-group
instruction is a complex process. Individual teachers may feel that they do not have the
time or resources to provide additional small-group instruction to these students.
92. Possible roadblocks and solutions
(cont’d)
Roadblock 3:
Students will miss valuable instructional time in other areas.
Solution:
Although students will miss some instruction in other areas while they are receiving
additional small-group reading instruction, learning to read is critical to all other learning
demands.
Roadblock 4:
Arranging a building-level or grade-level schedule that allows for additional small-group
instruction is a complex process. Individual teachers may feel that they do not have the
time or resources to provide additional small-group instruction to these students.
Solution:
93. Possible roadblocks and solutions
(cont’d)
Roadblock 3:
Students will miss valuable instructional time in other areas.
Solution:
Although students will miss some instruction in other areas while they are receiving
additional small-group reading instruction, learning to read is critical to all other learning
demands.
Roadblock 4:
Arranging a building-level or grade-level schedule that allows for additional small-group
instruction is a complex process. Individual teachers may feel that they do not have the
time or resources to provide additional small-group instruction to these students.
Solution:
The key is training and collaboration among all personnel who provide instruction to
English learners. This requires a shared focus and commitment.
96. Recommendation 3. Provide intensive
and varied vocabulary instruction
Provide high-quality vocabulary instruction
throughout the day. Teach essential content words
in depth. In addition, use instructional time to
address the meanings of common words, phrases,
and expressions not yet learned.
99. Brief summary of evidence to support
this recommendation
Three intervention research studies suggests that
intense and explicit vocabulary instruction enhances
reading comprehension. Research also shows that
English learners need to learn many words to catch
up with their native-English-speaking peers’ word
knowledge.
102. How to carry out the recommendation
Adopt an evidence-based approach to vocabulary
instruction.
103. How to carry out the recommendation
Adopt an evidence-based approach to vocabulary
instruction.
Develop districtwide lists of essential words for vocabulary
instruction. These words should be drawn from the core
reading program and from the textbooks used in key
content areas.
104. How to carry out the recommendation
Adopt an evidence-based approach to vocabulary
instruction.
Develop districtwide lists of essential words for vocabulary
instruction. These words should be drawn from the core
reading program and from the textbooks used in key
content areas.
Vocabulary instruction for English learners should also
emphasize the acquisition of meanings of everyday words
that native speakers know and that are not necessarily part
of the academic curriculum.
108. Possible roadblocks and solutions
Roadblock 1:
Teaching vocabulary effectively is
difficult. Many teachers will struggle
learning how to provide effective
vocabulary instruction to English learners.
109. Possible roadblocks and solutions
Roadblock 1:
Teaching vocabulary effectively is
difficult. Many teachers will struggle
learning how to provide effective
vocabulary instruction to English learners.
Solution:
110. Possible roadblocks and solutions
Roadblock 1:
Teaching vocabulary effectively is
difficult. Many teachers will struggle
learning how to provide effective
vocabulary instruction to English learners.
Solution:
Professional development and coaching
will be necessary to ensure that all
teachers learn to provide effective
vocabulary instruction to English learners.
111. Possible roadblocks and solutions
Roadblock 1:
Teaching vocabulary effectively is
difficult. Many teachers will struggle
learning how to provide effective
vocabulary instruction to English learners.
Solution:
Professional development and coaching
will be necessary to ensure that all
teachers learn to provide effective
vocabulary instruction to English learners.
Teacher study groups can work on
vocabulary instruction, giving teachers a
way to share their frustrations, jointly
collaborate on solutions, and a way to
keep effective vocabulary instruction in
the forefront of instructional priorities.
112. Possible roadblocks and solutions
Roadblock 1: Roadblock 2:
Teaching vocabulary effectively is
difficult. Many teachers will struggle
learning how to provide effective
vocabulary instruction to English learners.
Solution:
Professional development and coaching
will be necessary to ensure that all
teachers learn to provide effective
vocabulary instruction to English learners.
Teacher study groups can work on
vocabulary instruction, giving teachers a
way to share their frustrations, jointly
collaborate on solutions, and a way to
keep effective vocabulary instruction in
the forefront of instructional priorities.
113. Possible roadblocks and solutions
Roadblock 1: Roadblock 2:
Teaching vocabulary effectively is Some teachers may incorrectly assume
difficult. Many teachers will struggle that English learners know a concept and
learning how to provide effective the word for that concept in their primary
vocabulary instruction to English learners. language—when, in fact, they do not.
Solution:
Professional development and coaching
will be necessary to ensure that all
teachers learn to provide effective
vocabulary instruction to English learners.
Teacher study groups can work on
vocabulary instruction, giving teachers a
way to share their frustrations, jointly
collaborate on solutions, and a way to
keep effective vocabulary instruction in
the forefront of instructional priorities.
114. Possible roadblocks and solutions
Roadblock 1: Roadblock 2:
Teaching vocabulary effectively is Some teachers may incorrectly assume
difficult. Many teachers will struggle that English learners know a concept and
learning how to provide effective the word for that concept in their primary
vocabulary instruction to English learners. language—when, in fact, they do not.
Solution: Solution:
Professional development and coaching
will be necessary to ensure that all
teachers learn to provide effective
vocabulary instruction to English learners.
Teacher study groups can work on
vocabulary instruction, giving teachers a
way to share their frustrations, jointly
collaborate on solutions, and a way to
keep effective vocabulary instruction in
the forefront of instructional priorities.
115. Possible roadblocks and solutions
Roadblock 1: Roadblock 2:
Teaching vocabulary effectively is Some teachers may incorrectly assume
difficult. Many teachers will struggle that English learners know a concept and
learning how to provide effective the word for that concept in their primary
vocabulary instruction to English learners. language—when, in fact, they do not.
Solution: Solution:
Professional development and coaching If students do not know the concept in
will be necessary to ensure that all their primary language, teach the word
teachers learn to provide effective directly in English.
vocabulary instruction to English learners.
Teacher study groups can work on
vocabulary instruction, giving teachers a
way to share their frustrations, jointly
collaborate on solutions, and a way to
keep effective vocabulary instruction in
the forefront of instructional priorities.
116. Possible roadblocks and solutions
Roadblock 1: Roadblock 2:
Teaching vocabulary effectively is Some teachers may incorrectly assume
difficult. Many teachers will struggle that English learners know a concept and
learning how to provide effective the word for that concept in their primary
vocabulary instruction to English learners. language—when, in fact, they do not.
Solution: Solution:
Professional development and coaching If students do not know the concept in
will be necessary to ensure that all their primary language, teach the word
teachers learn to provide effective directly in English.
vocabulary instruction to English learners.
Warning: To help English learners develop
Teacher study groups can work on vocabulary knowledge by making
vocabulary instruction, giving teachers a connections to a student’s primary
way to share their frustrations, jointly language, teachers need some knowledge
collaborate on solutions, and a way to of the primary language. Depending on
keep effective vocabulary instruction in the concept’s difficulty, the teachers may
the forefront of instructional priorities. be able to help student or may need more
knowledge of the primary language.
119. Recommendation 4. Develop
Academic English
Ensure that the development of formal or academic
English is a key instructional goal for English
learners, beginning in the primary grades. Provide
curricula and supplemental curricula to accompany
core reading and mathematics series to support this
goal. Accompany with relevant training and
professional development.
122. Brief summary of evidence to support
this recommendation
Despite the paucity of experimental research, the
strong consensus of expert opinion is that English
learners require considerable explicit and deliberate
instruction to learn the features of the type of formal
English used in the schools and in academic
discourse. This consensus applies to the importance
of teaching academic English from the earliest grades.
125. How to carry out the recommendation
Adopt a plan that focuses on ways and means to help teachers
understand that instruction to English learners must include
time devoted to development of academic English. Daily
academic English instruction should also be integrated into the
core curriculum.
126. How to carry out the recommendation
Adopt a plan that focuses on ways and means to help teachers
understand that instruction to English learners must include
time devoted to development of academic English. Daily
academic English instruction should also be integrated into the
core curriculum.
Teach academic English in the earliest grades.
127. How to carry out the recommendation
Adopt a plan that focuses on ways and means to help teachers
understand that instruction to English learners must include
time devoted to development of academic English. Daily
academic English instruction should also be integrated into the
core curriculum.
Teach academic English in the earliest grades.
Provide teachers with appropriate professional development to
help them learn how to teach academic English.
128. How to carry out the recommendation
Adopt a plan that focuses on ways and means to help teachers
understand that instruction to English learners must include
time devoted to development of academic English. Daily
academic English instruction should also be integrated into the
core curriculum.
Teach academic English in the earliest grades.
Provide teachers with appropriate professional development to
help them learn how to teach academic English.
Consider asking teachers to devote a specific block (or blocks) of
time each day to building English learners’ academic English.
132. Possible roadblocks and solutions
Roadblock 1:
Some educators may want to cushion their English learners, believing that
academic English is too hard for them to develop or that the expectations
are too demanding.
133. Possible roadblocks and solutions
Roadblock 1:
Some educators may want to cushion their English learners, believing that
academic English is too hard for them to develop or that the expectations
are too demanding.
Roadblock 2:
134. Possible roadblocks and solutions
Roadblock 1:
Some educators may want to cushion their English learners, believing that
academic English is too hard for them to develop or that the expectations
are too demanding.
Roadblock 2:
There may not be enough time in the instructional day to provide English
learners with sufficient instruction on the features of academic English.
135. Possible roadblocks and solutions
Roadblock 1:
Some educators may want to cushion their English learners, believing that
academic English is too hard for them to develop or that the expectations
are too demanding.
Roadblock 2:
There may not be enough time in the instructional day to provide English
learners with sufficient instruction on the features of academic English.
Roadblock 3:
136. Possible roadblocks and solutions
Roadblock 1:
Some educators may want to cushion their English learners, believing that
academic English is too hard for them to develop or that the expectations
are too demanding.
Roadblock 2:
There may not be enough time in the instructional day to provide English
learners with sufficient instruction on the features of academic English.
Roadblock 3:
Many teachers fail to link vocabulary instruction to instruction on proper
language usage.
139. Recommendation 5. Schedule Regular
Peer‑Assisted Learning Opportunities
Ensure that teachers of English learners devote
approximately 90 minutes a week to instructional
activities in which pairs of students at different ability
levels or different English language proficiencies work
together on academic tasks in a structured fashion.
These activities should practice and extend material
already taught.
142. Brief summary of evidence to support
this recommendation
This recommendation is based on several high-quality experiments and quasi experiments
with English learners. In addition, many peer-assisted studies also have been conducted
with native-English-speaking students, and the results have consistently supported the
positive impact of peer tutoring on student learning outcomes.
143. Brief summary of evidence to support
this recommendation
This recommendation is based on several high-quality experiments and quasi experiments
with English learners. In addition, many peer-assisted studies also have been conducted
with native-English-speaking students, and the results have consistently supported the
positive impact of peer tutoring on student learning outcomes.
Partner work is an opportunity for students to practice and extend what the teacher has
taught during regular instruction. Partner work is excellent for tasks in which correct and
incorrect responses can be clearly determined (word and text reading and phonological
awareness activities, such as identifying sounds in words).
144. Brief summary of evidence to support
this recommendation
This recommendation is based on several high-quality experiments and quasi experiments
with English learners. In addition, many peer-assisted studies also have been conducted
with native-English-speaking students, and the results have consistently supported the
positive impact of peer tutoring on student learning outcomes.
Partner work is an opportunity for students to practice and extend what the teacher has
taught during regular instruction. Partner work is excellent for tasks in which correct and
incorrect responses can be clearly determined (word and text reading and phonological
awareness activities, such as identifying sounds in words).
Evidence also demonstrates that partner activities can build skills for tasks in which
correct and incorrect responses are harder to determine, such as reading comprehension
and other tasks that require student explanations. In three of the five studies, students
worked in pairs to practice, consolidate, and extend pre-reading, decoding, comprehension,
and spelling skills. In each of the studies student pairs, with different abilities in either
reading or English language proficiency, were provided with clear instructional activities
and taught procedures for working effectively with peers. Teachers used guides that
included prompt cards and activities for students.
147. How to carry out the recommendation
Develop plans that encourage teachers to schedule about 90
minutes a week with activities in reading and language arts
that entail students working in structured pair activities.
148. How to carry out the recommendation
Develop plans that encourage teachers to schedule about 90
minutes a week with activities in reading and language arts
that entail students working in structured pair activities.
Also consider the use of partnering for English language
development instruction.
152. Possible roadblocks and solutions
Roadblock 1:
Some teachers may feel that the added time required by English learners
may take instructional time away from other students.
153. Possible roadblocks and solutions
Roadblock 1:
Some teachers may feel that the added time required by English learners
may take instructional time away from other students.
Roadblock 2:
154. Possible roadblocks and solutions
Roadblock 1:
Some teachers may feel that the added time required by English learners
may take instructional time away from other students.
Roadblock 2:
Teachers may be concerned about the time it takes to teach students the
routines.
155. Possible roadblocks and solutions
Roadblock 1:
Some teachers may feel that the added time required by English learners
may take instructional time away from other students.
Roadblock 2:
Teachers may be concerned about the time it takes to teach students the
routines.
Roadblock 3:
156. Possible roadblocks and solutions
Roadblock 1:
Some teachers may feel that the added time required by English learners
may take instructional time away from other students.
Roadblock 2:
Teachers may be concerned about the time it takes to teach students the
routines.
Roadblock 3:
Teachers may be concerned that this takes time away from instruction.
161. Skill: Comprehension
Comprehension involves the interaction between reader and text, so that
the meaning can be derived.
Examples of comprehension problems:
Difficulty recognizing the sequence of events
162. Skill: Comprehension
Comprehension involves the interaction between reader and text, so that
the meaning can be derived.
Examples of comprehension problems:
Difficulty recognizing the sequence of events
Difficulty drawing conclusions
163. Skill: Comprehension
Comprehension involves the interaction between reader and text, so that
the meaning can be derived.
Examples of comprehension problems:
Difficulty recognizing the sequence of events
Difficulty drawing conclusions
Difficulty relating text material to prior information
164. Skill: Comprehension
Comprehension involves the interaction between reader and text, so that
the meaning can be derived.
Examples of comprehension problems:
Difficulty recognizing the sequence of events
Difficulty drawing conclusions
Difficulty relating text material to prior information
Accommodations and Modifications:
165. Skill: Comprehension
Comprehension involves the interaction between reader and text, so that
the meaning can be derived.
Examples of comprehension problems:
Difficulty recognizing the sequence of events
Difficulty drawing conclusions
Difficulty relating text material to prior information
Accommodations and Modifications:
Use reading partners
166. Skill: Comprehension
Comprehension involves the interaction between reader and text, so that
the meaning can be derived.
Examples of comprehension problems:
Difficulty recognizing the sequence of events
Difficulty drawing conclusions
Difficulty relating text material to prior information
Accommodations and Modifications:
Use reading partners
Allow student to read aloud
167. Skill: Comprehension
Comprehension involves the interaction between reader and text, so that
the meaning can be derived.
Examples of comprehension problems:
Difficulty recognizing the sequence of events
Difficulty drawing conclusions
Difficulty relating text material to prior information
Accommodations and Modifications:
Use reading partners
Allow student to read aloud
Use computer program that reads for the students
168. Skill: Comprehension
Comprehension involves the interaction between reader and text, so that
the meaning can be derived.
Examples of comprehension problems:
Difficulty recognizing the sequence of events
Difficulty drawing conclusions
Difficulty relating text material to prior information
Accommodations and Modifications:
Use reading partners
Allow student to read aloud
Use computer program that reads for the students
Use word banks
172. Tier 1: Intervention
Suggested interventionist:
General Education teacher with consultation from the
Special Education teacher and the Reading specialist.
173. Tier 1: Intervention
Suggested interventionist:
General Education teacher with consultation from the
Special Education teacher and the Reading specialist.
Suggested session:
174. Tier 1: Intervention
Suggested interventionist:
General Education teacher with consultation from the
Special Education teacher and the Reading specialist.
Suggested session:
Small group explicit instruction within the CORE reading
instruction program 2x a week within classroom.
177. Tier 1: Strategies
Student will engage in “pair up” activity. A native English speaker
will work with an English learner.
178. Tier 1: Strategies
Student will engage in “pair up” activity. A native English speaker
will work with an English learner.
Teacher will design a situation similar to the text being read. The
student will work in groups and discuss possible solutions to the
situations.
179. Tier 1: Strategies
Student will engage in “pair up” activity. A native English speaker
will work with an English learner.
Teacher will design a situation similar to the text being read. The
student will work in groups and discuss possible solutions to the
situations.
Teacher will read a text; the student will fill out a visual
framework organizer.
180. Tier 1: Strategies
Student will engage in “pair up” activity. A native English speaker
will work with an English learner.
Teacher will design a situation similar to the text being read. The
student will work in groups and discuss possible solutions to the
situations.
Teacher will read a text; the student will fill out a visual
framework organizer.
Teacher will model thinking process by verbalizing her thoughts
out loud. Students will practice think-aloud with other students in
class.
181. Tier 1: Strategies
Student will engage in “pair up” activity. A native English speaker
will work with an English learner.
Teacher will design a situation similar to the text being read. The
student will work in groups and discuss possible solutions to the
situations.
Teacher will read a text; the student will fill out a visual
framework organizer.
Teacher will model thinking process by verbalizing her thoughts
out loud. Students will practice think-aloud with other students in
class.
Teacher will read a story. Student will draw what is imagined
during the reading.
187. Tier 2: Intervention
Suggested interventionist:
Special Education teacher and Reading specialist
Suggested session:
30 minutes 2 to 3x a week in a small group or individual
basis in additional to the CORE reading instruction
program inside the class.
190. Tier 2: Strategies
Teacher will read a story that contains visual imagery details. As the story is read, student
will be asked to answer the following questions: What does it look like? What does it smell
like? What does it feel like? What does it taste like?
191. Tier 2: Strategies
Teacher will read a story that contains visual imagery details. As the story is read, student
will be asked to answer the following questions: What does it look like? What does it smell
like? What does it feel like? What does it taste like?
Teacher will model each of the following skills: summarizing, questioning, clarifying, and
predicting to improve comprehension in a reciprocal teaching activity. Groups are formed
and student will participate in one of the four skills.
192. Tier 2: Strategies
Teacher will read a story that contains visual imagery details. As the story is read, student
will be asked to answer the following questions: What does it look like? What does it smell
like? What does it feel like? What does it taste like?
Teacher will model each of the following skills: summarizing, questioning, clarifying, and
predicting to improve comprehension in a reciprocal teaching activity. Groups are formed
and student will participate in one of the four skills.
Teacher will identify a central word from the reading. Student will write all of his
associations for that word and then write a sentence stating what those associations mean in
pre-reading activity.
193. Tier 2: Strategies
Teacher will read a story that contains visual imagery details. As the story is read, student
will be asked to answer the following questions: What does it look like? What does it smell
like? What does it feel like? What does it taste like?
Teacher will model each of the following skills: summarizing, questioning, clarifying, and
predicting to improve comprehension in a reciprocal teaching activity. Groups are formed
and student will participate in one of the four skills.
Teacher will identify a central word from the reading. Student will write all of his
associations for that word and then write a sentence stating what those associations mean in
pre-reading activity.
Student will pre-read title, look at the illustrations and read the introductory paragraph of
the story in order to predict the story. At the end of the story, the student will collaborate
with other students whether they are right or wrong and adjust their predictions.
194. Tier 2: Strategies
Teacher will read a story that contains visual imagery details. As the story is read, student
will be asked to answer the following questions: What does it look like? What does it smell
like? What does it feel like? What does it taste like?
Teacher will model each of the following skills: summarizing, questioning, clarifying, and
predicting to improve comprehension in a reciprocal teaching activity. Groups are formed
and student will participate in one of the four skills.
Teacher will identify a central word from the reading. Student will write all of his
associations for that word and then write a sentence stating what those associations mean in
pre-reading activity.
Student will pre-read title, look at the illustrations and read the introductory paragraph of
the story in order to predict the story. At the end of the story, the student will collaborate
with other students whether they are right or wrong and adjust their predictions.
Student will identify a story’s structure, literary elements, setting, theme, conflicts,
resolutions, events and their relationship to each other within a story map or other graphic
organizer.
200. Tier 3: Intervention
Suggested interventionist:
Special Education teacher and Reading specialist
Suggested session:
60 minutes 5x a week in a small group or individual basis in
addition to the CORE reading instruction program outside
the classroom.
203. Tier 3: Strategies
Student will draw a visual image of the characteristics for the characters on a character map.
204. Tier 3: Strategies
Student will draw a visual image of the characteristics for the characters on a character map.
Student will identify a story frame graph organizer by sequencing the story will the following
sentence starters, such as: The problem beings with...; After that...; Then...; The problem is
solved when...; The story ends when....
205. Tier 3: Strategies
Student will draw a visual image of the characteristics for the characters on a character map.
Student will identify a story frame graph organizer by sequencing the story will the following
sentence starters, such as: The problem beings with...; After that...; Then...; The problem is
solved when...; The story ends when....
Teacher will identify the major concepts of a story and create 4 sentences that addresses
these concepts. In front of the statements, the teacher places two columns. One that says
Me and other that says Text. Student will either agree or disagree with the statements and
place a check in the Me column. After reading, student looks a the answers and revises any
answer that is not correct.
206. Tier 3: Strategies
Student will draw a visual image of the characteristics for the characters on a character map.
Student will identify a story frame graph organizer by sequencing the story will the following
sentence starters, such as: The problem beings with...; After that...; Then...; The problem is
solved when...; The story ends when....
Teacher will identify the major concepts of a story and create 4 sentences that addresses
these concepts. In front of the statements, the teacher places two columns. One that says
Me and other that says Text. Student will either agree or disagree with the statements and
place a check in the Me column. After reading, student looks a the answers and revises any
answer that is not correct.
Student will fill in a circular framework organizer. The graphic text boxes will have the
following titles: Beginning scene, Next event, Next event,...Until the story ending.
207. Tier 3: Strategies
Student will draw a visual image of the characteristics for the characters on a character map.
Student will identify a story frame graph organizer by sequencing the story will the following
sentence starters, such as: The problem beings with...; After that...; Then...; The problem is
solved when...; The story ends when....
Teacher will identify the major concepts of a story and create 4 sentences that addresses
these concepts. In front of the statements, the teacher places two columns. One that says
Me and other that says Text. Student will either agree or disagree with the statements and
place a check in the Me column. After reading, student looks a the answers and revises any
answer that is not correct.
Student will fill in a circular framework organizer. The graphic text boxes will have the
following titles: Beginning scene, Next event, Next event,...Until the story ending.
Student will survey the text, develop questions, read the passage, answer their questions,
retell what they have read, create graphic organizer, and write a summary at the end of the
SQ3R method.
208. Tier 3: Strategies
Student will draw a visual image of the characteristics for the characters on a character map.
Student will identify a story frame graph organizer by sequencing the story will the following
sentence starters, such as: The problem beings with...; After that...; Then...; The problem is
solved when...; The story ends when....
Teacher will identify the major concepts of a story and create 4 sentences that addresses
these concepts. In front of the statements, the teacher places two columns. One that says
Me and other that says Text. Student will either agree or disagree with the statements and
place a check in the Me column. After reading, student looks a the answers and revises any
answer that is not correct.
Student will fill in a circular framework organizer. The graphic text boxes will have the
following titles: Beginning scene, Next event, Next event,...Until the story ending.
Student will survey the text, develop questions, read the passage, answer their questions,
retell what they have read, create graphic organizer, and write a summary at the end of the
SQ3R method.
Along with Tier 3 strategies, strategies from Tier 1 and 2 can be used as well.