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Resources Addressing the

Instruction of English

Language Learners

Prepared for

Pennsylvania Department of Education

Academic Recovery Liaisons

Prepared by:

Beverly Mattson, Vito Forlenza, Stephen Hamilton, Carol Cohen

February 2015

About the Mid-Atlantic Comprehensive Center:

The Mid-Atlantic Comprehensive Center at WestEd (MACC@WestEd) helps state

leaders with their initiatives to implement, support, scale up, and sustain

statewide education reforms. We work closely with state leaders in the Mid-

Atlantic region of Delaware, Maryland, New Jersey, Pennsylvania, and the

District of Columbia. To learn more about MACC@WestEd visit

macc-atwested.org or to learn about the technical assistance network funded

by the U.S. Department of Education, visit www.ed.gov.

Copyright © 2015 WestEd

All rights reserved.

Suggested citation: Mattson, B., Forlenza, V., Hamilton, S., & Cohen, C. (2015).

Resources Addressing the Instruction of English Language Learners. Prepared for

Pennsylvania Department of Education Academic Recovery Liaisons. (A report

from the Mid-Atlantic Comprehensive Center at WestEd.) San Francisco, CA:

WestEd.

Disclaimer Language

The contents of this report were developed under a cooperative agreement

under prime award #S283B120026 between the U.S. Department of Education

and WestEd. The findings and opinions expressed herein are those of the

author(s) and do not reflect the positions or policies of the U.S. Department of

Education. Readers of this report should not assume endorsement by the

Federal Government.

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Table of Contents

Introduction 1

Methodology 1

Organization of the Document 1

Resources Addressing the Instruction of English

Language Learners 3

Pennsylvania Department of Education 3

The Pennsylvania Comprehensive Literacy Plan:

Keystones to Opportunity 3

U.S. Department of Education’s English Learner Tool Kit 4

High-Performing Schools for English Language Learners 5

School Improvement Grants and English Language

Learners 7

Lessons Learned from Great City Schools 8

Instructional Models and Strategies 8

Instructional Strategies 10

Implementation of the WIDA English Language

Development Standards 10

General Research-based Strategies 11

Vocabulary Development 14

Reading and Writing 14

Effective Literacy and English Language Instruction

for Elementary Students 16

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Teaching Academic Content to Elementary and

Middle School English Learners 17

Research-based Recommendations for Reading

and Mathematics Instruction and Intervention of

English Language Learners 20

Response to Intervention and Multi-tier Interventions

for Reading in the Primary Grades 21

Language and Reading Interventions for English

Language Learners 22

Secondary Level and English Language Learners 23

Additional Resources 27

Center for Applied Linguistics 27

Colorin Colorado 27

National Clearinghouse for English Language Acquisition

(NCELA) 28

Reading Rockets 28

Stanford University Graduate School of Education,

Understanding Language 29

WestEd 30

1

Introduction In November, 2014, the Lead Academic Recovery Liaison with the

Pennsylvania Department of Education requested that MACC@WestEd

identify resources on how districts and schools, identified in improvement,

are addressing the instruction of English language learners. The resources

would be available to the Academic Recovery Liaisons (ARLs) and

district/school leadership teams of schools identified as priority schools. The

request is related to the MACC@WestEd Year 3 WorkPlan, Priority Area:

School Turnaround, Objective 1. Assistance to Academic Recovery Liaisons

(ARLs).

Methodology

As a first step in addressing this request, the MACC@WestEd identified a

range of local, state, and national resources on instruction of English

language learners (ELLs). In this search, we were looking for resources that

would be relevant to the instruction of English language learners. To

address this request for information, the staff of MACC@WestEd conducted

a review of: federally-funded resources; resources and websites of national

organizations; research literature; and educational journals.

Organization of the Document

The first section of the document presents an overview of the Pennsylvania

Comprehensive Literacy Plan and the U.S. Department of Education’s

English Learner Toolkit. Next, there are descriptions of resources on high-

performing schools for English language learners, School Improvement

Grants and ELLs, and lessons learned from a study conducted by Great City

Schools. Third, there is an overview of a resource on two different types of

instructional models and their strategies. The fourth section contains

descriptions of resources on instructional strategies for ELLs, including

general methods, English language arts, academic content, and

Resources Addressing the Instruction of Engl ish Language Learners

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interventions for elementary and secondary levels. The final section includes

information on additional resources, particularly national websites where

other resources can be accessed.

This resource is not intended to be exhaustive nor to provide detailed

analyses of the content of the resources identified.

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Resources Addressing the

Instruction of English Language

Learners

Pennsylvania Department of Education

The Pennsylvania Comprehensive Literacy Plan: Keystones

to Opportunity

http://www.mcsdk12.org/pdf/Pennsylvania_Comprehensive_Literacy_Plan.

pdf

From birth to 12th grade, the Pennsylvania Comprehensive Literacy Plan is

pertinent to all students and educators in that it is meant to serve as a basis

for professional development that will assist schools in developing a

comprehensive, aligned, and coherent literacy plan. The needs assessment

tool that is provided can be used as a guide for educators about how to

make decisions that will improve their literacy program for all students birth-

grade 12.

The document is outlined in four parts with accompanying references.

• Part I: Introduction and Overview

• Part II: Guiding Principles

The five guiding principles are: (1) literacy as a critical foundation; (2)

culture and learning; (3) meeting needs of all students; (4) evidence-based

instruction; and (5) high quality teaching. Credible suggestions and

research citations for ELL/ESL students can be gleaned throughout the

document, but especially in Part II, with reference to the guiding principle

of culture and learning.

Resources Addressing the Instruction of Engl ish Language Learners

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• Part III: Essential Elements

The six essential elements are: (1) coherent, articulated literacy program;

(2) oral language; (3) assessment; (4) engagement and resiliency; (5)

differentiation; and (6) disciplinary literacy.

• Part IV: Implementing the Plan

• Appendix: Analysis and Assessment Plan

U.S. Department of Education’s English Learner Tool Kit

The U.S. Department of Education recently released the first chapter of the

soon-to-be-published English Learner Tool Kit, intended to help state and

local education agencies (SEAs and LEAs) meet their obligations to English

learners (ELs).

http://www2.ed.gov/about/offices/list/oela/eltoolkitchap1.pdf

This tool kit should be read in conjunction with the U.S. Department of

Education Office for Civil Rights and the U.S. Department of Justice’s joint

guidance, “English Learner Students and Limited English Proficient Parents,”

which outlines SEAs’ and LEAs’ legal obligations to EL students under civil

rights laws and other federal requirements.

“Tools and Resources for Identifying All English Learners” is the focus of the

toolkit’s first chapter. Some key points:

• LEAs must identify in a timely manner EL students in need of

language assistance services.

• The home language survey is the most common tool used to

identify potential ELs.

• All potential ELs must be assessed with a valid and reliable

assessment to determine if they are in fact ELs.

• LEAs are required to communicate information regarding a

child’s ELP level and EL program options in a language the

parent understands.

Resources Addressing the Instruction of Engl ish Language Learners

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High-Performing Schools for English Language Learners

Turn, R., Diez, V., Gagnon, L., Urlarte, M., & Stazesky, P. (2011, November). Learning

from consistently high performing and improving schools for English

language learners in Boston public schools. Boston, MA: Center for

Collaborative Education and the Mauricio Gaston Institute for Latino

Community Development and Public Policy. Retrieved from

http://www.ccebos.org/ell_Tung_et_al_2011_Full_Report.pdf

The purpose of this report was to inform the district and other schools not

only about which schools were most successful during the study period, but

also to share detailed information that may be disseminated widely so that

staff in other schools may consider the lessons and practices for adaptation

in their own schools. The report includes a literature review and an ELL Best

Practices Framework, case studies, and best practices from the case study

schools.

The Best Practices framework includes:

1) Mission and vision – High performing schools have clear visions and

missions that are communicated by the principal, aligned to

standards, and set forth high expectations for student outcomes.

Responsibility for ELL achievement is distributed school-wide, not just

among ELL teachers.

2) School organization and decision-making – In successful schools,

principals manage school reform based on their visions, delegate

well, and empower others for responsibility for ELL education. The

school has clear procedures and guidelines for identifying ELL

students, designation of English proficiency level, and assigning

students to classrooms and programs that rely on multiple sources of

data including information from ELL student’s family; assessment

results in reading, writing, speaking, and listening in both L1 and L2;

and past school records. The research evidence is strong on the

importance of school organization in terms of how to group students

by English proficiency levels, the teacher qualifications necessary for

students at each English proficiency level, and the amount of time

students should spend on English as a second language.

3) Instruction and curriculum – Studies and reviews of studies about the

most effective curriculum for English language learners confirm that

Resources Addressing the Instruction of Engl ish Language Learners

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they should have access to the same core curriculum that all students

receive, aligned with district and state standards and frameworks.

Some specific instructional strategies have an evidence-base for

improved outcomes, including: (a) having ELL students working with

more fluent peers; (b) practice decoding, comprehension, and

spelling; (c) more instructional conversations; and (d) more activity-

based, collaborative learning to give students more opportunity to

learn English.

4) Assessment – Assessments of content and English proficiency are both

necessary for effective ELL education. Higher performing schools

reported frequent use of multiple types of assessments – from state to

district to commercial to local assessments – to support and monitor

individual students and to examine school-wide instructional issues.

5) Culture and climate – The research literature on cultural competence

among school staff supports the incorporation of students’ culture

and background curriculum and instruction. The school’s faculty

ethnic, cultural, and/or linguistic makeup resembles the student

body’s ethnic, cultural, and/or linguistic makeup. In safe schools, ELL

students have better self-confidence and lower anxiety, and

discrimination is explicitly addressed.

6) Professional development – The development of professional learning

communities is strongly and positively related to student

achievement. Schools that use their meeting time to focus on

instruction enhance ELL learning. In addition, effective professional

development includes practice of instructional changes with a coach

or mentor supporting the teacher. Professional development on

language learning, facilitating instructional conversations, adjusting

instruction according to students’ oral English proficiency, and using

content and language objectives in every class have some evidence

in the literature.

7) Community engagement – There is some evidence for schools

partnering with culturally competent community-based organizations

to support ELL students in counseling, college guidance, or

academics.

The authors found that principals and Language Acquisition Team (LAT) facilitators

played key roles in vision and implementation of ELL best practices, including

creating professional learning communities and providing professional

development; that shared cultural and linguistic experiences among staff and

Resources Addressing the Instruction of Engl ish Language Learners

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families were prevalent; and that staff cultural competence translated into

increased family engagement, quality instructional practices, and understanding

of the needs of the whole child. They also found that ELL students received the

standard district curriculum, and that all teachers were knowledgeable about

how to modify instruction for academic language acquisition.

School Improvement Grants and English Language Learners

Institute of Education Sciences, National Center for Educational Evaluation and

Regional Assistance. (2014, April). A focused look at schools receiving

School Improvement Grants that have percentages of English language

learner students. NCEE Evaluation Brief. Washington, DC: Author. Retrieved

from http://ies.ed.gov/ncee/pubs/20144014/

The Study of School Turnaround examines the improvement process in a purposive

sample of 35 schools receiving federal School Improvement Grants (SIG) program

over a three-year period (2010-11 to 2012-13 school years). This evaluation brief

focuses on 11 of these SIG schools with high proportions of English Language

Learner (ELL) students (a median of 45 percent ELLs). Key findings that emerged

from the ELL case study data collected in fall 2011 include:

• Schools that appeared to provide stronger attention to the

unique needs of ELLs in their improvement process were more

likely to report having school staff dedicated to ELL needs,

such as ELL coordinators, ELL coaches, and ESL/bilingual

teachers and tutors.

• Such schools also were more likely to be located in districts

that reportedly provided expertise and had an explicit focus

on ELLs within the context of SIG.

Resources Addressing the Instruction of Engl ish Language Learners

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Lessons Learned from Great City Schools

Horwitz, A., Uro, G., Price‐Baugh, R., Simon, C., Uzzell, R., Lewis, S., & Casserly, M.

(2009). Succeeding with English language learners: Lessons learned from

great city schools. Washington, DC: Council of the Great City Schools.

Retrieved from

http://www.cgcs.org/cms/lib/DC00001581/Centricity/domain/35/publicati

on%20docs/ELL_Report09.pdf

This study looked at what schools were and were not doing to address the

academic development of English language learners. The study contacted

school systems that showed growth in ELL student achievement vs. districts that

did not show much growth. The findings suggested that improvement in student

achievement occurred when there is leadership and advocacy on behalf of ELL,

there is empowerment for the central ELL office, and when there are external

forces served as catalysts for reform.

In addition, the researchers found that the more effective districts:

• engaged in comprehensive planning of support for ELL

students,

• provided support for the implementation of these strategies,

• used student data effectively, and

• provided high-quality professional development.

Instructional Models and Strategies

Moughamian, A. C., Rivera, M. O., & Francis, D. J. (2009). Instructional models and

strategies for teaching English language learners. Portsmouth, NH: RMC

Research Corporation, Center on Instruction. Retrieved from

http://www.centeroninstruction.org/instructional-models-and-strategies-for-

teaching-english-language-learners

This publication offers educators and policy‐makers guidance on research‐based

strategies that have been effective in instructing ELLs. Regardless of the model

that school districts select, teachers – especially those who have not been trained

to work with ELL students - need help to determine the most effective strategies to

accelerate student learning and maximize instructional time. This document

outlines key contextual factors that decision-makers should take into account

Resources Addressing the Instruction of Engl ish Language Learners

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when making instructional choices for ELL students, provides a brief overview of

bilingual and English-only instructional models, and considers the influence of

language in instruction on academic outcomes for ELLs.

The instructional models include:

Model Programs

English-only English-language Development (ELD)

English-as-a-Second Language Pull Out

Sheltered English Instruction

Structured English Immersion

Bilingual Bilingual Immersion

Dual Language Immersion

Two-way Immersion

Developmental Bilingual Education

Bilingual with Traditional

Support

Transitional Bilingual Education

The instructional methods and strategies include:

English Only Strategies

1) Cognitive Academic Language Learning Approach (CALLA) for post-

elementary level which builds on cognitive learning theory and

integrates academic content instruction with explicit instruction in

language development and learning strategies.

2) Sheltered Instruction Observation Protocol (SIOP) which includes a

research-based observation instruction and provides a model for

lesson planning of academic English skills in reading, writing, listening,

and speaking.

3) Specially Designed Academic Instruction in English (SDAIE) provides

access to the core curriculum while promoting English language

development.

Resources Addressing the Instruction of Engl ish Language Learners

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Dual Language Strategies

1) Bilingual Cooperative Integrated Reading and Comprehension

(BCIRC), designed for grades 2-5, which uses explicit instruction in

reading comprehension, language and literacy activities, and

integrated language arts and writing tasks.

2) Improving Literacy Transitional Instructional Program (ILTIP), a four-

year transition program for grades 2-5, offers native language

instruction as students progressively build English skills and transition to

English-only instruction.

The website also includes an archived webinar on this publication.

Instructional Strategies

Implementation of the WIDA English Language

Development Standards

Gottlieb, M. (2013). Essential actions: A handbook for implementing WIDA’s

Framework for English Language Development Standards. A companion to

the 2012 ELD standards. Madison, WI: Board of Regents of the University of

Wisconsin System on behalf of WIDA. Retrieved from

https://www.wceps.org/store/wida/ProductDetails?ProductID=163&Categ

oryID=1

The World-Class Instructional Design and Assessments (WIDA) guide is designed to

help teachers, teaching teams, and district-teams evaluate and improve their

instructional practices according to research principles underlying the WIDA

English Language Development Standards. It describes and illustrates the

standard-referenced components and elements of language learning within

WIDA’s framework. Each section includes: an explanation of an essential action,

the research to support the action, a description of how it relates to the WIDA

standards framework, and examples from the field on how to apply the action.

The fifteen essential actions include:

1) Capitalize on the resources and experiences that ELLs bring to school

to build and enrich their academic language.

2) Analyze the academic language demands involved in grade-level

teaching and learning.

Resources Addressing the Instruction of Engl ish Language Learners

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3) Apply the background knowledge of ELLs, including their language

proficiency profiles, in planning differentiated language teaching.

4) Connect language and content to make learning relevant and

meaningful for ELLs.

5) Focus on the developmental nature of learning within grade-level

curriculum.

6) Reference content standards and language development standards

in planning language learning.

7) Design language teaching and learning with attention to the

sociocultural context.

8) Provide opportunities for all ELLs to engage in higher-order thinking.

9) Create language-rich classroom environments with ample time for

language practice and use.

10) Identify the language needed for functional use in teaching and

learning.

11) Plan for language teaching and learning around discipline-specific

topics.

12) Use instructional supports to help scaffold language learning.

13) Integrate language domains to provide rich, authentic instruction.

14) Coordinate and collaborate in planning for language and content

teaching and learning.

15) Share responsibility so that all teachers are language teachers and

support one another within communities of practice.

General Research-based Strategies

Goldenberg, C. (2008). Teaching English language learners: What research does –

and does not – say. American Educator. 8-44. Retrieved from

http://www.aft.org/sites/default/files/periodicals/goldenberg.pdf

This article summarizes key findings of two major reviews of the research on

educating English learners that were completed in 2006—one by the National

Literacy Panel, or NLP, the other by researchers associated with the Center for

Research on Education, Diversity, and Excellence, or CREDE. It focuses on three

major areas:

1) Implementation of bilingual reading instruction

2) The acceleration of oral English development

3) The best way to teach English development

Resources Addressing the Instruction of Engl ish Language Learners

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The findings can be summarized in three major points:

1) Teaching students to read in their first language promotes higher

levels of reading achievement in English;

2) What we know about good instruction and curriculum in general

holds true for English learners as well; but

3) When instructing English learners in English, teachers must modify

instruction to take into account students’ language limitation.

a) Make texts in English more comprehensible by using texts with

content that is familiar to students.

b) Build vocabulary in English.

c) Use the student’s primary language for support.

d) Assess a student’s knowledge and language separately.

e) Provide extra time for learning.

Genesee, F., Lindholm-Leary, K., Saunders, W.M., & Christian, D. (2006). Educating

English language learners: A synthesis of research evidence. New York:

Cambridge University Press. Retrieved from

http://medicine.kaums.ac.ir/UploadedFiles/Files/Educating_English_Langua

ge_Learners.pdf

The book provides an extensive review of scientific research on the learning

outcomes of students with limited or no proficiency in English in U.S. schools.

Research on students in kindergarten through grade 12 is reviewed. The primary

chapters of the book focus on these students’ acquisition of oral language skills in

English, their development of literacy (reading and writing) skills in English,

instructional issues in teaching literacy, and achievement in academic domains

(i.e., mathematics, science, and reading). The reviews and analyses of the

research are relatively technical with a focus on research quality, design

characteristics, and statistical analyses. The book provides a unique set of

summary tables that give details about each study, including full references,

characteristics of the students in the research, assessment tools and procedures,

and results. A concluding chapter summarizes the major issues discussed and

makes recommendations about particular areas that need further research.

Resources Addressing the Instruction of Engl ish Language Learners

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Saunders, B., & Goldenberg, C. (2010). Improving education for English language

learners: Research-based approaches. Sacramento, CA: California

Department of Education. Retrieved from

http://www.cde.ca.gov/re/pn/rc/ap/pubdisplay.aspx?ID=001702

This book provides a comprehensive, user-friendly review and analysis of recent

research to inform and improve instructional practices in order to help English

learners.

Key findings include:

1) A separate, daily block of time should be devoted to English

language development instruction.

2) English learners should be carefully grouped by language proficiency

for instruction; for other portions of the school day they should be in

mixed classrooms and not in classrooms segregated by language

proficiency.

3) English language instruction should:

a) Include planning with specific language objectives in mind.

b) Emphasize academic language as well as conversational language.

c) Include interactive activities among students, but they must be

carefully planned and carried out.

d) Emphasize listening and speaking although it can incorporate

reading and writing.

e) Explicitly teach elements of English (e.g., vocabulary, syntax,

grammar, functions and conventions).

f) Integrate meaning and communication to support explicit teaching

of language.

g) Provide students with corrective feedback on form.

h) Continue at least until students reach level 4 (early advanced) and

possibly through level 5 (advanced).

4) Use of English during instruction should be maximized; the primary

language should be used strategically.

5) Teachers should attend to communication and language-learning

strategies and incorporate them into instruction.

Resources Addressing the Instruction of Engl ish Language Learners

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Vocabulary Development

August, D., Carlo, M., Dressler, C., & Snow, C. (2005). Critical role of vocabulary

development for English language learners. Learning Disabilities: Research

and Practice, 20(1), 50-57. Retrieved from

http://onlinelibrary.wiley.com/doi/10.1111/j.1540-5826.2005.00120.x/

abstract

English language learners (ELLs) who experience slow vocabulary development

are less able to comprehend text at grade level than their English-only peers. Such

students are likely to perform poorly on assessments in these areas and are at risk

of being diagnosed as learning disabled. The authors review the research on

methods to develop the vocabulary knowledge of ELLs and present lessons

learned from the research concerning effective instructional practices for ELLs. The

review suggests that several strategies are especially valuable for ELLs, including

taking advantage of students' first language if the language shares cognates with

English; ensuring that ELLs know the meaning of basic words; and providing

sufficient review and reinforcement. Finally, they discuss challenges in designing

effective vocabulary instruction for ELLs. Important issues are determining which

words to teach, taking into account the large deficits in second-language

vocabulary of ELLs, and working with the limited time that is typically available for

direct instruction in vocabulary.

Reading and Writing

August, D., & Shanahan, T. (2008). Developing reading and writing in second

language learners. New York, NY: Routledge. Retrieved from

http://www.cal.org/resource-center/publications/developing-reading-and-

writing

This book is a report of the National Literacy Panel on language-minority children

and youth. The Panel investigated and discussed recent research on the following

domains:

1) development of literacy in language-minority children and youth,

2) cross-linguistic relationships,

3) sociocultural contexts and literacy development,

4) instruction and professional development, and

5) student assessment.

The reviewers determined that focusing literacy instruction on phonemic

awareness, decoding, oral reading fluency, reading comprehension, vocabulary,

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and writing is extremely beneficial for all students, including second language

learners. The authors stressed that literacy instruction should focus on these

curricular components for all students, but some adjustments should be made to

meet the needs of second language learners effectively. For example, for

students whose L1 does not use all phonemes of English or does not permit

combinations of these phonemes (such as Spanish), instruction should put a

greater than normal focus on phonemic awareness for those particular

phonemes.

Major findings of the National Literacy Panel include:

1) Instruction that provides substantial coverage in the key components

of reading – identified by the National Reading Panel (NICHD, 2000)

as phonemic awareness, phonics, fluency, vocabulary, and text

comprehension – has clear benefits for language-minority students.

2) Instruction in the key components of reading is necessary – but not

sufficient – for teaching language-minority students to read and write

proficiently in English. Oral proficiency in English is critical as well – but

student performance suggests that it is often overlooked in instruction.

3) Oral proficiency and literacy in the first language can be used to

facilitate literacy development in English.

4) Individual differences contribute significantly to English literacy

development.

5) Most assessments do a poor job of gauging individual strengths and

weaknesses.

6) There is surprisingly little evidence for the impact of sociocultural

variables on literacy achievement or development. However, home

language experiences can have a positive impact on literacy

achievement.

Additionally, regarding assessment, the authors found that typically developing

English dominant bilingual students have lower vocabulary skills than native English

speakers. Therefore, it is not sufficient to use vocabulary tests to identify disability

with these students. Alternatively, low cost cloze tests, based on students’ literacy

and content area, are capable of assessing vocabulary, grammar, and discourse

skills more appropriately.

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Effective Literacy and English Language Instruction for

Elementary Students

Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R.

(2007). Effective literacy and English language instruction for English learners

in the elementary grades: A practice guide (NCEE 2007-4011). Washington,

DC: National Center for Education Evaluation and Regional Assistance,

Institute of Education Sciences, U.S. Department of Education. Retrieved

from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=6

The target audience for this guide is a broad spectrum of school practitioners –

such as administrators, curriculum specialists, coaches, staff development

specialists and teachers – who face the challenge of providing effective literacy

instruction for English language learners in the elementary grades. The guide also

aims to reach district-level administrators who develop practice and policy

options for their schools.

This practice guide provides five recommendations, integrated into a coherent

and comprehensive approach for improving the reading achievement and

English language development of English learners in the elementary grades.

The five recommendations include:

1) Screen for reading problems and monitor progress.

a) Conduct formative assessments with English learners using English

language measures of phonological processing, letter knowledge,

and word and text reading.

b) Use these data to identify English learners who require additional

instructional support and to monitor their reading progress over time.

2) Provide intensive small-group reading interventions.

a) Provide focused, intensive small-group interventions for English

learners determined to be at risk for reading problems. Although the

amount of time in small-group instruction and the intensity of this

instruction should reflect the degree of risk, determined by reading

assessment data and other indicators, the interventions should

include the five core reading elements (phonological awareness,

phonics, reading fluency, vocabulary, and comprehension).

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b) Explicit, direct instruction should be the primary means of

instructional delivery.

c) Provide extensive and varied vocabulary instruction.

3) Teach essential content words in depth.

a) In addition, use instructional time to address the meanings of

common words, phrases, and expressions not yet learned.

4) Develop academic English.

a) Ensure that the development of formal or academic English is a key

instructional goal for English learners, beginning in the primary

grades.

b) Provide curricula and supplemental curricula to accompany core

reading and mathematics series to support this goal. Accompany

with relevant training and professional development.

5) Schedule regular peer‑assisted learning opportunities.

a) Ensure that teachers of English learners devote approximately 90

minutes a week to instructional activities in which pairs of students at

different ability levels or different English language proficiencies work

together on academic tasks in a structured fashion. These activities

should practice and extend material already taught.

In operationalizing the research, with each recommendation, the resource

includes a brief summary of the evidence to support the recommendation,

specific procedures to carry out the recommendation, and possible roadblocks

and solutions education practitioners should consider in the context of their

school/district while planning for implementation of the recommendation are

provided. With each recommendation, references are provided that education

practitioners can access for additional direction relative to specific

recommendations.

Teaching Academic Content to Elementary and Middle

School English Learners

Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., Gersten, R.,

Haymond, K., Kieffer, M. J., Linan-Thompson, S., & Newman-Gonchar, R.

(2014). Teaching academic content and literacy to English learners in

elementary and middle school (NCEE 2014-4012). Washington, DC: National

Center for Education Evaluation and Regional Assistance (NCEE), Institute

Resources Addressing the Instruction of Engl ish Language Learners

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of Education Sciences, U.S. Department of Education. Retrieved from

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/english_learners_pg_040

114.pdf

The updated practice guide includes recommendations for teaching English

learners in grades K–8. This practice guide provides four recommendations that

address what works for English learners during reading and content area

instruction. The recommendations include:

1) Teach a set of academic vocabulary words intensively across several

days using a variety of instructional activities.

a) Choose a brief, engaging piece of informational text that includes

academic vocabulary as a platform for intensive academic

vocabulary instruction.

b) Choose a small set of academic vocabulary for in-depth instruction.

c) Teach academic vocabulary in depth using multiple modalities

(writing, speaking, and listening).

d) Teach word-learning strategies to help students independently figure

out the meaning of words.

2) Integrate oral and written English language instruction into content-

area teaching.

a) Strategically use instructional tools—such as short videos, visuals,

and graphic organizers—to anchor instruction and help students

make sense of content.

b) Explicitly teach the content-specific academic vocabulary, as well

as the general academic vocabulary that supports it, during

content-area instruction.

c) Provide daily opportunities for students to talk about content in pairs

or small groups.

d) Provide writing opportunities to extend student learning and

understanding of the content material.

3) Provide regular, structured opportunities to develop written language.

a) Provide writing assignments that are anchored in content and

focused on developing academic language as well as writing skills.

b) For all writing assignments, provide language-based supports to

facilitate students’ entry into, and continued development of,

writing.

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c) Use small groups or pairs to provide opportunities for students to work

and talk together on varied aspects of writing.

d) Assess students’ writing periodically to identify instructional needs

and provide positive, constructive feedback in response.

4) Provide small-group instructional intervention to students struggling in

areas of literacy and English language development.

a) Use available assessment information to identify students who

demonstrate persistent struggles with aspects of language and

literacy development.

b) Design the content of small-group instruction to target students’

identified needs.

c) Provide additional instruction in small groups consisting of three to

five students to students struggling with language and literacy.

d) For students who struggle with basic foundational reading skills,

spend time not only on these skills but also on vocabulary

development and listening and reading comprehension strategies.

e) Provide scaffolded instruction that includes frequent opportunities

for students to practice and review newly learned skills and

concepts in various contexts over several lessons to ensure retention.

Each recommendation includes extensive examples of activities that can be used

to support students as they build the needed language and literacy skills to be

successful in school, including examples of how the recommendations align with

Common Core and other contemporary state standards. The recommendations

also summarize and rate supporting evidence. Each recommendation has

subsections called “How to Carry Out the Recommendation” and “Roadblocks

and Solutions.” The authors also situate the recommendations with the Common

Core standards when possible. This Educators’ Practice Guide provides helpful

guidance for any educator who is concerned with improving the learning of

English learners.

A webinar is available on

http://edstream.ed.gov/webcast/Play/7f9570b95f594e388fdcffdb0af473a41d

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Research-based Recommendations for Reading and

Mathematics Instruction and Intervention of English

Language Learners

Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical

guidelines for the education of English language learners: Research-based

recommendations for instruction and academic interventions. Portsmouth,

NH: RMC Research Corporation, Center on Instruction. Retrieved from

http://www.centeroninstruction.org/practical-guidelines-for-the-education-

of-english-language-learners-research-based-recommendations-for-

instruction-and-academic-interventions

This book is the first in a series of three Practical Guidelines for the Education of

English Language Learners from the Center on Instruction. It provides evidence-

based recommendations for policymakers, administrators, and teachers in K-12

settings who seek to make informed decisions about instruction and academic

interventions for ELLs. The domains of focus include reading and mathematics,

and the recommendations apply to both a class-wide instructional format and

individualized, targeted interventions, depending on the population and the goals

of the instruction.

The reading recommendations include:

1) ELLs need early, explicit, and intensive instruction in phonological

awareness and phonics to build decoding skills.

2) K-12 classrooms across the nation must increase opportunities for ELLs

to develop sophisticated vocabulary knowledge.

3) Reading instruction in K-12 classrooms must equip ELLs with strategies

and knowledge to comprehend and analyze challenging narrative

and expository texts (e.g., making conscious predictions before

reading, monitoring understanding and asking questions during

reading, and summarizing after reading)

4) Instruction and intervention to promote ELL’s reading fluency must

focus on vocabulary and increased exposure to print.

5) In all K-12 classrooms across the U.S., ELLs need significant

opportunities to engage in structured, academic talk.

6) Independent reading is only beneficial when it is structured and

purposeful and there is a good reader-text match.

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The recommendations for mathematics include:

1) ELLs need early, explicit, and intensive instruction and intervention in

basic mathematics concepts and skills.

2) Academic language is as central to mathematics as it is to other

academic areas. It is a significant source of difficulty for many ELLs

who struggle with mathematics.

3) ELLs need academic language support to understand and solve the

word problems that are often used for mathematics assessment and

instruction.

A Professional Development PowerPoint is also available to supplement the

content of this book. The detailed slides and speaker notes summarize and

augment the information contained in the book and may be used to provide

professional development during in-service training to educators teaching in

grades K-12.

Response to Intervention and Multi-tier Interventions for

Reading in the Primary Grades

Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S.,

& Tilly, W.D. (2008). Assisting students struggling with reading: Response to

intervention and multi-tier intervention for reading in the primary grades.

(NCEE 2009-4045). Washington, DC: National Center for Education

Evaluation and Regional Assistance, Institute of Education Sciences, U.S.

Department of Education. Retrieved from

http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=3

This guide offers five specific recommendations to help educators identify

struggling readers and implement evidence-based strategies to promote their

reading achievement. Teachers and reading specialists can utilize these strategies

to implement Response to Intervention (RtI) and multi-tier intervention methods

and frameworks at the classroom or school level. Recommendations cover how

to: screen students for reading problems, design a multi-tier intervention program,

adjust instruction to help struggling readers, and monitor student progress.

The recommendations include:

1) Screen all students for potential reading problems at the beginning of

the year and again in the middle of the year. Regularly monitor

progress of students who are at elevated risk for developing reading

disabilities.

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2) Provide differentiated reading instruction for all students based on

assessments of students’ current reading level (tier 1).

3) Provide intensive, systemic instruction on up to three foundational

reading skills in small groups to students who score below benchmark

on universal screening. Typically these groups meet between three to

five times per week for 20-30 minutes.

4) Monitor the progress of tier 2 students at least once a month. Use

these data to determine whether students still require intervention. For

those still making insufficient progress, school-wide teams should

design a tier 3 intervention plan.

5) Provide intensive instruction daily that promotes the development of

various components of reading proficiency to students who show

minimal progress after reasonable time in tier 2 small group instruction

(tier 3).

In operationalizing the research, with each recommendation, there is a brief

summary of the evidence to support the recommendation, specific procedures to

carry out the recommendation, and possible roadblocks and solutions education

practitioners should consider in the context of their school/district while planning

for implementation of the recommendation are provided. With each

recommendation, references are provided that education practitioners can

access for additional direction relative to specific recommendations.

Language and Reading Interventions for English Language

Learners

Rivera, M.O., Moughamian, A. C., Lesaux, N.K, & Francis, D. J. (2008). Language

and reading interventions for English language learners and English

language learners with disabilities. Portsmouth, NH: RMC Research

Corporation, Center on Instruction. Retrieved from

http://www.centeroninstruction.org/language-and-reading-interventions-

for-english-language-learners-and-english-language-learners-with-

disabilities

This report presents information about assessment, instructional interventions, and

professional development with a particular focus on ELL students who have been

identified with a language and/or learning disability or who are at risk for reading

difficulties. The focus of the intervention section is on those that have

demonstrated success at remediating reading for ELLs who have either identified

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language impairment, reading and/or learning disabilities, or those who are

performing significantly below their peers in reading achievement.

The report also offers recommendations followed by discussion and empirical

evidence for the types of instructional interventions that best serve ELLs who are at

risk for reading difficulties who may or may not have an identified language

and/or learning disability.

The recommendations include:

1) Deliver instruction within a Response to Intervention model.

2) Explicit, intensive intervention should be closely matched to student

difficulties. Explicit instruction involves teacher-led activities that

overtly demonstrate the steps in completing a specific task. This is

accomplished through articulating goals, modeling task completion,

and evaluating a student’s ability to complete it independently.

3) Early literacy interventions should focus on a combination of skills,

including phonemic awareness, fluency, explicit phonics, reading

connected text and vocabulary.

4) Peer-assisted learning is an effective intervention strategy for ELLs

identified with a disability in early grades.

5) Instruction for at-risk ELLs and ELLs with language or learning

disabilities should build vocabulary and background knowledge.

6) Instruction and interventions used with older ELLs who have learning

disabilities should use cognitive strategies, such as summarizing,

question generating, clarifying, and predicting, that would capture

their attention and facilitate their engagement.

Secondary Level and English Language Learners

National High School Center. (2009, April). Educating English language learners at

the high school level: A coherent approach to district- and school-level

support. Washington, DC: National High School Center at the American

Institutes for Research. Retrieved from

http://www.betterhighschools.org/docs/EducatingElLLsattheHSLevel_04220

9.pdf

This five-year evaluation study of California schools and districts identified a variety

of factors that made a positive difference on ELL achievement. The following

practices appeared to be important contributors to success with ELLs:

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1) Implementing a well-defined, rigorously structured plan of instruction

for ELLs;

2) Ensuring that teachers are skilled in addressing the needs of ELLs;

3) Systematically using data to assess teaching and learning; and

4) Regularly adjusting instructional planning based on student

performance.

Center for Equity and Excellence in Education, George Washington University

(2010). Improving outcomes for English language learners in secondary

education. Arlington, VA: Author. Retrieved from

http://ceee.gwu.edu/ELL_InfoBrief_2_28_11.pdf

This Info Brief provides guidance for secondary level educational leaders and

practitioners in developing instructional and assessment programs for English

language learners in general education classes that reduce barriers to graduation

and support post-graduation pathways to college and the workforce.

To meet the challenge, among the instructional recommendations the brief

includes:

1) Differentiate the content.

a) Remove extraneous information and focus on the most important

information.

b) Provide various texts about the same content that are written at

different reading and linguistic levels, making sure the texts are age-

appropriate.

c) Determine academic language (grammatical structures,

vocabulary, and text discourse structures) of the content so that this

content can be explicitly taught.

2) Differentiate instructional techniques and strategies to deliver

content.

a) Make the language of the content comprehensible through

pictures, charts, graphs, and demonstrations.

b) Scaffold instruction to provide varying and appropriate levels of

support in teaching a strategy or skills.

c) Design a variety of tasks and assignments that meet the different

language proficiency levels of ELLs.

d) Identify and pre-teach academic content that is essential to

understanding content.

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e) Use graphic organizers to help students link vocabulary, concepts

and grammar. Make sure to model and teach the language

associated with the concepts in the graphic organizer.

f) Provide explicit instruction in: vocabulary, discourse markers (e.g.,

because), grammar, and text features.

g) Practice appropriate and state-approved assessment

accommodations during instructional time so students are well

acquainted with these accommodations.

3) Differentiate student population and provide a variety of ways in

which ELLs can demonstrate their knowledge.

a) Use a visual format or other modalities to demonstrate

understanding.

b) Use supplementary written products with oral work.

c) Have students work in a variety of groups.

4) Differentiate the educational environment.

a) Use flexible groupings and small group activities.

b) Provide examples of student work for models.

c) Provide a print/visual rich classroom.

For assessments, among the recommendations the brief includes:

1) Develop a flexible and comprehensive strategy for ELLs at the

secondary level.

a) Use assessments that are free of cultural and linguistic bias and have

a norming population that included ELLs.

b) Analyze results in terms of students’ language proficiency levels.

c) Practice accommodations with students and use them regularly as

part of instruction.

d) Assess native language to get a complete picture of ELL’s

proficiency.

2) Supplement formative assessments to garner more data on ELLs in

general education.

a) Observe ELL’s classroom participation and performance

systemically.

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b) Provide alternatively worded questions that are easier to access

linguistically but are on the same academic level and test the same

material.

c) Use supplementary materials that are visuals and demonstrations.

d) Assess students’ vocabulary knowledge – especially academic and

technical vocabulary that is critical for understanding the content.

3) Provide educators with professional development in assessment for

ELLs, addressing the following topics:

a) Understanding the linguistic demands of the content.

b) Selecting appropriate accommodations for ELLs.

c) Writing linguistically and culturally biased-free formative assessments.

d) Providing ELLs a variety of ways to demonstrate their understanding.

4) Foster collaboration among general education teachers, ELL

teachers, literacy specialists, assessment specialists, and

administrators.

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Additional Resources

Center for Applied Linguistics http://www.cal.org/

The Center for Applied Linguistics (CAL) is a private, non-profit organization. CAL

has earned an international reputation for its contributions to the fields of bilingual

and dual language education, English as a second language, world languages

education, language policy, assessment, immigrant and refugee integration,

literacy, dialect studies, and the education of linguistically and culturally diverse

adults and children.

The resource center includes:

• Briefs

• Digests

• Factoids

• Databases and directories

• Publications

• CDs, DVDs with workbooks

Colorin Colorado

http://www.colorincolorado.org/index.php?langswitch=en

Colorín Colorado is a national website serving educators and families of English

language learners (ELLs) in Grades PreK-12. Colorín Colorado has been providing

free research-based information, activities, and advice to schools and

communities around the country for more than a decade. Colorin Colorado

specifically addresses resources (listed below) for teachers, administrators,

librarians, parents/families, and policy makers. The resources include:

• Guides and Toolkits

• Tip and Fact Sheets

• Books for Children, Adolescents, and Young Adults

• A Glossary of Terms

• Common Core (suggestions/connections) for ELLs

• Timely information on ELL topics A-Z including but not limited

to: adolescent literacy, assessment, motivation, and parent

outreach

• ELL Policy Suggestions

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• ELL Research and Reports

• Webcasts (practical, brief and to the point)

• Multimedia of Video and Podcast References

• Newsletter Subscription for Colorin Colorado

• Additional ELL (credible) websites that education practitioners

can access for practical ready references. The websites can

be explored with reference to searching by audience, type of

organization, and/or topic.

National Clearinghouse for English Language Acquisition

(NCELA) http://ncela.ed.gov/

The National Clearinghouse for English Language Acquisition & Language

Instruction Educational Programs (NCELA) supports the U.S. Department of

Education's Office of English Language Acquisition, Language Enhancement, and

Academic Achievement for Limited English Proficient Students (OELA) in its mission

to respond to Title III educational needs, and implement NCLB as it applies to

English learners (ELs).

Resources on the website address:

• Data and demographics

• Professional development

• Promising practices

• Publications

• Annotated bibliographies

• Webinars

• Resources for supporting new arrivals

Reading Rockets http://www.readingrockets.org/reading-topics/english-

language-learners

Reading Rockets is national multimedia literacy initiative offering information and

resources on how young kids learn to read, why so many struggle, and how caring

adults can help. The Reading Rockets project includes PBS television programs

(also available online and on DVD); online services through the websites

ReadingRockets.org and ColorinColorado.org; professional development

opportunities; and a robust social community on Twitter, Facebook, Pinterest, and

Tumblr.

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Reading Rockets produces free webcasts for teacher professional development.

The webcasts offer teachers an opportunity to hear from national experts, and are

available online to watch at any time. Topics include how to establish an effective

reading program, assessment, pre-reading skills, teaching English language

learners, writing, and parent engagement.

Stanford University Graduate School of Education,

Understanding Language http://ell.stanford.edu/

The Understanding Language initiative aims to heighten educator awareness of the

critical role that language plays in the new Common Core State Standards and

Next Generation Science Standards. The long-term goal of the initiative is to

increase recognition that learning the language of each academic discipline is

essential to learning content.

The website has open-source teaching resources that support the language

development and learning of ELLs in the content areas: English language arts,

mathematics, and science. The materials represent high-quality instruction for ELL

students.

ELLs and Middle School English Language Arts Lesson

For example, in English language arts, the website includes a video and additional

resources addressing a middle school unit on persuasion across time and space for

English language learners. Other resources include: introduction, lessons, printable

student handouts, and guidelines for developing ELA instructional materials.

Supporting ELLs in Mathematics

In mathematics, the materials include: principles for math instruction, guidelines for

math instructional materials development, language of math task templates, and

annotated math tasks at elementary, middle, and high school levels. The goal of

these materials is to illustrate how Common Core aligned math tasks can be used to

support math instruction and language development for ELLs at three grade spans

(elementary, middle, and high school). They used or adapted tasks from two

publicly accessible curriculum projects, Inside Mathematics and Mathematics

Assessment Project.

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WestEd http://www.wested.org/area_of_work/english-language-learners/

WestEd has a variety of resources available on its websites related to projects

addressing English language learners. The resources include:

• Publications

• Professional development materials

• Digital resources

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