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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
ELL RTI Guide
What is E.L.L.?
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.
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.
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.
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.
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.
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.
ELL RTI Guide
Five Recommendations
Five Recommendations
Recommendation 1. Screen for reading problems and
monitor progress
Five Recommendations
Recommendation 1. Screen for reading problems and
monitor progress
Recommendation 2. Provide intensive small-group
reading interventions
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
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
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
ELL RTI Guide
Recommendation 1. Screen for reading
problems and monitor progress
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.
ELL RTI Guide
Brief summary of evidence to support
this recommendation
Brief summary of evidence to support
this recommendation
For students in kindergarten and grade 1, the early screening
measures into three categories:
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.
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.
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.
ELL RTI Guide
Brief summary of evidence to support
this recommendation (cont’d)
Brief summary of evidence to support
 this recommendation (cont’d)

For students in grades 2 to 5:
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.
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.
ELL RTI Guide
How to carry out the recommendation
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.
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.
ELL RTI Guide
How to carry out the recommendation
(cont’d)
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.
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.
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.
ELL RTI Guide
Possible roadblocks and solutions
Possible roadblocks and solutions
Roadblock 1:
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.
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:
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.
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.
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.
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.
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.
ELL RTI Guide
Recommendation 2. Provide intensive
small-group reading interventions
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.
ELL RTI Guide
Brief summary of evidence to support
this recommendation
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.
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:
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
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
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
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.
ELL RTI Guide
How to carry out the recommendation
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.
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.
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.
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.
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.
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.
ELL RTI Guide
How to carry out the recommendation
(cont’d)
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.
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.
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.
ELL RTI Guide
Possible roadblocks and solutions
Possible roadblocks and solutions
Roadblock 1:
Possible roadblocks and solutions
Roadblock 1:
  Teachers may be uncomfortable identifying students for additional reading instruction if
  their English language skills are low.
Possible roadblocks and solutions
Roadblock 1:
  Teachers may be uncomfortable identifying students for additional reading instruction if
  their English language skills are low.

Solution:
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.
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:
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.
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:
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.
ELL RTI Guide
Possible roadblocks and solutions
(cont’d)
Possible roadblocks and solutions
(cont’d)
Roadblock 3:
Possible roadblocks and solutions
(cont’d)
Roadblock 3:
   Students will miss valuable instructional time in other areas.
Possible roadblocks and solutions
(cont’d)
Roadblock 3:
   Students will miss valuable instructional time in other areas.

 Solution:
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.
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:
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.
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:
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.
ELL RTI Guide
Recommendation 3. Provide intensive
and varied vocabulary instruction
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.
ELL RTI Guide
Brief summary of evidence to support
this recommendation
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.
ELL RTI Guide
How to carry out the recommendation
How to carry out the recommendation

  Adopt an evidence-based approach to vocabulary
  instruction.
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.
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.
ELL RTI Guide
Possible roadblocks and solutions
Possible roadblocks and solutions
Roadblock 1:
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.
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:
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.
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.
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.
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.
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.
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.
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.
ELL RTI Guide
Recommendation 4. Develop
Academic English
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.
ELL RTI Guide
Brief summary of evidence to support
this recommendation
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.
ELL RTI Guide
How to carry out the recommendation
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.
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.
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.
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.
ELL RTI Guide
Possible roadblocks and solutions
Possible roadblocks and solutions
Roadblock 1:
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.
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:
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.
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:
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.
ELL RTI Guide
Recommendation 5. Schedule Regular
Peer‑Assisted Learning Opportunities
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.
ELL RTI Guide
Brief summary of evidence to support
this recommendation
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.
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).
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.
ELL RTI Guide
How to carry out the recommendation
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.
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.
ELL RTI Guide
Possible roadblocks and solutions
Possible roadblocks and solutions

Roadblock 1:
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.
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:
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.
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:
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.
ELL RTI Guide
Skill: Comprehension
Skill: Comprehension
Comprehension involves the interaction between reader and text, so that
the meaning can be derived.
Skill: Comprehension
Comprehension involves the interaction between reader and text, so that
the meaning can be derived.

    Examples of comprehension problems:
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
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
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
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:
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
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
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
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
ELL RTI Guide
Tier 1: Intervention
Tier 1: Intervention
Suggested interventionist:
Tier 1: Intervention
Suggested interventionist:
  General Education teacher with consultation from the
  Special Education teacher and the Reading specialist.
Tier 1: Intervention
Suggested interventionist:
  General Education teacher with consultation from the
  Special Education teacher and the Reading specialist.


Suggested session:
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.
ELL RTI Guide
Tier 1: Strategies
Tier 1: Strategies
Student will engage in “pair up” activity. A native English speaker
will work with an English learner.
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.
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.
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.
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.
ELL RTI Guide
Tier 2: Intervention
Tier 2: Intervention
Suggested interventionist:
Tier 2: Intervention
Suggested interventionist:
   Special Education teacher and Reading specialist
Tier 2: Intervention
Suggested interventionist:
   Special Education teacher and Reading specialist


Suggested session:
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.
ELL RTI Guide
Tier 2: Strategies
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?
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.
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.
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.
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.
ELL RTI Guide
Tier 3: Intervention
Tier 3: Intervention
Suggested interventionist:
Tier 3: Intervention
Suggested interventionist:
   Special Education teacher and Reading specialist
Tier 3: Intervention
Suggested interventionist:
   Special Education teacher and Reading specialist


Suggested session:
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.
ELL RTI Guide
Tier 3: Strategies
Tier 3: Strategies
Student will draw a visual image of the characteristics for the characters on a character map.
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....
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.
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.
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.
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.

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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.
  • 12. Five Recommendations Recommendation 1. Screen for reading problems and monitor progress
  • 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
  • 18. Recommendation 1. Screen for reading problems and monitor progress
  • 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.
  • 21. Brief summary of evidence to support this recommendation
  • 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.
  • 32. How to carry out the recommendation
  • 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.
  • 36. How to carry out the recommendation (cont’d)
  • 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.
  • 42. Possible roadblocks and solutions Roadblock 1:
  • 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.
  • 51. Recommendation 2. Provide intensive small-group reading interventions
  • 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.
  • 54. Brief summary of evidence to support this recommendation
  • 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.
  • 62. How to carry out the recommendation
  • 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.
  • 70. How to carry out the recommendation (cont’d)
  • 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.
  • 76. Possible roadblocks and solutions Roadblock 1:
  • 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.
  • 85. Possible roadblocks and solutions (cont’d)
  • 86. Possible roadblocks and solutions (cont’d) Roadblock 3:
  • 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.
  • 95. Recommendation 3. Provide intensive and varied vocabulary instruction
  • 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.
  • 98. Brief summary of evidence to support this recommendation
  • 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.
  • 101. How to carry out the recommendation
  • 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.
  • 107. Possible roadblocks and solutions Roadblock 1:
  • 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.
  • 121. Brief summary of evidence to support this recommendation
  • 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.
  • 124. How to carry out the recommendation
  • 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.
  • 131. Possible roadblocks and solutions Roadblock 1:
  • 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.
  • 138. Recommendation 5. Schedule Regular Peer‑Assisted Learning Opportunities
  • 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.
  • 141. Brief summary of evidence to support this recommendation
  • 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.
  • 146. How to carry out the recommendation
  • 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.
  • 151. Possible roadblocks and solutions Roadblock 1:
  • 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.
  • 159. Skill: Comprehension Comprehension involves the interaction between reader and text, so that the meaning can be derived.
  • 160. Skill: Comprehension Comprehension involves the interaction between reader and text, so that the meaning can be derived. Examples of comprehension problems:
  • 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
  • 171. Tier 1: Intervention Suggested interventionist:
  • 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.
  • 184. Tier 2: Intervention Suggested interventionist:
  • 185. Tier 2: Intervention Suggested interventionist: Special Education teacher and Reading specialist
  • 186. Tier 2: Intervention Suggested interventionist: Special Education teacher and Reading specialist Suggested session:
  • 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.
  • 197. Tier 3: Intervention Suggested interventionist:
  • 198. Tier 3: Intervention Suggested interventionist: Special Education teacher and Reading specialist
  • 199. Tier 3: Intervention Suggested interventionist: Special Education teacher and Reading specialist Suggested session:
  • 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.

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