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.