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Eleven Years as a Teacher/Researcher in the
Trenches of An Alternative High School Program for ELLs
Ann A. Kennedy, Ph.D.
April 8, 2010
NALC
Charles Sumner School
©Kennedy, 2010
The Arlington Career Center: (Language) Program for At-risk Immigrant Adolescents
• 65 students, 17-20• “Fail” after 2 years at home
school• Receive voc ed, counseling• RLs: Emergent to RL • 90% free/reduced lunch• 85% from Central America• Others from Africa,
Mongolia, Bangladesh, Afghanistan, Thailand
Conceptual Framework:The Importance of:
• self efficacy;• social interaction;• balanced literacy tasks;• re-reading;• repetition;• choice;• having students produce and
practice.
Motivating Reluctant Readers (& Writers)
• Background knowledge: information & skilll
• Motivation (link to success)• Self-efficacy (link to
motivation)• Social interaction• Meaningfulness• Incidental learning• Choice• ** oral language proficiency
versus reading levels**
Importance of Reading Levels
• Decoding versus reading
• Informal assessments
• Formal reading assessments– Degrees of Reading Power (DRP)-- (TASA)
• Independent RL
• Instructional RL
• Frustrational RL
Interventions• Tested for reading comprehension
• Trained to read aloud to on-site pre-schoolers
• Trained in lap-reading techniques
• RIF (Reading is Fundamental) www.rif.org
• Bi-weekly book club– http://www.schoollibraryjournal.com/article/
CA319022.html– http://www.arlingtoncareercenter.com/soar/
• Technology
Technology & Motivation– Accelerated Reader® (quizzes)– Use Earobics (for adolescents)– Digital stories– Google.docs (Forms)– Blogspot.com– Wiktionary & Audacity.com– Scratch.mit.edu– Turtle art
Scratch Day: Saturday, May 22 @ The Career Center (Governor’s Academy) Arlington, VA, 1:00-4:00 PM
Multi-modal Literacy
• aka multiliteracy
• Integrates “traditional” literacy with broader range
(Adams, 2005; Allender, 2005; Banaszeski, 2002; Jakes, 2005; Peregoy & Boyle, Tyner, 2006)
Guiding Principles
• Prioritize content objectives• Assess prior knowledge• Allow opportunities for all 4 skills• Design lessons that force students to become
mentally active• Make sure all students are actively involved• DON’T RELY ON THE MOST VERBAL
STUDENT(S) TO ASCERTAIN IF THE CLASS UNDERSTANDS.
Results: 1999-2009
• Students’ attitudes improve • RLs: average increase of 5-6 DRP points• DRP magic number = 65 (to pass SOLs)• Dropout rate?• Post-secondary situations
– Certifications (electricity, HVAC, etc.)– NVCC– GMU– 4-year graduates!
ReferencesAllan, K.K. & Miller, M.S. (2005) (2nd Ed.) Literacy and learning in the content areas: Strategies for
middle and secondary school teachers. Boston: Houghton Mifflin Company. Fisher, D. & Frey, N. (2004). Improving adolescent literacy: Strategies at work. Upper Saddle River, NJ:
Pearson Merrill Prentice Hall. Gambrell, L.B., Morrow, J.M., Newman, S.B. & Pressley, M. (1999). Best practices in literacy instruction.
NY: The Guilford Press. Harvey, S. & Goudvis, A. (2001). Strategies that work: Teaching comprehension to enhance
understanding. York, ME: Stenhouse Publishers. Kennedy, A. (September, 2003). Eat, Drink, and Be Literate. School Library Journal.
http://www.schoollibraryjournal.com/article/CA319022.htmlKennedy, A. A. (Spring, 2010). Motivating adolescent readers: From theory to practice. VSRA Journal.Kennedy, A. A. (2006). Strategies for Teaching Limited English Proficient (LEP) Students: A
Supplemental Resource Guide to the K-12 English Standards of Learning Enhanced Scope and Sequence. Virginia Department of Education. http://www.pen.k12.va.us/VDOE/Instruction/ESL/LEPenglishResource.pdf
Kennedy, A. A. (2009). Using Open Source Software to connect Science, Technology, English and Math for English Language Learners. AccELLerate! 2.1. (p. 17-19). NCELA: Washington, DC. . http://www.ncela.gwu.edu/accellerate/edition/7/#article_54
Peregoy, S.F. & Boyle, O.F. (2009). (5th Ed.) Reading, writing, and learning in ESL: A resource book for K-12 teachers. NY: Addison-Wesley Longman.
Rasinski, T. & Padak, N. (2000). (2nd Ed.) Effective reading strategies: Teaching children who find reading difficult. Upper Saddle River, NJ: Merrill.
Sturtevant, E.G., Boyd, F., Brozo, W., Hinchman, K., Moore, D.W., & Alvermann, D. (2006). Principled practices for adolescent literacy: A framework for instruction and policy. Mahwah, NJ: Erlbaum.
Tierney, R.J.& Readance, T. (2000). Reading strategies & practices: A compendium. NY: Allyn & Bacon. Vacca, R.T. & Vacca, J.L. (2004) (8th Ed.) Content area reading: Literacy and learning across the
curriculum. NY: Allyn & Bacon.
“Reluctant” Readers?