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OrRTI ELL Symposium April 27, 2012. HOW WELL ARE STUDENTS DOING?. NAEP Percentage of Hispanic Students At or Above Proficient in 4 th Grade Reading: 2009. WA. ME. MT. NH. ND. OR. MN. VT. NY. WI. ID. SD. MA. MI. WY. PA. CT. RI. IA. NE. NV. OH. NJ. IL. IN. DE. UT. WV. - PowerPoint PPT Presentation
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OrRTI ELL SymposiumApril 27, 2012
Top Ten StatesBottom Ten States (with ties)Middle StatesNo Data
Source: National Assessment of Educational Progress
NAEP Percentage of Hispanic Students At or Above Proficient in 4th Grade Reading: 2009
WA
OR
CA
AZ NM
NVUT
ID
MT
WY
CO
TX
OK
KS
NE
SD
ND
MN
IA
MO
WI
IL IN
MI
OH
KY
TN NC
SC
FL
GAALMS
AR
LA
AK
HI
VAWV
PA
NY
ME
DC
MD
DE NJ
CT RI
MA
VT
NH
3
HOW WELL ARE STUDENTS DOING?
Top Ten States (with ties)Bottom Ten States (with ties)Middle StatesNo Data
Source: National Assessment of Educational Progress
NAEP Percentage of Hispanic Students At or Above Proficient in 4th Grade Mathematics: 2009
WA
OR
CA
AZ NM
NVUT
ID
MT
WY
CO
TX
OK
KS
NE
SD
ND
MN
IA
MO
WI
IL IN
MI
OH
KY
TN NC
SC
FL
GAALMS
AR
LA
AK
HI
VAWV
PA
NY
ME
DC
MD
DE NJ
CT RI
MA
VT
NH
4
HOW WELL ARE STUDENTS DOING?
Top Ten States (with ties)Bottom Ten States (with ties)Middle StatesNo Data
Source: National Assessment of Educational Progress
NAEP Percentage of Hispanic Students At or Above Proficient in 8th Grade Reading: 2009
WA
OR
CA
AZ NM
NVUT
ID
MT
WY
CO
TX
OK
KS
NE
SD
ND
MN
IA
MO
WI
IL IN
MI
OH
KY
TN NC
SC
FL
GAALMS
AR
LA
AK
HI
VAWV
PA
NY
ME
DC
MD
DE NJ
CT RI
MA
VT
NH
5
HOW WELL ARE STUDENTS DOING?
Top Ten States (with ties)Bottom Ten StatesMiddle StatesNo Data
Source: National Assessment of Educational Progress
NAEP Percentage of Hispanic Students At or Above Proficient in 8th Grade Mathematics: 2009
WA
OR
CA
AZ NM
NVUT
ID
MT
WY
CO
TX
OK
KS
NE
SD
ND
MN
IA
MO
WI
IL IN
MI
OH
KY
TN NC
SC
FL
GAALMS
AR
LA
AK
HI
VAWV
PA
NY
ME
DC
MD
DE NJ
CT RI
MA
VT
NH
6
HOW WELL ARE STUDENTS DOING?
Challenges: A day in the life…
• Quality of core instruction low• Good intentions poorly executed• Academic English was too advanced
for Els• Limited opportunities to respond/use
language• Complicated schedule, many
transitions• Instruction not connected across
classes
Challenges: District issues…
• Scheduling & addressing many needs– Language, literacy, core, interventions
• Curriculum integration/vs curricular chaos
• Over & under identification of ELL students
• Quality EL Core instruction• Language progress monitoring data• Cohort data to analyze language
acquisition and literacy based on language level
Relation Between Language and Literacy
DevelopmentDoris Luft Baker
[email protected] Symposium
April 27, 2012
Domains• Listening: easier to
acquire• Speaking: BICS* can
be acquired through interactions with others/ CALP** through school
• Reading: challenging• Writing: most
challenging
Elements• Phonology• Syntax• Morphology• Semantics• Pragmatics
Domains and Elements of Language Acquisition
*BICS = Basic Intercommunicative Skills**CALP = Cognitive Academic Language Proficiency Doris Luft Baker, April 27, 2012
EnglishSpanish
22-24 phonemes 42-44 phonemes
7 conditional rules 27 letter combinations + conditional rules
All words are decodable Irregular words
27 letters + 3 digraphs (rr, ll, ch)
Orthographic System
26 letters
Differences and Similarities in the Orthographic Systems
Baker, D. L. 2010
Phonemic Awareness
Alphabetic Principle Fluency Vocabulary Comprehension
K 1 2 3
A Conceptual Framework for Reading/Literacy Instruction
Coyne, M., 2011
Doris Luft Baker, April 27, 2012
A Conceptual Framework for Reading/Literacy/Language
Instruction
Code Based Instruction
K 1 2 3
Meaning Based Instruction
Language Proficiency Instruction
Adapted from Coyne, M., 2011 Doris Luft Baker, April 27, 2012
Meaning Based Instruction
Understanding academic language• Vocabulary Knowledge• Complex Sentence Structures / Syntax– Sentences with passive voice, prepositions,
double negative, & ambiguous phrases, etc. (It was not true that she disliked the party decorations.)
• Discourse Patterns– Units of language more than one sentence in
length that can allow for the organization of speech and writing and convey meaning and coherence across sentences.
• Rec.: Have EL Students Talk More!
Vocabulary Knowledge• Limited vocabulary knowledge is the most
common source of reading comprehension difficulties among ELs (e.g., Droop & Verhoeven, 2003; Garcia, 1991; Proctor, Carlo, August & Snow, 2005; Umbel, Pearson, Fernandez & Oller, 1992)– Knowing Tier 1 words (e.g., can, tip; Beck &
McKeown, 2002)– Defining and using Tier 2 words (e.g., ancient,
pursue, admire, practice)– Learning content area vocabulary or Tier 3
words (e.g., ratio, peninsula, pentagram)• Rec.: Teach ELs More Words
Complex Sentence Structures/Syntax
• Can be taught in the context of the language arts curriculum and content area classes
• EL teachers can focus on students understanding sentences• “In an attempt to explain the immense power and
unpredictable behavior of volcanoes, our ancient ancestors created myths about evil gods that lived within volcanoes.”
• Rec.: Teach Els to understand and use complex sentences Doris Luft Baker, April 27, 2012
Discourse Patterns• ….. Ramírez (1992) concluded that students are
limited in their opportunities to produce language and in their opportunities to produce more complex language. Direct observations reveal that teachers do most of the talking in classrooms, making about twice as many utterances as do students. Students produce language only when they are working directly with a teacher, and then only in response to teacher initiations. . . . Of major concern is that in over half of the interactions that teachers have with students, students do not produce any language as they are only listening or responding with non-verbal gestures or actions. (pp. 9–10)
Doris Luft Baker, April 27, 2012
Time in minutes spent on Core Components of Reading Instruction by Condition
SETRM (SD)
ControlM (SD)
t-statistic(df = 35) p-value Hedges’ g
Phonological awareness 7.9 (6.2) 3.9 (5.7) 2.01 .052 0.67
Alphabetic principle
27.5 (11.0)
22.4 (11.6) 1.36 .183 0.45
Fluency 23.9 (12.3)
26.3 (15.9) -0.51 .613 -0.17
Vocabulary 5.3 (3.9) 7.8 (5.9) -1.56 .127 -0.50
Comprehension 19.8 (11.4)
21.6 (10.8) -0.50 .618 0.16
Total 84.3 (31.2)
82.1 (34.1) 0.20 .839 0.07
Note. Analyses were conducted at the school level (18 SETR schools, 19 Control schools). Time was measured in minutes. M = Mean, SD = Standard Deviation.
Review of Research1. National Literacy Panel: Developing
Literacy in Second Language Learners -Executive Summary (2006)
2. Teaching English Language Learners: What the Research Does and Does Not Say (Claude Goldenberg, 2008)
3. IES Practice Guide: Effective Literacy and English Language Instruction (2007)
4. English Language Learners and RTI (Baker & Baker, 2007)
Meta Analysis of Meta Analyses
Language• Teaching students to read in their first language (L1)
promotes higher levels of reading in English (transfer) • Oral proficiency in English is critical– ELs have remarkably little language engagement;
teachers talk and students listen– Need active engagement in language rich, higher
order tasks– Vocabulary, comprehension, and academic English
are critical as students advance
Summary of Summaries
Instruction• What we know about good instruction in general holds
true for EL’s (for both English and L1 instruction): – Teach the big 5, – Explicit, systematic, frequent opportunities to
respond• Provide intensive small-group reading intervention• Screen for reading problems and monitor progress (i.e.,
ORF)• Progress monitoring-ORF sensitive to growth and
viable for dual discrepancy
Next Steps• Develop cohort guidelines and data• Protocol for evaluation of LD• Protocol for assessment and Tiered
Support of Els• Decision rules for progress
monitoring with respect to language levels
• Assessment instruction matrix on the 4 parts of language and types of assessment
TIER I Support & Cohort Analysis
Core Instruction for English Language LearnersTIER 2
ELL Support ProtocolDraft Protocol from TTSD
Assessment MatrixAssessment Matrix
Progress Monitoring Language
CWS
Questions???