Pathways to English Language Literacy

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Pathways to English Language Literacy

• Connie Reyes-Rau
• Hamilton County Title III Coordinator, SWO SERRC
  Consultant

• Marie Kobayashi
• Bilingual School Psychologist
• Cincinnati Public Schools

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Learning Objectives

• Participants will develop an understanding of
  legislation which impacts literacy instruction to
  English Language Learners
• Participants will be aware of Ohios English
  Language Proficiency Standards and its relation
  to literacy.
• Participants will examine effective, standards
  based literacy practices in tiered levels of
  support (Ohio Integrated Systems Model)

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What implications does this data demonstrate
about literacy achievement of ELLs in the state
of Ohio?

• What does your ELLs literacy achievement look
  like at your school/district?
• For specific directions on how to obtain your
  school/districts report card, please see
  Assessing course for directions on how to
  Examine you District/School data.

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Lau Legislation

• Where the inability to speak and understand
  the English language excludes national origin
  minority group children from effective
  participation in the educational program offered
  by a school district, the district must take
  affirmative steps to open its instructional
  program to these students. (35 Federal Regulation
  11595)

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Title VI of the Civil Rights Act of 1964

• In order to determine compliance with the
  requirements of Title VI of the Civil Rights Act
  of 1964, the U.S. Department of Education, Office
  of Civil Rights uses the following standards to
  rate programs for ELL students
• (1)   is the program based on an educational
  theory recognized as sound by experts in the
  field or is considered by experts as a legitimate
  experimental strategy
• (2)   are the programs and practices, including
  resources and personnel, reasonably calculated to
  implement this theory effectively and
• (3)   does the school district evaluate its
  programs and make adjustments where needed to
  ensure language barriers are actually being
  overcome? Castañeda v. Pickard 648 F.2d 989
  (5th Cir., 1981)

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Title III Law

• The purpose of Title III is to ensure that
  limited English proficient (LEP) students,
  including immigrant children and youth, develop
  English proficiency and meet the same academic
  content and academic achievement standards that
  other children are expected to meet. Schools use
  these funds to implement language instruction
  educational programs designed to help LEP
  students achieve these standards. State
  educational agencies (SEAs), local educational
  agencies (LEAs), and schools are accountable for
  increasing the English proficiency and core
  academic content knowledge of LEP students (Lau
  Center, State of Ohio 2003).

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NCLB PROVISIONS

• Al. ESL students need to be identified.
• A2. ESL students need to be assessed.
• A3. LEP students need to receive comprehensible
  instruction.
• NCREL publication

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Identification

• Home Language Survey
• 30 Days to complete
• Referral made to ELL team

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Who is an LEP student?

• An LEP Student has limited knowledge in English
  in any one of the following areas.
• Written Spoken
• Reading Listening

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And one of the following

• Immigrant and/or native language is not English,
  or
• Home language is not English, or
• An American Indian or Alaskan native, where
  dialect affects English proficiency.

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Time Line

• The Home language survey must be completed upon
  arrival
• ODE recommends the initial assessment in reading,
  writing, speaking and listening occur within the
  first two weeks of enrollment
• Parents must be notified under NCLB within two
  weeks from the results of the assessment.
• If the child is enrolled before the beginning of
  the school year, a letter must be sent to the
  parents within 30 days explaining the program

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Assessment

• Spring Assessment
• ELDA K-2(English Language Development
  Assessment), OTELA (Ohio Test of English Language
  Acquisition)
• Must be in the month of April
• All students labeled LEP must take the test

• Initial assessment in reading, writing, listening
  and speaking
• Must identify cohort (beginning, intermediate,
  advanced and proficient trial mainstream)
• State does not dictate method of assessment for
  the initial screening

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Areas required to assess

• 1.        Listening How well is the student
  able to understand spoken English in social and
  grade-level academic settings?
• 2.        Speaking How well is the student able
  to orally communicate in English in both social
  and academic settings?
• 3.       Reading How well is the student able
  to read age-appropriate written materials in
  English for both social and academic purposes?
• 4.        Writing How well is the student able
  to produce writing in English for both social and
  academic purposes?

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Second Language Acquisition Theory

• Brief Overview

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Some Factors Affecting Second Language Acquisition

• Motivation
• First language development
• Language distance and attitude
• Access to the language
• Age
• Personality and learning style
• Peers and role models
• Quality of instruction

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BICS and CALPJim Cummins (University of Toronto)

• Consider the difference between BICS and CALP
• Basic Interpersonal Communication Skills (BICS)
• The communicative capacity that all children
  acquire in order to be able to function in daily
  interpersonal exchanges.
• Cognitive/Academic Language Proficiency (CALP)
• That dimension of proficiency in which the
  learner manipulates or reflects upon the surface
  features of language outside the immediate
  interpersonal context.
•  

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BICS CALP

• Lectures/Texts/Tests
• Abstract
• Context reduced
• Few non verbal cues
• Cannot clarify
• New ideas/concepts and language
• 5-7 years to acquire (newest research may
  indicate up to 11 years)

• Conversation, jokes
• Concrete
• Context embedded
• Nonverbal cues
• Can clarify meaning
• Familiar concepts
• 2-3 years to acquire

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Context-embedded

• Contextual supports that offer clues to the
  meaning of words
• The more spoken and written words are supported
  or embedded in context, the easier they are to
  understand.
• Spoken language can be given contextual support
  through facial expressions, gestures, body
  language, demonstrations, and visual cues from
  physical environments.
• Written language can offer contextual support
  through pictures, graphs, charts, tables, and
  textbook aids.

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Context-reduced

• Tasks in which students only have the spoken or
  written words alone.
• Little to NO contextual support through visuals

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Cummins Quadrant
Cognitively Undemanding
Context Embedded
Context Reduced
Cognitively Demanding
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Cummins Quadrant (Examples)
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Ohios English Language Proficiency Standards

• Go to the following website (cut and paste to
  your browser)
• http//www.ode.state.oh.us/students-families-commu
  nities/lau_resource_center/Word/Ohio20ELP20Stand
  ards20-20April20200620.doc
• Examine Reading and Writing content standards
• How do they compare to the English Language Arts
  standards?
• How would you assess your ELL students
  proficiency level based upon these standards.

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Academic Systems
Behavior Systems
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Tier ICore Curriculum
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Some Factors Affecting Second Language Acquisition

• Motivation
• First language development
• Language distance and attitude
• Access to the language
• Age
• Personality and learning style
• Peers and role models
• Quality of instruction

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Elements of Effective Instruction

• Increased opportunities to respond
• Modeling
• Error correction
• Feedback about progress
• Contingencies for accurate performance

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Elements of Effective Interventions

• Increased opportunities to respond
• Modeling
• Error correction
• Feedback about progress
• Contingencies for accurate performance

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Critical Components of Reading Instruction for
ELL students

• Word recognition (phonics)
• Vocabulary
• Comprehension
• Speech

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Decoding versus Comprehension

• Less than 1 of students who are fluent at
  decoding are diagnosed with comprehension
  difficulties (Good, University of Oregon).

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Sheltered instruction (SI) Observation Protocol
(SIOP)

• After 5 years of collaboration with practicing
  teachers, CREDE researchers developed a model of
  high quality sheltered instruction, known as the
  SIOP model. This model takes into account the
  special language development needs of English
  language learners which distinguishes it from
  high quality non-sheltered teaching.
• A study conducted to establish the validity and
  reliability of the SIOP found that the instrument
  is a highly reliable and valid measure of
  sheltered instruction (Guarino, Echevarria,
  Short, Schick, Forbes, Rueda, 2001).

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Sheltered instruction (SI) Observation Protocol
(SIOP)

• 1997-98-researchers compared ELL students in
  classes whose teachers had been trained in
  implementing the SIOP to a high degree to a
  control group (taught by teachers not trained in
  SIOP) using a prompt that required narrative
  writing. ELL students in the SIOP classes
  demonstrated significantly higher writing scores
  than the control group.
• 1998-99the study was replicated using a prompt
  that required expository writing. Again, ELL
  students in the SIOP classes demonstrated
  significantly higher writing scores than the
  control group and made greater gains from the
  pre-test to the post-test.

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Sheltered instruction (SI) Observation Protocol
(SIOP)

• The Sheltered Instruction Observation Protocol
  provides concrete examples of the features of
  sheltered instruction that can enhance and expand
  teachers instructional practice.

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Sheltered instruction (SI) Observation Protocol
(SIOP)

• The protocol is composed of thirty items grouped
  into eight main components
• Preparationexamines the lesson planning process,
  including the language and content objectives,
  the use of supplementary materials and the
  meaningfulness of the activities.
• Building Backgroundfocuses on making connections
  with students background experiences and prior
  learning and developing their academic
  vocabulary.
• Comprehensible inputconsiders adjusting teacher
  speech, modeling academic tasks, and using
  multimodal techniques to enhance comprehension.
• Strategiesemphasizes teaching learning
  strategies to students, scaffolding instruction,
  and promoting higher order thinking skills.

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Sheltered instruction (SI) Observation Protocol
(SIOP)

• Interactionencouraging elaborated speech and to
  group students appropriately for language and
  content development.
• Practice/Application provides activities to
  extend language and content learning.
• Lesson Deliveryensures teachers present a lesson
  that meets the planned objectives.
• Review/Assessmentconsiders whether the teacher
  reviewed the key language and content concepts,
  assessed student learning, and provided feedback
  to students on their output.

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SIOP Features in a Lesson Plan

• Preparation
• Adaptation of content
• Links to background
• Links to past learning
• Strategies incorporated
• Integration of processes
• Reading
• Writing
• Speaking
• Listening
• Scaffolding
• Modeling
• Guided practice
• Independent practice
• Comprehensible input

• Application
• Hands-on
• Meaningful
• Linked to objectives
• Promotes engagement
• Grouping Options
• Whole class
• Small groups
• Partners
• Independent
• Assessment
• Individual
• Group
• Written
• Oral

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Vocabulary Development

• Summary of the Research
• Self-selected reading as a leisure activity
  increases vocabulary development (Anderson,
  1996).
• Likelihood of learning an unfamiliar word while
  reading is 1 in 20. The likelihood increases to 1
  in 10 when children read easy narratives and
  decreases to near zero when difficult expositions
  are read (Shin, 2006).
• Independent reading appears to be a far more
  important source of vocabulary growth than direct
  vocabulary instruction (Shin, 2006).
• Almost two-thirds of the typical childs annual
  vocabulary growth comes as the natural
  consequence of reading books, magazines, and
  newspapers (Anderson, Wilson, and Fielding
  (1988).

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Research on Imagery as Elaboration (Marzano
Pickering, 2005)
Students who used imagery to learn vocabulary,
on average, performed
of studies
37 percentile points higher than
students who kept repeating definitions
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students who were using the terms in sentences.
21 percentile points higher than
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Vocabulary Strategies

• Choose one of the websites and share with the
  listserve or the instructor a useful strategy you
  learned
• www.ncrel.org/litweb/vocabulary.php
• http//www.justreadnow.com/strategies/vocabulary.h
  tm