rtii webinar 3 effective elementary reading instruction and … · 2018-08-03 · webinar3 anasainz...
TRANSCRIPT
12/14/2011
Pennsylvania Training and Technical Assistance Network
Effective Elementary Reading Instruction and Assessment Practices for ELLs in
Response to Instruction and Intervention
December 15, 2011
Webinar 3 Ana Sainz de la Peña
PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance
Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the
capacity of local educational agencies to serve students who receive special
education services.
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP)
teams begin with the general education setting with the use of Supplementary Aids and Services
before considering a more restrictive environment.
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Outcomes
oIdentify similarities and differences in the development of literacy in L1 and L2
oIdentify the role of oral language in the development of English literacy for ELLs
Brain Theory
• Our brain is hardwired to speak.
• Listening and speaking (oral language) are the foundational skills for later reading and writing
• We are not biologically ‘wired” to read and write
• Reading and writing must be directly and systematically taught in any language
The Alphabetic Writing
• Alphabetic writing systems developed when humans discovered that speech sounds (phonemes) could be represented individually
• Alphabetic writing was invented about 3500 B.C.
• Only 10% of all languages in the world have a reading and writing system
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The English Language
• Of all languages in the world, the alphabetic writing system of English is comparatively difficult.
• This is because English is a morphophonemic language (sound and meaning).
• The meaningful parts of words are often spelled consistently even though their pronunciations change from one word to the other
The English Language
Let’s look at these examples:
child, children
site, situation
heal, health
anxious, anxiety
compete, competition
deep, depth
perspire, perspiration
How do you teach this to ELLs?
Languages
• Languages such as Spanish, Italian, Portuguese, French, SerboCroatian and Finnish have a “transparent” alphabetic orthography.
• The soundsymbol correspondences in the alphabetic writing system are regular and predictable, with one sound represented by one symbol or letter.
• What are the implications when ELLs come literate in these languages?
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Let’s look at these examples •casa, causa, baila, ala, pelea
•“A” has the same sound regardless of its position in the word.
•In Spanish, vowels are represented by 5 letters (a, e, i, o, u) and 5 vowel sounds /a/, /e/, /i/, /o/, /u/
•In English, there are 14 different vowel sounds represented by five vowels
• What are the implications to learn decoding skills for ELLs?
The Four Part Processing System
Context
Processor
Orthographic
Processor Phonological
Processor
Meaning
Processor
writing output speech output reading input
speech sound system
letter memory
Phonemic Awareness
Fluency
Phonics
Concept & Information; Sentence Context;
Text Structure
Vocabulary
LETRS 11
Phonological Processor
Native Speakers ELLs need
Come with oral English Practice with oral language experiences communication of since birth whole ideas
Explicit teaching of sounds that do not exist in L1
Intonation patterns of English
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The Four Part Processing System
Context
Processor
Orthographic
Processor Phonological
Processor
Meaning
Processor
writing output speech output reading input
speech sound system
letter memory
Phonemic Awareness
Fluency
Phonics
Concept & Information; Sentence Context;
Text Structure
Vocabulary
LETRS 13
Orthographic Processor
Native Speakers English Language • Have oral language to Learners match to letters • Are acquiring a new
• Have multiple language opportunities to find • Function in two connections between languages what they say and what
• Have to make is written connections with what
• Are familiar with letters they say in English, and in the alphabet letters in an alphabet
that sometimes is very different to theirs.
The Four Part Processing System
Context
Processor
Orthographic
Processor Phonological
Processor
Meaning
Processor
writing output speech output reading input
speech sound system
letter memory
Phonemic Awareness
Fluency
Phonics
Concept & Information; Sentence Context;
Text Structure
Vocabulary
LETRS 15
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Meaning Processor
Native Speakers ELLs need
• Come with oral language • Explicit instruction and oral experiences experiences using common
words
• Explicit and systematic
being asked to read • Comprehend the words
teaching of vocabulary in context to be able to appropriate the new
• Familiar with nursery vocabulary rhymes and stories
• To develop background • Familiar with cultural
knowledge on themes that themes and history might not be part of their
cultural traditions or history
The Four Part Processing System
Context
Processor
Orthographic
Processor Phonological
Processor
Meaning
Processor
writing output speech output reading input
speech sound system
letter memory
Phonemic Awareness
Fluency
Phonics
Concept & Information; Sentence Context;
Text Structure
Vocabulary
LETRS 17
Context Processor
Native Speakers ELLs need
• Understand the context • Explicit teaching of or cultural knowledge popular culture found in in text text
• Understand concepts • Explicit teaching of and information English language
functions and forms
and text structure • Explicit teaching of sentence and text structure
• Familiar with sentence
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The Four Part Processing System
Context
Processor
Orthographic
Processor Phonological
Processor
Meaning
Processor
writing output speech output reading input
speech sound system
letter memory
Phonemic Awareness
Fluency
Phonics
Concept & Information; Sentence Context;
Text Structure
Vocabulary
LETRS 19
Pennsylvania Training and Technical Assistance Network
Listening is a “compound concept” in Chinese
Oral Language is the Heart of Literacy Instruction
Who: The classroom and ESL teachers
When: All day – Every Day
How:
t Focus on activities that develop speaking,
listening and conversational skills.
t Create opportunities for purposeful talk
t Model the use of rich and interesting
language 21
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A LanguageCentered Classroom
Teachers: • Use new and unusual words
• Restate for clarity
• Invite students to say things again to clarify what they are trying to express.
• Ask openended questions
• Encourage language play
• Stay silent at times to allow time for processing and responding
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A LanguageCentered Classroom
Teachers:
o Create a climate that encourages and supports oral language in the classroom
o Listen actively to what students are saying.
o Give students opportunities to listen attentively.
o Engage children in extended conversations.
o Encourage children to tell and retell stories and events.
o Discuss a wide range of topics and word meanings.
A LanguageCentered Classroom
Children can:
oListen and attend to models of language
oExplore and experiment with language
oName, classify, describe objects in the classroom
oAsk and answer who, what, where, when, why and how questions
oHear good models of language used and respond to it appropriately
24 oDiscuss topics of interest
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Resources: English Language Proficiency Standards
oModel Performance Indicators (MPIs) in the Listening and Speaking domains
http://www.pdesas.org/
oCan Do Descriptors
http://www.wida.us/
oACCESS for ELLs Released Items in the WIDA web page
Valuing contributions of all children
Feelings of worth can flourish only in an atmosphere where individual
differences are appreciated, mistakes are tolerated, communication is open,
and rules are flexible -- the kind of atmosphere that is found in a nurturing family…..Virginia Satir
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The Five Components of Reading in L1
• Phonological awareness
• Phonics/decoding/word study
• Fluency
• Vocabulary and orallanguage development
• Comprehension
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The Five Components of Instruction
For ELLs
Phonological Visuals, objects, realia Use rhymes, chants, songs to connect to sound
awareness Use words that are Choral repetition, familiar to children in pay attention to Phonics/decoding/ a meaningful context pronunciation
word study Provide multiple opportunities to practice
Provide multiple Model, model, model opportunities to Practice, practice, practice practice oral reading
Develop orally first
Fluency
Teach words in multiple Amplify, don’t simplify contexts instead of isolation Use repetition and Provide experiences to Vocabulary connections appropriate new vocabulary28 Use realia, pictures
The Five Components of Instruction
For ELLs
Build background Make connections knowledge Check frequently for Chunking and understanding mapping information Paraphrase, summarize
Comprehension Culturally relevant Use graphic organizers text
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Reading is a Social Activity
“Robust evidencebased instruction that is culturally responsive considers reading as not only a skillsbased approach, but also as a social activity. Additionally, “If the social
participation structure is familiar to students, then performing with new academic content
is less alienating.” (Mehan et al., 1995)
Pennsylvania Training and Technical Assistance Network
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Robust EvidenceBased Literacy Curriculum & Instruction in Tier 1
Small group instruction
Application of phonics within authentic literacy activities
Questioning and participation promoted higher level thinking and home involvement
Reading is not only a skillsbased approach… …it is a social activity
Culturally Responsive Literacy Intervention in Tier 1
Build content over time
Strengthen vocabulary with many practice opportunities with same theme
Allow for strong connections across the curriculum
•Students’ prior knowledge •Explicit instruction •Supportive environment •Structured practice
Do I need to:
Change the organizational structure of my classroom in order to accommodate more intensive literacy instruction?
Add more verbal sound in neral or other kinds of periences throughout the ay to build sound symbol lationships?
hange the materials that udents read or talk about order to make them more eaningful?
Culturally Responsive Educators’ Reflections
ResultsProducingTeachers in Tier 1: Utilizing Progress Monitoring Tools in Culturally Responsive Ways
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Features of Effective Instruction
oSet a clear instructional objective
oMaintain high expectations
oPlan explicit instruction with modeling
oCreate systematic lessons with scaffolding
oProvide multiple opportunities to practice
oProvide immediate and corrective feedback
oPace lessons appropriately within all of the features of effective instruction
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Differentiated Instruction
• Plan to be dynamic and flexible
• Plan aligned core and intervention instruction
• Plan intervention carefully, with the five components and possible adaptations in mind
• Prepare additional adaptations and strategies based on individual student needs
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Progress Monitoring
oThere are many benefits to the use of systematic progress monitoring in the classroom.
oProgress monitoring assists educators in determining expected outcomes for the quality and rate of student progress that are informed by students’ language, proficiency, and other relevant student factors, such as time a student attended that particular school.
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Progress Monitoring
oProgress monitoring also helps teachers determined whether and which students are benefitting from curriculum and instruction provided, and to consider patterns of different performance or progress across gender, race, ethnicity, or language.
oThis information assists teachers in determining the need for building culturally responsive instruction and interventions for students not benefitting from current practices, while making increasingly more individualized plans for instruction and intervention for certain students who demonstrate the need for more intensive supports.
Classroom observations, including evidence that demonstrates behaviors associated with improving student achievement:
oPlanning and preparation, including selecting standardsbased lesson goals and designing effective instruction and assessment;
oClassroom environment, including establishing a culture for learning and appropriate classroom management techniques that maximize instructional time;
Classroom observations, including evidence that demonstrates behaviors associated with improving student achievement:
oInstruction, including the use of researchbased strategies which engage students in meaningful learning and utilize assessment results to make decisions about student needs; and
oProfessional responsibilities, including using systems for managing student data and communicating with student families.
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Resources
Vaughn, S., Hartfelder, H.E., & Ortiz, A. (2005) Response to Intervention in Reading for English Language Learners. Southland Corp. Regents Chair, University of Texas.
August, D. & Shanahan, T. (2006). Developing Literacy in SecondLanguage Learners: Report of the National Literacy Panel on Language Minority Children and Youth. Mahwah, NJ: Erlbaum.
Francis, D., Rivera, M., Lesaux, N.K., Kieffer, M., & Rivera, H. (2006)
Practical Guidelines for the Education of English Language Learners: Researchbased Recommendations for Instruction and Academic Interventions
http://www.centeroninstruction.org/files/ELL1interventions.pdf
Resources
Williams, C. & Roberts, D. (2010)
Strategic Oral Language Instruction in ELD Teaching Oracy to Develop Literacy
www.ballardtighe.com/pdfs/fff/whitepaper_email.pdf
Hasbrouck, J. (2006) Screening, Diagnosing and Progress Monitoring for Fluency
http://www.colorincolorado.org/article/13026/?theme=print
Echevarria, J. & Vogt, M. (2011) Response to Intervention (RTI) and English Learners. Pearson Education, Inc. Boston
Arguelles, M.E., Baker, S., & Moats, L.C. (2011) Teaching English Learners: A Supplemental LETRS Module for Instructional Leaders. Cambium Learning Group Longmont
Resources
Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
Walqui, Aida (2000). Contextual Factors in Second Language Acquisition. ERIC Digest ED 444381, available from www.ericfacility.net/ericdigests/ed444381.html
Walqui, Aida (2000). Strategies for Success: Engaging Immigrant Students in Secondary Schools. ERIC DIGEST Retrieved from: www.cal.org/ericcll/digest/0003strategies.htm
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Contact Information www.pattan.net
Ana Sainz de la Peña [email protected]
8003607282 x 3118
Paula Zucker [email protected]
8003607282 x 3118
Connie E. Cochran [email protected]
Commonwealth of Pennsylvania Tom Corbett, Governor
Pennsylvania Department of Education Ronald J.Tomalis, Secretary
Carolyn C. Dumaresq, Ed. D., Deputy Secretary Office of Elementary and Secondary Education
John J.Tommasini, Director Bureau of Special Education
Patricia Hozella, Assistant Director Bureau of Special Education
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