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Principles and Prac-ces of Effec-ve Literacy Instruc-on for
ELLs
Steve Amendum UNC-Charlotte Reading Conference
February 21, 2015
Agenda • Introductory research
• Current project – one instruc9onal process
• Why this process is par9cularly important for English Learners (ELs)
• Wrap up
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What I Used to Think…
Good instruc9on, is good instruc9on, is good instruc9on.
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What I Think Now… Good instruc9on is necessary, but not sufficient. We must enhance our good instruc9on for the benefit of English learners.
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2013 NAEP Results
32% of 4th graders scored below basic on the NAEP reading assessment
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NAEP, 4th Gr. Reading by ELL Status
31 30 34
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NAEP 2013, 4th Grade Reading
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August & Shanahan, 2006
Word level skills vs.
Text level skills
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Lesaux, Crosson, Kieffer, & Pierce, 2010
English Reading Comp
English Word Reading
English Oral
Language
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English Reading Comp
Spanish Word Reading
Spanish Oral
Language
Model 1 Model 2
Lesaux, Crosson, Kieffer, & Pierce, 2010
English Reading Comp
English Word Reading
English Oral
Language
9
English Reading Comp
Spanish Word Reading
Spanish Oral
Language
Model 1 Model 2
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My Argument
• For ELs, good instruc9on is necessary, but not sufficient
• Oral language prac9ce and development supports ELs’ literacy achievement
• Close alignment of instruc9onal tasks supports ELs’ literacy achievement
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My Argument
• For ELs, good instruc9on is necessary, but not sufficient
• Oral language prac-ce and development supports ELs’ literacy achievement
• Close alignment of instruc9onal tasks supports ELs’ literacy achievement
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For awards beginning in FY 2015 Education Research
Posted April 16, 2014
REQUEST FOR APPLICATIONS
Education Research Grants CFDA Number: 84.305A
Milestone Date Website
Letter of Intent Due
June 5, 2014 https://iesreview.ed.gov/
Application Package
Available
June 5, 2014 http://www.grants.gov/
Application Due By 4:30:00pm Washington DC time on August 7, 2014
http://www.grants.gov/
Applicants Notified
By July 1, 2015 https://iesreview.ed.gov/
Possible Start Dates July 1, 2015 to
September 1, 2015
IES 2014 U.S. Department of Education
Thanks to my colleagues at Duke and UNC: • Leslie Babinski • Steve Knotek • Marta Sanchez
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ESL Teacher
Classroom Teacher
Language and literacy strategies
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One strand of language and literacy prac-ces…
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One strand of language and literacy prac-ces…
Modified DRA
Language Frames Wri9ng
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Planning Process
Modified DRA
Language Frames Wri9ng
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Examples
• Henry’s Tricks • Level H • Teacher’s goal: summariza9on
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One strand of language and literacy prac-ces…
Modified DRA
Language Frames Wri9ng
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Directed Reading Ac-vity
1. Develop background knowledge 2. Teach sight words and/or key vocabulary 3. Set purpose for reading first sec9on of material 4. Students read the first sec9on 5. Discuss (prep ques9ons, but aim for discussion) 6. Repeat for second sec9on of text and so on. 7. Follow-‐up ac9vi9es can also be used
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Modified DRA 1. Develop background knowledge (MUST for
ELs!) 2. Teach sight words and/or key vocabulary
(remember, ELs may need Tier 1 words too!) 3. Preview the text (picture walk, book intro;
infer meaning from pictures) 4. Set purpose for reading first sec9on of
material (clear and comprehensible)
5. Students read first sec9on (I do, We do, You do)
6. Discuss (prep ques9ons, but aim for discussion) (use sentence frames for students to par-cipate as needed)
7. Repeat for second sec9on of text and so on. 8. Re-‐reading with a partner (chorally, or
individually) 9. Follow-‐up ac9vi9es are used (re-‐reading,
summarizing, wri-ng, etc.)
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Henry’s Tricks 1. Develop background knowledge
– “Today we are going to read a book about a dog that does tricks. The dog’s name is Henry, and his owner is Holly” (show cover and point to Henry).
– Discussion of dogs and what they are (perros) – Video showing dog tricks: hjps://www.youtube.com/watch?v=C98zf6rUFAo
– Follow-‐up discussion of video. Talk about tricks (los engaños), and what some of the tricks are that a dog might do.
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Henry’s Tricks
3. Preview the text (picture walk, book intro)
– “Lets take a picture walk in our book. Lets start on the cover. Who is this? (Henry). Right. This book is about a dog named Henry who can do tricks.”
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(p. 2). This is Holly (point). Holly is Henry’s owner. What is happening? (Target language = [That’s right!] Holly took Henry to her friend’s birthday party.)
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(p. 3). What is happening here? (Target language = [Yes, good!] Holly is telling Henry to sit and Henry sat.)
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One strand of language and literacy prac-ces…
Modified DRA
Language Frames Wri9ng
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Language Frame
• Who was in the story? (“Henry and Holly”)
• State: Henry is the main character in the story.
• Frame: The main character in the story is _____.
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• What happens in the story first? (“Henry goes to a party and does tricks”; “Henry and Holly go to party” ; “party”)
• State: Henry and Holly go to a party and Henry does tricks. [students repeat]
• First, ____ and Holly go to a party and ____ does tricks. • First, ____ and ____ go to a party and ____ does tricks. • First, ____ and ____ go to ____ and ____ does tricks.
Language Frame
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Retelling Frame -‐ Entering The main character in the story is _____. First, ____ and Holly go to a party and ____ does tricks. Next, ____ does lots of tricks and the children clap. Then, ____ wiggles and knocks the presents down. Finally, ____ picks up the presents and brings them to Holly and all the children clap.
Retelling Frame -‐ Developing
The main character in the story is _____. First, ____ and ____ go to a party and ____ does tricks. Next, ____ does lots of tricks and the ____ clap. Then, ____ wiggles and knocks the ____ down. Finally, ____ picks up the ____ and brings them to ____ and all the children clap.
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Retelling Frame -‐ Bridging
The main character in the story is _____. First, ____ and ____ go to ____ and ____ does tricks. Next, ____ does lots of ____ and the ____ clap. Then, ____ wiggles and ____ the ____ down. Finally, ____ picks up the ____ and brings them to ____ and all the children ____ .
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_____________ is _____________________.
First, ________________________________.
Next, ________________________________.
Then, ________________________________.
Finally, ________________________________.
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One strand of language and literacy prac-ces…
Modified DRA
Language Frames Wri9ng
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Moving on to Wri-ng… • Use a process to:
1. Solidify oral language structures from the text (think language frames!);
2. Plan for wri9ng;
3. Write!
4. (and later, Refine!)
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1. Solidify Oral Language Structures
The main character in the story is _____. First, ____ and ____ go to a party and ____ does tricks. Next, ____ does lots of tricks and the ____ clap. Then, ____ wiggles and knocks the ____ down. Finally, ____ picks up the ____ and brings them to ____ and all the children clap.
Summary
Characters)
First)
Next)
Then)
Finally)
or
2. Planning for Wri-ng
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Retelling Frame -‐ Developing
The main character in the story is _____. First, ____ and ____ go to a party and ____ does tricks. Next, ____ does lots of tricks and the ____ clap. Then, ____ wiggles and knocks the ____ down. Finally, ____ picks up the ____ and brings them to ____ and all the children clap.
Main Idea and Details
Main%Idea%
I%know%this%because%I%read:%%
Detail% Detail% Detail%
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Modified DRA
Language Frames Wri9ng
The Key?
• Close alignment and planning!
• Oral language development!
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One strand of language and literacy prac-ces…
Modified DRA
Language Frames Wri9ng
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To Summarize…
• For ELs, good instruc9on is necessary, but not sufficient
• Oral language prac9ce and development supports ELs’ literacy achievement
• Close alignment of instruc9onal tasks supports ELs’ literacy achievement
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