1. EVIDENCE-BASED ENGLISH LITERACY INSTRUCTION FOR ENGLISH LEARNERS IN ELEMENTARY SCHOOLS Erin Chaparro, Ph.D. echaparr@uoregon.edu @ErinChaparro on Twitter

2. OBJECTIVES Define Academic Language Summarize recommendations from U.S. Department of Education, IES Practice Guide Provide resources for you to share with your staff on how to develop academic language in the classroom You will be able to: Describe academic language to your peers Recognize when students are using academic versus informal language Explore and share free professional development resources CHAPARRO, 2016 2

3. The primary question… Are we successfully meeting the needs of all students through our current systems of instruction and support? 3 CHAPARRO, 2016

4. SIX COMPONENTS OF THE FRAMEWORK One Chapter for Each Component 4 CHAPARRO, 2016

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6. IES PRACTICE GUIDE: 4 RECOMMENDATIONS Teaching of Academic Vocabulary Oral and Written English Language in Content-Area Teachings Regular & Structured Language Opportunities Small-group instruction in literacy & language when needed 6 CHAPARRO, 2016

7. OVERVIEW OF IES PG RECOMMENDATIONS 7 CHAPARRO, 2016

8. OVERVIEW OF IES PG RECOMMENDATIONS 8 CHAPARRO, 2016

9. OVERVIEW OF IES PG RECOMMENDATIONS 9 CHAPARRO, 2016

10. OVERVIEW OF IES PG RECOMMENDATIONS 10 CHAPARRO, 2016

11. 11 Steps for Carrying Out Recommendation 4: Small Groups 1. Use an intervention program with students who enter first grade with weak reading and prereading skills, or with older students with reading problems. 2. Ensure that the program is implemented daily for at least 30 minutes in small, homogeneous groups of three to six students. 3. Provide training and ongoing support for the teachers and interventionists (reading coaches, Title I personnel, or paraeducators) who provide the small-group instruction. 4. Program training should focus on how to deliver instruction effectively, independent of the particular program. Emphasize that effective instructional techniques can be used in other programs and across other subject areas. CHAPARRO, 2016

12. DEFINING ACADEMIC LANGUAGE Academic language is:  Language used in academic settings and for academic purposes to help students acquire and use knowledge (Anstrom, et al., 2010)  Words and syntactic structures that students are likely to encounter in textbooks and tests, but not in everyday, spoken English (Strategic Education Research Partnership, 2010)  “The language used in the learning of academic subject matter in a formal schooling context; aspects of language strongly associated with literacy and academic achievement, including specific academic terms or technical language and speech registers related to each field of study.” (TESOL, 2003) 12 CHAPARRO, 2016

13. ACADEMIC VOCABULARY IN THE OLF & CCSS The CCSS for English Language Arts & Literacy place an explicit emphasis on the role of academic vocabulary. Students are expected to be able to:  Determine the meaning of general academic and domain- specific words and phrases in a text relevant to a topic or subject area in that grade  Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on reading and content relevant for that grade (including the use and knowledge of affixes, root words, and word meanings) 13 CHAPARRO, 2016

14. DEFINING ACADEMIC LANGUAGE Academic language:  Cannot be defined dichotomously (i.e., a student has mastered it or has not) but exists on a continuum, with informal, casual conversation at one extreme and the formal, technical presentation of ideas at the other extreme …and the lions they, um, live in the deserts of Africa and have to walk long ways to find food. There’s not much water either. They’re hot a lot. Lions, also known as “kings of the jungle” inhabit the large, arid, deserts of Africa. Due to the sweltering temperatures and minimal water supply they often have to traverse long distances to find prey to hunt and water to drink Casual, Informal Formal 14 CHAPARRO, 2016

15. Academic language requires knowledge in the following areas: – Understanding of the phonological features of English – Lexical knowledge (e.g., vocabulary, word formation rules) – Grammatical competence – Discourse – Cognition Academic Language Grammar Vocabulary Phonology DIFFERENT TYPES OF KNOWLEDGE NEEDED TO FOSTER ACADEMIC LANGUAGE - (Scarcella 2003) Discourse Cognition 15 CHAPARRO, 2016

16. CCSS Language Standards Conventions of Standard English Vocabulary Phonology Knowledge of Language ACADEMIC LANGUAGE IN CCSS Academic Language Grammar Vocabulary Phonology Discourse Cognition Writing, Speaking, Listening, Reading 16 CHAPARRO, 2016

17. LANGUAGE PROGRESSIVE SKILLS, BY GRADE 17 CHAPARRO, 2016

18. ALIGNMENT BETWEEN OLF, IES, & CCSS 18 CHAPARRO, 2016

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20. University of Oregon College of Education Center on Teaching and Learning IES Elementary Grade English Learners Recommendation 1: Screen for Reading Problems and Monitor Practice 20Chaparro, 2016

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22. “Peer-assisted learning is not, however, a substitute for teacher-led instruction. It is an evidence-based approach intended to replace some of the independent seat-work or round-robin type reading that students do...” (p. 29). 22 Peer-Assisted Learning Institute of Education Sciences Elementary Grade English Learners Practice Guide (2007) CHAPARRO, 2016

23. “Once students have learned peer- assisted instructional routines, such as how to respond to errors, the format can be used in a number of different content areas across grade levels” (p. 30). 23 Apply PALS to Content-Area Instruction Institute of Education Sciences Elementary Grade English Learners Practice Guide (2007) CHAPARRO, 2016

24. 24 Don’t wait to offer instructional support! “There is no evidence to support the position that early reading problems experienced by English learners will resolve themselves once oral language skills in English are established” (p. 12). Institute of Education Sciences Elementary Grade English Learners Practice Guide (2007) CHAPARRO, 2016

25. Vocabulary instruction for English learners should also emphasize the acquisition of meanings of everyday words that native speakers know and that are not necessarily part of the academic curriculum. 25 Academic & Everyday Language CHAPARRO, 2016

26. “In the Panel’s view, error correction needs to be focused on the instructional target of the lesson. If the instructional focus.... is on word forms such a success, successful, and succeed, teachers should ignore other errors” (p. 27). 26 Instructional Modulation CHAPARRO, 2016

27. THE OREGON K-12 LITERACY FRAMEWORK: A WEB TOUR SEARCH FOR “OREGON LITERACY” TO LOCATE THE ODE WEBSITE 27 CHAPARRO, 2016

28. RESOURCES: HTTP://WWW.ODE.STATE.OR.US/SEARCH/PAGE/?ID=2568 HTTP://OREGONLITERACYPD.UOREGON.EDU/ HTTP://IES.ED.GOV/NCEE/WWC/ HTTP://IES.ED.GOV/NCEE/WWC/PRACTICEGUIDE.ASPX?SID=6 echaparr@uoregon.edu Twitter @ErinChaparro 28 Thank you! CHAPARRO, 2016