Literacy, Language learning, and ccss

1. RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway Literacy, Language learning, and ccss A guide for middle school teachers Sky Marietta, MAT, EdD Emily Phillips Galloway, MSEd Nonie Lesaux, PHD

2. Agenda • Academic texts and the demands of the CCSS • A conceptual framework for literacy skills breakdowns • The code-meaning distinction • The code-meaning distinction and ELLS

3. What might be challenging about this text? • What background knowledge does the reader need to support comprehension? • Anything else you are struck by?

4. Demands of the CCSS Literacy in the Content Areas Writing for a variety of purposes Reading a variety of sources Adopting a disciplinary perspective Evaluating information and sources Citing evidence from text

5. Advanced Literacy Skills & Breakdowns: Our Conceptual Framework Code-Based Skills Skills involved in accurate and efficient word reading Advanced Literacy Meaning-Based Competencies Skills involved in comprehending the language and meaning of complex texts and ideas when reading or listening Context for Learning Contextual and affective factors that influence learning

6. The code-meaning distinction

7. What is Reading? 4 sounds, 1 word: /s/ /p/ /ee/ /d/ 115+ words correct per minute (grade 5) “-igh family” high sigh thigh High-Speed Trains A type of high-speed train was first introduced in Japan about forty years ago. The train is low to the ground, and its nose looks somewhat like the nose of a jet. These trains provided the first passenger service that moved at a speed of one hundred miles per hour. Today, they are even faster, traveling at speeds of almost two hundred miles per hour. There are many reasons that high-speed trains are popular. /H/ Cognitive strategies Vocabulary Interest and motivation Relevant background knowledge Understanding of language

8. Two Different Problem Spaces Meaning-based Skills Code-based skills Vocabulary High-Speed Trains A type of high-speed train was first introduced in Japan about forty years ago. The train is low to the ground, and its nose looks somewhat like the nose of a jet. These trains provided the first passenger service that moved at a speed of one hundred miles per hour. Today, they are even faster, traveling at speeds of almost two hundred miles per hour. There are many reasons that high-speed trains are popular. /H/ Cognitive strategies “-igh family” high sigh thigh Relevant background knowledge 4 sounds, 1 word: /s/ /p/ /ee/ /d/ Understanding of language 115+ words correct per minute (grade 5) Interest and motivation

9. The Code-meaning distinction & Ells

10. The Gap Between Word Reading & Word Knowledge National Rate of Growth_Word Reading: 135 W-score Points Sample Rate of Growth: 145 W-score Points National Rate of Growth_Vocabulary: 45 W-score Points Sample Rate of Growth: 60 W-score Points Percentile Rank National Average Word Reading Word Knowledge Age 4.5 Age 8 Age 11 Age 14 Mancilla-Martinez & Lesaux, 2011

11. The Gap between Reading Words & Comprehending Text Crosson & Lesaux, 2009; Lesaux, Crosson, Kieffer & Pierce, 2010

12. What Makes Text Challenging for Many ELLs? Complex Language Complex Ideas

13. Good for the goose, good for the gander

14. Skills-Based vs. Knowledge-BasedLiteracy Competencies: A Pervasive Gap Average Word Reading Automaticity Word Reading Accuracy Passage Reading Fluency Reading Comprehension Vocabulary (Lesaux & Kieffer, 2010)

15. Increasing Opportunities

16. Practice with Complex Language is Especially Important for ELLs

17. Rich classroom discussion • Experience with a variety of genres Demands of the CCSS Literacy in the Content Areas Writing for a variety of purposes Reading a variety of sources • Immersive print experiences • Practice reading and writing A challenge and an opportunity Adopting a disciplinary perspective Evaluating information and sources Citing evidence from text

18. RTI Model for ELL Academic Success Lesaux, Marietta, & Phillips Galloway Closing and Reflection

19. Closing Discussion