1. Making Sense of Literacy Instruction and SRBI for ELLs Ann Anderberg, Ph.D., ECSU CTHSS Literacy Summit Fall 2011

2. Overview ESL Teachers – P.D. on Assessment – EDGE Ongoing system initiatives Renaissance Content Literacy Strategies for ELs LABS Unpacking the Language Objective SRBI

3. The Goal Meeting the challenge of the Common Core State Standards (CCSS) – All Day Literacy Instruction focused on discussions of text A challenge for your system – Academic side – Trade side

4. THINK, PAIR, SHARE Universal ScreeningTIER 1 STRATEGIESTIER II INTERVENTIONS 1. 2. 3

5. You have everything you need Universal screens Tier I Interventions Tier II Interventions Staff

6. Let’s Talk About SRBI Scientific-research based interventions The 3-Tier Model – Academic and behavior – Universal Screening (3 data points) – Data-based decision making – Progress Monitoring – Research-based strategies

7. Tier 1: Comprehensive & Coordinated Instruction for All Students Tier 2: Supplemental Intervention for Students Performing Below Grade Level Tier 3: Specialized, Individualized Intervention for Students with Intensive Needs ~80% of Students ~15% ~ 5% Scientific Research Based Interventions

8. SRBI Models Standard Treatment Protocol Problem-Solving Model Hybrid Approach

9. TIER I Classroom and trade instruction – Universal screening STAR – multiple measures – Lexile – match text to reader LAS Links – language proficiency – subtests CAPT written response – Ifnormational text – Content and Language Objectives SIOP – access to the curriculum – Small group instruction – Rich vocabulary instruction – Progress Monitoring

10. TIER II Additional interventions based on data – LABS, literacy & math – ELD class EDGE ESL teachers

11. THINK, PAIR, SHARE Universal ScreeningTIER 1 STRATEGIESTIER II INTERVENTIONS 1. 2. 3

12. Rich Vocabulary Instruction Students who know more words learn more words. The Matthew Effect Deep word knowledge is a better predictor of academic achievement than broad word knowledge. Synonym and context strategies are weaker than comparative, direct word study 1. Student friendly definition: simple & clear 2. Students practice using the word

13. Levels of Word Knowledge (Beck, McKeown & Kucan, 2002) Know it well, can explain it Know something about it, can relate it to a situation Have seen or heard the word Do not know the word

14. Four Types of VocabularyReceptive Expressive  Speaking  Writing  Reading  Listening

15. Levels of Word Knowledge Know it well, can explain it, use it Know something about it, can relate it to a situation Have seen or heard the word Do not know the word

16. 5 Stages of word knowledge (Beck, McKeown, & Kucan, 2002) WordKnow it well, can explain and use it Know something about it, relate it to something familiar Have seen or heard the word Do not know the word

17. Bibliography Allington, R. L., (2009). What really matters in response to intervention: Research- based designs. Boston, MA. Pearson. Crawford, M.B. (2009). Shop class as soulcraft: an inquiry into the value of work. New York, NY. PenguinBooks. Diamond, L., Gutlohn, L., (2006). Vocabulary handbook: For all educators working to improve reading achievement.Baltimore, MD. Paul H. Brookes Publishing Co. Echevarria, J., Vogt, M., (2011). Response to intervention (RtI) and English learners: Making it happen. Boston, MA. Pearson. Esparza Brown, J., Sanford, A., (2011). RTI for English language learners: Appropriately using screening and progress monitoring tools to improve instructional outcomes. Retrieved from http://www.rti4success.org. Lemov, D., (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA, Jossey-Bass Teacher. National Institute for Literacy. (2007).What content-area teachers should know about adolescent literacy. www.nifl.gov. Syrja, R.C. (2011). How to reach and teach English language learners: Practical strategies to ensure success (pg. 135-136). San Francisco, CA, Jossey-Bass Teacher. Walqui, A., & van Lier, L., (2010). Scaffolding the academic success of adolescent English language learners. San Fransisco, CA. WestEd.org.