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MAKING IT WORK:

MAKING IT WORK:. Instruction, Assessment & Intervention with ELL students through the RTI process. OVERVIEW:. TIER I. Where most of the changes are needed to state that an ELL student has received appropriate instruction. TIER I INSTRUCTION. *ELL'S READING ACHIEVEMENT.

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MAKING IT WORK:

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  1. MAKING IT WORK: Instruction, Assessment & Intervention with ELL students through the RTI process

  2. OVERVIEW:

  3. TIER I

  4. Where most of the changes are needed to state that an ELL student has received appropriate instruction. TIER I INSTRUCTION

  5. *ELL'S READING ACHIEVEMENT --Thomas & Collier, 1997

  6. DELAWARE DEPARTMENT OF EDUCATION, 2008 DE INSTRUCTION FOR ELLS 2007-2008

  7. SCARCELLA, 2003 WHY DO MANY ELL'S FAIL TO ACQUIRE CALP? • Lack of exposure to appropriate books and people who use academic language • Lack of opportunities to learn and use academic language • Lack of systematic, explicit instruction and sufficient and supportive feedback

  8. TRIPLE EFFECT

  9. IMPROVING CALP • Connect academic language with reading & writing activities • Provide opportunities to produce the language through interactions

  10. UPDATED RESEARCH • With intensive literacy & academic language instruction, ELL students can develop CALP by the 4th grade • Explicit oral language instruction is needed across all content areas This is missing in MOST regular education classrooms

  11. Intensive literacy instruction Extensive vocabulary instruction academic language instruction across content areas Scaffolding/supports provided to increase comprehension Instructional conversations CRITICAL FEATURES

  12. Multiple exposure to target words over several days Reading, Writing and Speaking opportunities Emphasize student-friendly definitions Provide regular review VOCABULARY INSTRUCTION

  13. IDENTIFYING VOCABULARY • School/district core reading program • ELLs will need instruction on additional words in the program • Instruction will need to be more extensive than recommended by the program

  14. IDENTIFYING VOCABULARY • Teacher study groups using available texts • Identify vocabulary to be taught • Create student-friendly definitions • Create lesson plans for vocabulary instruction

  15. What words or phrases would present the most difficulty to ELL students? ACTIVITY

  16. Identify antonyms and synonyms (e.g. “What means the same as…”) Sentence completion (e.g. “It was dark so she turned on the _____”) Multiple meaning words (e.g. Give me 2 meanings for “bat”) Describing (e.g. “tell me 2 things to describe a…”) Categorizing and Classifying (e.g. Tell me 5 things that are cold) Grammar knowledge (e.g. nouns, verbs, etc.) Syntax knowledge – parts of a sentence (S-V-O) SLP SUPPORT

  17. Gersten et al. (2007) , 2007 Instructional time should focus on explicit instruction of academic English adverbial forms conditional sentences prepositions words that express relationships Reading, discussing and writing about texts needs to be a central part of the language development instruction dispersed throughout the day ACADEMIC LANGUAGE

  18. Gersten et al. (2007) , 2007 Schedule regular blocks of English instruction time It increases the time ELLs have to learn the language Instruction spaced throughout the day provides better opportunities for deep processing and retention The focus is clearly on language ENGLISH INSTRUCTION TIME

  19. EARLY ELEMENTARY

  20. Gersten et al. (2007) , 2007 Discuss text & the language in structured ways Verb tense, plurals, use of adjectives & adverbs Use language in a variety of situations Tell stories Describe events Explain problems Question intentions FOR ELL READERS

  21. Content Objectives what students will learn to do Language Objectives language function or skill that the student will use in the lesson LESSON PLANS

  22. Realia Pictures Videos Demonstrations Hands-on Manipulatives Graphic Organizers Total Physical Response Feedback L1 Support Model Performance Indicators SCAFFOLDING

  23. WIDA Consortium, 2007 Gives expectations for what students should be able to process & produce at a given proficiency level. Based on the ACCESS test & WIDA's English Language Proficiency Standards Using state academic content standards MODEL PERFORMANCE INDICATOR (MPI)

  24. ACCESS TEST

  25. ACCESS :LEVELS of ENGLISH PROFICIENCY

  26. WIDA CONSORTIUM, 2007 EXAMPLE LEVEL 1 Match prices/goods with visually supported materials Example: newspapers or magazines Use oral questions with a partner Example: “Which one costs a lot?”

  27. EXAMPLE LEVEL 4 Predict prices of goods using visually supported materials and oral questions with partner Example: “Which one do you think costs under $1000?” WIDA CONSORTIUM, 2007

  28. HILL & FLYNN, 2006 FEEDBACK Model correct grammar, pronunciation or vocabulary Prevents fossilizing errors Do not point out errors Corrective feedback for errors related to lesson content Should be timely Reflect progress in learning specific information Better than # of correct answers Rubrics are helpful

  29. WRIGHT, 2008 PRIMARY LANGUAGE SUPPORT Provide bilingual picture dictionaries Teach students how to use them Accept students' initial writing in L1 as they transition to writing in English Have L1 books & recordings in the listening center Should be similar to the English books in the classroom To reinforce concepts that were taught Send books home to read with a parent or sibling Use resources on the internet Translations ( www.spanishdict.com ) Online bilingual dictionary ( www.wordreference.com ) Educational activities Allow bilingual students to help ELL peers in L1

  30. Talk slowly and clearly Paraphrase often Use animated facial expressions & gestures Avoid idioms, or explain them Check in with the student to see if they understand Allow them to use their L1 Truly value the children's cultures TEACHER CHARACTERISTICS

  31. USE STUDENTS' CULTURE • Introducing a lesson: • ask students what experience they have with the topic • Students are: • emotionally connected to the topic • feeling valued as a member of the class • motivated to learn more • exposed to other cultures & histories • Building upon a student’s culture triggers vocabulary & previous knowledge to build on

  32. THE BASICS OF READING COMPREHENSION

  33. INSTRUCTIONAL CONVERSATIONS & COOPERATIVE LEARNING HARRY & FLYNN, 2006

  34. LUNCH BREAK

  35. TIER II

  36. Same interventions as monolinguals BUT… Adaptations for lack of English proficiency Additional academic language instruction Understanding that progress will not be as robust Sensitivity to schedule should not lose exposure time to content area material TIER II

  37. PA INTERVENTIONS • Venn diagrams to compare sounds or words in English & L1 • Explicit instruction on pronunciation of sounds & words • Encourage pronunciation practice • Choral reading, echo reading • Sound sorting of pictures • Poetry & music

  38. WORD READING INTERVENTIONS • Same reading interventions as for monolingual students, although progress will not be as profound • In addition, explicit oral language instruction • Vocabulary • Grammar/syntax • Explicit phonemic instruction may be needed.

  39. READING FLUENCY INTERVENTIONS • Verbal language instruction • Focus on vocabulary • grammar/syntax • Idioms • Increased exposure to print

  40. Francis et al. 2006 EFFECTIVE VOCABULARY INSTRUCTION

  41. EXAMPLE: “look” Look around (observe) Look into (investigate) Look after (take care of) Look for (search) Look out for (be careful with) Look like (look similar) Look over (read, edit, review)

  42. EXAMPLE: “look” • “take a look” (noun”) • “I like the looks of it” (noun) • “this is a looking glass” (adjective) • “I need to look for it” (infinitive verb) • “He looks” (3rd person /s/) • “Look at me” (imperative) • “She’s looking” (present progressive verb) • “We looked around” (regular past tense /-ed/) • “They had looked” (past participle)

  43. COGNATES

  44. Words in two languages that share a similar meaning, spelling & pronunciation 30-40% of English words have a related word in Spanish More easily related if students have literacy skills in L1 COGNATES

  45. READING FLUENCY INTERVENTIONS REPEATED READINGS

  46. READING FLUENCY INTERVENTIONS

  47. READING COMPREHENSION INTERVENTIONS

  48. PROGRESS MONITORING

  49. SYSTEMATIC ANALYSIS of LANGUAGE TRANSCRIPTS DIAGNOSTIC MEASURES & PROGRESS MONITOR

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