making sense of literacy instruction and srbi for ells

Making Sense of Literacy Instruction and SRBI for ELLs

Ann Anderberg, Ph.D., ECSUCTHSS Literacy Summit

Fall 2011

Overview

• ESL Teachers– P.D. on Assessment– EDGE• Ongoing system initiatives• Renaissance• Content Literacy Strategies for ELs• LABS• Unpacking the Language Objective• SRBI

The Goal

• Meeting the challenge of the Common Core State Standards (CCSS)– All Day Literacy Instruction focused on discussions

of text

• A challenge for your system– Academic side– Trade side

THINK, PAIR, SHAREUniversal Screening TIER 1 STRATEGIES TIER II INTERVENTIONS

1.

2.

3

You have everything you need

• Universal screens• Tier I Interventions• Tier II Interventions• Staff

Let’s Talk About SRBI

• Scientific-research based interventions• The 3-Tier Model

– Academic and behavior– Universal Screening (3 data points)– Data-based decision making – Progress Monitoring– Research-based strategies

Tier 1:Comprehensive & Coordinated Instructionfor All Students

Tier 2:SupplementalIntervention for Students Performing Below Grade Level

Tier 3:Specialized, IndividualizedIntervention for Students with Intensive Needs

~80% of Students

~15%

~5%

Scientific Research Based InterventionsScientific Research Based Interventions

SRBI Models

• Standard Treatment Protocol

• Problem-Solving Model

• Hybrid Approach

TIER I• Classroom and trade instruction

– Universal screening • STAR – multiple measures

– Lexile – match text to reader• LAS Links – language proficiency

– subtests• CAPT written response

– Ifnormational text

– Content and Language Objectives• SIOP – access to the curriculum

– Small group instruction– Rich vocabulary instruction– Progress Monitoring

TIER II

• Additional interventions based on data– LABS, literacy & math– ELD class

• EDGE• ESL teachers

THINK, PAIR, SHAREUniversal Screening TIER 1 STRATEGIES TIER II INTERVENTIONS

1.

2.

3

Rich Vocabulary Instruction

Levels of Word Knowledge(Beck, McKeown & Kucan, 2002)

• Know it well, can explain it• Know something about it, can relate it to a

situation• Have seen or heard the word• Do not know the word

Four Types of Vocabulary

ReceptiveReceptive

ExpressiExpressiveve

SpeakingSpeaking

WritingWriting

ReadingReading

Listening

5 Stages of word knowledge (Beck, McKeown, & Kucan, 2002)

Word Know it well, can explain and use it

Know something about it, relate it to something familiar

Have seen or heard the word

Do not know the word

BibliographyAllington, R. L., (2009). What really matters in response to intervention: Research-

based designs. Boston, MA. Pearson.Crawford, M.B. (2009). Shop class as soulcraft: an inquiry into the value of work. New

York, NY. PenguinBooks. Diamond, L., Gutlohn, L., (2006). Vocabulary handbook: For all educators working to

improve reading achievement .Baltimore, MD. Paul H. Brookes Publishing Co.Echevarria, J., Vogt, M., (2011). Response to intervention (RtI) and English learners:

Making it happen. Boston, MA. Pearson. Esparza Brown, J., Sanford, A., (2011). RTI for English language learners:

Appropriately using screening and progress monitoring tools to improve instructional outcomes. Retrieved from http://www.rti4success.org.

Lemov, D., (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA, Jossey-Bass Teacher.National Institute for Literacy. (2007).What content-area teachers should know about adolescent literacy. www.nifl.gov.

Syrja, R.C. (2011). How to reach and teach English language learners: Practical strategies to ensure success (pg. 135-136). San Francisco, CA, Jossey-Bass Teacher.

Walqui, A., & van Lier, L., (2010). Scaffolding the academic success of adolescent English language learners. San Fransisco, CA. WestEd.org.