1 Reading First Grant Writing Workshop: English Language Learners and Reading First Scott K. Baker Eugene Research Institute/ University of Oregon Portland, Oregon January 7, 2003

2 English Language Learners and Oregon Reading First © The foundation for addressing the needs of unique groups of students – including English-language learners – must come from two sources: ©What Reading First legislation requires ©What Oregon was funded to do under its approved application © The legislation is clear that the major goal of Reading First is grade-level reading proficiency by Grade 3

3 Major Components of Oregon’s Funded Proposal © Reading programs for students in kindergarten through Grade 3 must be based on scientifically-based reading research to ensure that every student can read at grade level or above no later than the end of Grade 3. © The major components of the Oregon proposal that apply to all students participating in Reading First are the following: 1.Emphasis on five essential components of beginning reading 2.Selection of beginning reading programs and materials that are based on the analysis of the Curriculum Review Panel 3.Reliance on research-based instructional practices and strategies 4.Frequent assessment of student reading performance using measures specified in the proposal

4 English Language Learners and Oregon Reading First © Oregon’s proposal identified two specific groups of students for whom instructional enhancements may increase the likelihood of achieving grade-level reading performance in English by Grade 3, and at critical benchmarks prior to Grade 3: English-Language Learners and Students with Disabilities © Regarding English-language learners specifically the proposal states that principles of effective reading instruction for native English speakers are directly relevant for teaching reading in English to English-language learners, although important adjustments are required

5 Applications Involving English- Language Learners—Option 1 © Some of the adjustments discussed in the proposal for helping English-Language Learners achieve reading proficiency in English – and that LEAs may want to discuss in their applications – include the following: l Vocabulary instruction that takes into account the fact that English- language learners are learning a new language and learning how to read in that language simultaneously l In teaching the sound structure of English, providing more focused instruction on teaching phonemes that are prevalent in English but do not exist in the student’s native language l Providing English-language learners with more extensive opportunities to practice speaking and reading aloud in English

6 Applications Involving English-Language Learners—Option 1 (continued) l Using visual aides to teach English conceptual development and vocabulary. Including semantic visuals, such as story maps; text structures, such as compare / contrast think sheets l Small group instruction and other formats (e.g., peer tutoring) that increase learning intensity and opportunities to practice and apply English l Strategic use of the student’s native language to assist in English reading and language development l Describing how the English Language Development part of the curriculum will support the five essential areas of beginning reading

7 Other Options for English- Language Learners © ODE is continuing to work with the US DOE during the implementation of Reading First on incorporating research based practices and findings regarding English language learners © More to come