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ESL Elementary Resource Teachers July 30, 2013
ESL Elementary Resource Teachers
July 30, 2013
Oral language is the foundation of literacy (Cloud,
Genesee, and Hamayan, 2009) and it is the "tool for shaping
literate development" (Vygotsky, cited by Dorn). For English
learners (ELs), it is essential that literacy
instruction ties reading to writing, and both to oral
language development. For ELs at all levels of
English language proficiency, instruction that
supports literacy development must "build on and
expand ELs' oral language skills in English" (Cloud,
Genesee, and Hamayan, 2009).
ELs at the beginning levels of English language acquisition
require special considerations when receiving additional
support through reading interventions. This additional
support may best be provided in a small group setting. EL
beginners, including those in grades 4-12, need support in
the following areas:
Oral English Language Development
Phonological Awareness
Vocabulary Development
Tier 2 Oral Language
Proficiency
Levels 1 & 2
Oral Language
Proficiency
Levels 3 & 4
Recommended
Interventions
for elementary ELs
Emergent Language
and Literacy Group
(ELLG)
Earobics
Comprehension
Focus Group
Leveled Literacy
Intervention
Quick Reads
Comprehension Plus
Guided Reading Plus
Study Island
Tier 3 Oral Language
Proficiency
Levels 1 & 2
Oral Language
Proficiency
Levels 3 & 4
Recommended
Interventions
for elementary ELs
Emergent
Language and
Literacy Group
(ELLG)
Discover English (a
component of
SuccessMaker
Enterprise)
SuccessMaker
Reading
Reading Recovery
Guided Reading
Plus
Who are they? Students in Tier 2 & 3
English Learners who are in Oral Language Proficiency Levels 1 and 2.
Who is it for? English Learners not ready for Guided Reading.
o Need help with language (rhymes, stretching the word to hear sounds, segment ing sounds etc.)
o Few early behaviors under control
o Few known letters (reading or writing)
o Few letter sounds connected to letters
o Few known high frequency words
What makes it different for ELs?
o Most activities are shared
Goldsmith, Cindy; CIM Training Handout (2010).
The Components of Emergent Language and Literacy Group:
Reading:
Read Aloud
Shared Reading
Letter Work / Word Study:
ABC Chart
Magnetic Letter Work
Visual discrimination
Letter Identification
Learning how words work
Vocabulary development
Writing:
Interactive Writing
Write Aloud
Instruction:
Practice with Language
Individual reading and writing conferences Dorn, L. J., French, C., & Jones, T. (1998). Apprenticeship in literacy, transitions across reading and writing. York, ME: Stenhouse Pub.
Group (Assisted) Writing---Use read aloud or shared
reading text to spark story.
In emergent writing, a story may consist of a single
sentence.
The teacher uses each child’s personal knowledge and
oral language background as well as the language of
the book as the group jointly constructs a story.
Dorn, L. J., French, C., & Jones, T. (1998). Apprenticeship in literacy, transitions across reading and writing. York, ME: Stenhouse Pub.
In the apprenticeship approach, it is critical that all children
be actively involved in the literacy event.
• Jointly Compose the Text (oral)
• Rehearse the text
• Transcribe the text on chart
The Continuum of Assisted Writing includes:
o Interactive Writing
o Writing Aloud
o Revising and Editing
Dorn, L. J., French, C., & Jones, T. (1998). Apprenticeship in literacy, transitions across reading and writing. York, ME: Stenhouse Pub.
Vocabulary Instruction: Research is showing that limited vocabulary knowledge
(knowing the meaning of words), not phonics, is the biggest barrier to comprehension.
In order for ELs with low vocabularies to catch up with their grade level peers, they must acquire vocabulary at an accelerated rate.
Vocabulary needs to be an intentional part of literacy interventions.
Dorn, L. J. , Working with ELL Students in Language and Literacy Acquisition. May 10, 2013.
Provide explicit vocabulary lessons
Include vocabulary instruction in writing
Use themed sets for multiple exposure to
vocabulary
Dorn, L. J. , Working with ELL Students in Language and Literacy Acquisition. May 10, 2013.
“If we plan instruction that links oral language
and literacy learning (writing and reading) from
the start so that writing and reading and oral
language move forward together, linked and
patterned from the start, that instruction will
be more powerful.”
Clay, M. (2004). Talking, reading, and writing. Journal of Reading Recovery, Spring 2004 (p. 9).
The stages of SLA can inform and guide the ESL teacher on
the placement and level of oral language development of
ELs. Teachers can incorporate techniques to make
instruction comprehensible in the ELLG Planner.
Turn and talk
o Why are we assessing our students in the domains of listening and
speaking English?
PLC Planning Tool
RTI Progress Monitoring
o Many of our students are receiving interventions that address their
need for oral language development in English. How do we know
what progress they are making?
Oral Language Development
Assessment
Record of
Oral
Language
Oral
Language
Acquisition
Inventory
Instructional Next Steps
Book
Selection
Book
Orientation Grouping Reteaching
Participation
Structures
WIDA
ACCESS Observation
Survey
ACCESS, K-PREP, Monster Test, BRIGANCE, Measures of Academic Progress (MAP) Test, Record of Oral Language, Observation Survey
Pros
Tested for validity and reliability
Standardized approach to testing
Ability to compare student performance across teachers and classes
Cons
Tests broad swath of curricular outcomes
Difficult to:
-diagnose specific strengths and weaknesses of students
-track growth over time
Data received long after test given
“WIDA is a consortium of 27 states dedicated to the design and implementation of high standards and equitable educational opportunities for English language learners. To this end, the WIDA Consortium has developed English language proficiency standards and an English language proficiency test aligned with those standards (ACCESS for ELLs®).”
-http://www.wida.us/
The World-Class Instructional Design and Assessment (WIDA) English Language Proficiency Standards for English Language Learners in Kindergarten through 12th Grade serve as Kentucky’s NCLB required English language proficiency standards.
-http://www.education.ky.gov/
ACCESS Levels of English
Language Proficiency
ENTERING
BEGINNING
DEVELOPING
EXPANDING
1
2
3
4
5
BRIDGING
R
E
A
C
H
I
N
G
6
Slide adapted from: English Language Proficiency Standards
Stakeholders Meeting presentation
by Danna Morrison, KDE
Results are available in several formats:
o Parent Reports
o School Roster Reports
o School Frequency Reports
o Teacher Reports
• Scale scores by Domain
• Scale Composite Scores
• Proficiency levels by Domain
• Composite Proficiency Levels
• Confidence Bands
http://www.wida.us/standards/CAN_DOs/index.aspx
The Can-Do Descriptors provide a sampling of language expectations of ELs as they move along the continuum of English language development
What do you notice as you move from left to right along any one domain?
Plus Minus Wish
ACCESS, K-PREP, Monster Test, BRIGANCE, Measures of Academic Progress (MAP) Test, Record of Oral Language, Observation Survey
Pros
Tested for validity and reliability
Standardized approach to testing
Ability to compare student performance across teachers and classes
Cons
Tests broad swath of curricular outcomes
Difficult to:
-diagnose specific strengths and weaknesses of students
-track growth over time
Data received long after test given
“The Record of Oral Language is an assessment instrument
that helps teachers learn about a child’s control over
language, providing information about how a child handles
varying grammatical structures.”
Achieving Literacy Success with English Language Learners p. 48
“There is growing evidence that it is very difficult for a teacher
to assess a child’s language control in a satisfactory
manner on the basis of unstructured classroom observation
alone.”
Record of Oral Language p. 11
“Reading Recovery teachers use the ROL with ELLs to learn
more about what students understand structure-wise in
English. Then the teacher holds them accountable for what
she knows the child controls, and plans opportunities to
work more with new ones.”
Achieving Literacy Success with English Language Learners p. 48
33
The teacher says a sentence to the child who then attempts
to repeat it.
The exact response is recorded immediately to analyze
following the administration.
The sentences use different grammatical structures and
become more difficult as the assessment continues.
“Research has shown that when we analyze a child’s attempts
to repeat a carefully constructed set of sentences, we
discover also those grammatical structures which he may
be just beginning to understand but may not yet use in
normal speech.”
Record of Oral Language p.11
Use simple
structure correctly
Attempt a more
complex construction
Get close to the correct use of the new syntax
Get control over new structure
Children of four to seven years of age with English as their
native language
For five years after children begin to learn English as
another language
Record of Oral Language Preface
Plus Minus Wish
ACCESS, K-PREP, Monster Test, BRIGANCE, Measures of Academic Progress (MAP) Test, Record of Oral Language, Observation Survey
Pros
Tested for validity and reliability
Standardized approach to testing
Ability to compare student performance across teachers and classes
Cons
Tests broad swath of curricular outcomes
Difficult to:
-diagnose specific strengths and weaknesses of students
-track growth over time
Data received long after test given
CASCADE
On the Web
Basic Information
Systematic way of capturing early reading and writing
behavior
Primary assessment tool of Reading Recovery
Includes 6 literacy tasks
Includes 6 literacy tasks o Letter Identification to determine which letters the child knows and the
preferred mode of identification
o Concepts About Print to determine what the child knows about the way spoken language is represented in print
o Word Test to determine if the child is building a personal resource of reading vocabulary
o Writing Vocabulary to determine if the child is building a personal resource of known words that can be written in every detail
o Hearing and Recording Sounds in Words to assess phonemic awareness by determining how the child represents sounds in graphic form
o Text Reading to determine an appropriate level of text difficulty and to record what the child does when reading continuous text (using a running record)
What are “concepts about print?”
Plus Minus Wish
OLAI and Oracy Instructional Guide addresses students in
Pre/K-3. The Guide provides directions for working with ELL
students as well as those those native language is English.
Oracy Instructional Guide
The Oral Language Acquisition
Inventory, 2nd Edition (OLAI 2)
Component I- Repeated Sentences and Sentence
Transformations. The teacher reads a sentence to the
student and the student repeats the sentence back to the
teacher.
Component II- Story Reconstruction and Narrative
Comprehension. A short story is read to the student
referencing a set of picture cards supplied with the book.
The student is then asked to tell the teacher a story back,
either the same or a different story using the same or a
different story using the same picture cards.
Component III- Picture Drawing, Narration and Dictation.
The student draws a picture of a favorite pet, toy, family
member and then tells a story about the picture.
Component IV- Information Processing and Critical
Dialogue. Similar to II, the student hears a story, but this
time is asked questions about the content of the story.
“My model of literacy instruction assumes that formal education
can and should capitalize on oral language and cognitive self-
extending systems to build a self-extending system for literacy
which includes reading and writing.”
Marie Clay
Traditional Instruction
Explicit Assumed
Curriculum Curriculum
Reading Oral
Writing Language
Teacher-Child
Interaction
Systemic Intervention: Linking Language and Literacy Across the
Grades
Explicit Explicit
Curriculum Curriculum
Oral Reading
Language Writing
Viewing
Teacher-Child
Interaction
Gentile, L. (2011). Linking language, literacy, and learning behaviors. Compiled by Alpine School District, Utah.
“Oral language intervention is designed for children who score below average on an oral language assessment. The purpose is to assist children to build connections between their oral and written language.”
Oral language intervention “is designed to respond to the needs of students who are experiencing difficulties in using English language to compose and comprehend texts, respond to texts, or express personal thoughts, feelings and ideas using conventional structures of English language” (M. Rosser, A. Skeleton, & J. Smith, 2010).
Information shared from MaryBeth Stevens, JCPS Reading Recovery Leader
The oral language intervention happens prior to Phase I in the Emergent Language
and Literacy Group (ELLG).
Information shared from MaryBeth Stevens, JCPS Reading Recovery Leader
The oral language phase generally occurs over a two-day
period and is repeated prior to each Phase I component of
ELLG. There are five components to the oral language phase.
1. Introduce a New Text
2. Reread the Text with a Specific Goal to be Addressed
3. Retell Text
4. Language Activities
5. Guided Reading of Predictable Text
Information shared from MaryBeth Stevens, JCPS Reading Recovery Leader
New Text: Big Book, Poetry, Nursery Rhyme
The goal is for the student to develop ways of thinking about
texts with a focus on comprehension, extending their linguistic
structures, concepts about print, and building vocabulary
through supportive and engaging contexts.
Information shared from MaryBeth Stevens, JCPS Reading Recovery Leader
During book
orientation
• Introduce text by reading the title and author
• Discuss genre
• Activate background knowledge through discussion about the
title and pictures and allows predictions to be made based on
the summary statement or major theme of the book
• Set purpose for reading and/or listening comprehension
During the reading
• Read the text with prosody and encourage students to make
predictions, ask questions, or make inferences
• Allow for ongoing discussion at strategic places, focusing on
comprehension as the meaning unfolds
• Encourage students to join in on repetitive parts if applicable
After the reading
• Engage in a lively and meaningful discussion to help deepen
their level of understanding of the text
• Encouraging the students to go deeper with understanding of
the text by facilitating and scaffolding a discussion about the
text
Information shared from MaryBeth Stevens, JCPS Reading Recovery Leader
During the rereading
• Reread the text with prosody
• Reread parts of the text for
developing problem –solving
strategies and concepts about print
After the rereading
• Model making language predictions
and cross-checking strategies
• Act out new vocabulary and
language structures (e.g., under the
desk, across the floor, come here)
Information shared from MaryBeth Stevens, JCPS Reading Recovery Leader
• The goal of text retelling is for the
student to develop, refine, and extend
language.
• The focus is on story structure, details,
vocabulary, and linguistic structures.
Information shared from MaryBeth Stevens, JCPS Reading Recovery Leader
as a group
to the group to a partner
During retelling the role of the teacher is to:
Model a retelling
Provide scaffolds such as pictures from the text
Prompt for sequence, vocabulary, and details
Encourage students to refine and expand language (vocabulary and structure) by modeling or recasting student responses in a conversational and natural style
Provide a supportive context for students to try out more sophisticated language during retelling
Information shared from MaryBeth Stevens, JCPS Reading Recovery Leader
SENTENCE STRUCTURES
Simple Sentence Juan likes reading.
Sentence With
Prepositional Phrase
Juan likes reading at school.
Sentence with a
Conjunction
Juan likes reading but Ali likes
writing.
Sentence with Relative
Pronoun
Juan is the student who read the
most books.
Sentence with Adverbial
Clause
Juan went to the library when
lunch was over.
Gentile, L. (2011). Linking language, literacy, and learning behaviors. Compiled by Alpine School District, Utah.
The goal of the language activity is for
students to practice language structures
in a supportive context aligned to the
continuous text used throughout the
lesson. Choose 1 or 2 per lesson.
• Realia
• Performance
• Human Sentences
Other Information shared from MaryBeth Stevens, JCPS Reading Recovery Leader
The teacher provides hands-on manipulatives to extend knowledge of vocabulary and concepts, and prompts
students to use them in complete sentences.
Information shared from MaryBeth Stevens, JCPS Reading Recovery Leader
The teacher provides opportunities for students to: Act out new vocabulary
and language structures:
• under the desk
• across the room
• up the steps
Act out the story using the
language from the retelling Gentile, L. (2011). Linking language, literacy, and learning behaviors. Compiled by Alpine School District, Utah.
The teacher provides students with
opportunities to expand and refine
language through a participatory
language activity.
Gentile, L. (2011). Linking language, literacy, and learning behaviors. Compiled by Alpine School District, Utah.
Human Sentences
The purpose of this activity is to break down the parts of a sentence so students will think about and repeat each part separately.
Build the Sentence
Verbalize the Sentence as a Group
Assign Sentence Parts and Perform the Sentence.
Redistribute Sentence Parts and Perform the Sentence
Repeat, as needed
Gentile, L. (2011). Linking language, literacy, and learning behaviors. Compiled by Alpine School District, Utah.
Select a picture or object related to the text.
Build a Sentence
Teacher Asks:
Students Respond
Teacher Prompts &
Expands and
Students Repeat s
1. Who / What is this? A rabbit A furry rabbit
2. What is the rabbit
doing? hopping is hopping quickly
3. Where is the rabbit
hopping ? the grass through the grass
4. When is the rabbit
hopping? morning In the morning.
Everyone repeats the complete sentence several times as a group. Gentile, L. (2011). Linking language, literacy, and learning behaviors. Compiled by Alpine School District, Utah.
Sentence parts are assigned to individual students.
Students line up in order from left-to-right:
Who? - What? - Where? - When?
Students verbalize their parts.
Teacher prompts as needed. Repeat several times.
Redistribute the parts. Repeat several times.
Gentile, L. (2011). Linking language, literacy, and learning behaviors. Compiled by Alpine School District, Utah.
A furry rabbit
through the grass
in the morning.
is hopping quickly
Who /What?
What is it doing? Where?
When?
Working in groups of four or five, build a sentence.
Who/What? What is it
doing? Where? When?
or
Who/What? What is it Doing?
Where? Why?
Who/What? What is it
doing? Where? When? Why?
or
Gentile, L. (2011). Linking language, literacy, and learning behaviors. Compiled by Alpine School District, Utah.
Diamond and Four
This activity can be used to teach grammar, forms and
functions of English, vocabulary, synonyms, and antonyms.
giggled
chuckled laughed snickered
chortled
Gentile, L. (2011). Linking language, literacy, and learning
behaviors. Compiled by Alpine School District, Utah.
Sentence Transformations
Transform a sentence from the text to any or all of the following and read with appropriate intonation:
Example sentence: Babies grow older every day.
Negative statement: Babies do not grow older everyday.
Question: Do babies grow older every day?
Command: Babies, grow older every day.
Exclamation: Babies grow older every day!
Gentile, L. (2011). Linking language, literacy, and learning behaviors. Compiled by Alpine School District, Utah.
After completing Components 3 and 4 of
the Oral Language Phase,
Retell Text and Language Activities,
move on to Component 5-
Guided Reading of Predictable Text.
The goal is for students to apply new language control and
comprehension strategies within continuous text.
Orientation to New Book
Students apply their knowledge of
language, vocabulary, and comprehension
strategies to prepare for the text reading.
During Reading of New Book
Students use language and vocabulary
knowledge to make predictions and cross-
check to support problem solving and
comprehension.
After Reading New Book
Students engage in a meaningful
discussion, and to reflect on language use
and vocabulary.
Information shared from MaryBeth Stevens, JCPS Reading Recovery Leader
Orientation to
New Book
During
Reading of
New Book
After Reading
New Book
At the end of the Oral Language Phase, the teacher begins Phase I of ELLG. At the end of the
Phase II ELLG, the teacher repeats the Oral Language Phase for as long as the students need
this support.
Information shared from MaryBeth Stevens, JCPS Reading Recovery Leader
