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Making Sense of Literacy Instruction and SRBI for ELLs
Ann Anderberg, Ph.D., ECSUCTHSS Literacy Summit
Fall 2011
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Overview
• ESL Teachers– P.D. on Assessment– EDGE• Ongoing system initiatives• Renaissance• Content Literacy Strategies for ELs• LABS• Unpacking the Language Objective• SRBI
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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
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THINK, PAIR, SHAREUniversal Screening TIER 1 STRATEGIES TIER II INTERVENTIONS
1.
2.
3
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You have everything you need
• Universal screens• Tier I Interventions• Tier II Interventions• Staff
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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
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Tier 1:Comprehensive & Coordinated Instructionfor All Students
Tier 2:SupplementalIntervention for Students Performing Below Grade Level
Tier 3:Specialized, IndividualizedIntervention for Students with Intensive Needs
~80% of Students
~15%
~5%
Scientific Research Based InterventionsScientific Research Based Interventions
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SRBI Models
• Standard Treatment Protocol
• Problem-Solving Model
• Hybrid Approach
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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
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TIER II
• Additional interventions based on data– LABS, literacy & math– ELD class
• EDGE• ESL teachers
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THINK, PAIR, SHAREUniversal Screening TIER 1 STRATEGIES TIER II INTERVENTIONS
1.
2.
3
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Rich Vocabulary Instruction
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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
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Four Types of Vocabulary
ReceptiveReceptive
ExpressiExpressiveve
SpeakingSpeaking
WritingWriting
ReadingReading
Listening
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5 Stages of word knowledge (Beck, McKeown, & Kucan, 2002)
Word Know 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
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BibliographyAllington, 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.