1. Eleven Years as a Teacher/Researcher in the Trenches of An Alternative High School Program for ELLs Ann A. Kennedy, Ph.D. April 8, 2010 NALC Charles Sumner School ann_kennedy@apsva.us ©Kennedy, 2010

2. The Arlington Career Center: (Language) Program for At-risk Immigrant Adolescents 65 students, 17-20 “Fail” after 2 years at home school Receive voc ed, counseling RLs: Emergent to RL 90% free/reduced lunch 85% from Central America Others from Africa, Mongolia, Bangladesh, Afghanistan, Thailand

3. Conceptual Framework: The Importance of: self efficacy; social interaction; balanced literacy tasks; re-reading; repetition; choice; having students produce and practice.

4. Motivating Reluctant Readers (& Writers) Background knowledge: information & skilll Motivation (link to success) Self-efficacy (link to motivation) Social interaction Meaningfulness Incidental learning Choice ** oral language proficiency versus reading levels**

5. Importance of Reading Levels Decoding versus reading Informal assessments Formal reading assessments –Degrees of Reading Power (DRP)-- (TASA) Independent RL Instructional RL Frustrational RL

6. Interventions Tested for reading comprehension Trained to read aloud to on-site pre- schoolers Trained in lap-reading techniques RIF (Reading is Fundamental) www.rif.orgwww.rif.org Bi-weekly book club –http://www.schoollibraryjournal.com/article/C A319022.htmlhttp://www.schoollibraryjournal.com/article/C A319022.html –http://www.arlingtoncareercenter.com/soar/http://www.arlingtoncareercenter.com/soar/ Technology

7. Technology & Motivation –Accelerated Reader® (quizzes) –Use Earobics (for adolescents) –Digital stories –Google.docs (Forms) –Blogspot.com –Wiktionary & Audacity.com –Scratch.mit.edu –Turtle art

12. Scratch Day : Saturday, May 22 @ The Career Center (Governor’s Academy) Arlington, VA, 1:00-4:00 PM

13. Multi-modal Literacy aka multiliteracy Integrates “traditional” literacy with broader range (Adams, 2005; Allender, 2005; Banaszeski, 2002; Jakes, 2005; Peregoy & Boyle, Tyner, 2006)

14. Guiding Principles Prioritize content objectives Assess prior knowledge Allow opportunities for all 4 skills Design lessons that force students to become mentally active Make sure all students are actively involved DON’T RELY ON THE MOST VERBAL STUDENT(S) TO ASCERTAIN IF THE CLASS UNDERSTANDS.

15. Results: 1999-2009 Students’ attitudes improve RLs: average increase of 5-6 DRP points DRP magic number = 65 (to pass SOLs) Dropout rate? Post-secondary situations –Certifications (electricity, HVAC, etc.) –NVCC –GMU –4-year graduates!

16. References Allan, K.K. & Miller, M.S. (2005) (2 nd Ed.) Literacy and learning in the content areas: Strategies for middle and secondary school teachers. Boston: Houghton Mifflin Company. Fisher, D. & Frey, N. (2004). Improving adolescent literacy: Strategies at work. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Gambrell, L.B., Morrow, J.M., Newman, S.B. & Pressley, M. (1999). Best practices in literacy instruction. NY: The Guilford Press. Harvey, S. & Goudvis, A. (2001). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse Publishers. Kennedy, A. (September, 2003). Eat, Drink, and Be Literate. School Library Journal. http://www.schoollibraryjournal.com/article/CA319022.html Kennedy, A. A. (Spring, 2010). Motivating adolescent readers: From theory to practice. VSRA Journal. Kennedy, A. A. (2006). Strategies for Teaching Limited English Proficient (LEP) Students: A Supplemental Resource Guide to the K-12 English Standards of Learning Enhanced Scope and Sequence. Virginia Department of Education. http://www.pen.k12.va.us/VDOE/Instruction/ESL/LEPenglishResource.pdf http://www.pen.k12.va.us/VDOE/Instruction/ESL/LEPenglishResource.pdf Kennedy, A. A. (2009). Using Open Source Software to connect Science, Technology, English and Math for English Language Learners. AccELLerate! 2.1. (p. 17-19). NCELA: Washington, DC.. http://www.ncela.gwu.edu/accellerate/edition/7/#article_54 http://www.ncela.gwu.edu/accellerate/edition/7/#article_54 Peregoy, S.F. & Boyle, O.F. (2009). (5 th Ed.) Reading, writing, and learning in ESL: A resource book for K-12 teachers. NY: Addison-Wesley Longman. Rasinski, T. & Padak, N. (2000). (2 nd Ed.) Effective reading strategies: Teaching children who find reading difficult. Upper Saddle River, NJ: Merrill. Sturtevant, E.G., Boyd, F., Brozo, W., Hinchman, K., Moore, D.W., & Alvermann, D. (2006). Principled practices for adolescent literacy: A framework for instruction and policy. Mahwah, NJ: Erlbaum. Tierney, R.J.& Readance, T. (2000). Reading strategies & practices: A compendium. NY: Allyn & Bacon. Vacca, R.T. & Vacca, J.L. (2004) (8 th Ed.) Content area reading: Literacy and learning across the curriculum. NY: Allyn & Bacon.

17. “Reluctant” Readers?