instruction goals assessment for each student for all students enhancing core reading instruction...

Instruction

GoalsAssessment

For Each

Student

For All Students

Enhancing Core Reading Instruction Enhancing Core Reading Instruction

for English Language Learners in Grades 2-3 for English Language Learners in Grades 2-3

Institute on Beginning Reading IIInstitute on Beginning Reading II

Baker and Arguelles © 2003 2

AcknowledgmentsAcknowledgments

Oregon Department of Education

Institute for the Development of Educational

Achievement, College of Education, University

of Oregon

U.S. Department of Education,

Office of Special Education Programs


CopyrightCopyright

All materials are copy written and should

not be reproduced or used without

expressed permission of Dr. Scott Baker

or Maria Elena Arguelles. Selected slides

were reproduced from other sources and

original references cited.


The objectives of today’s session are to:

1. Understand the role of assessment in

Reading First with English Language

Learners (ELLs).

2. Identify instructional practices related to

positive academic outcomes for ELLs.

3. Identify methods to enhance core reading

instruction for ELLs.

Objectives: What You WillObjectives: What You WillLearn and DoLearn and Do


Scientific Research in EducationScientific Research in Education

A Body of Knowledge: established through analysis of information

collected in specific ways in Early Literacy provides foundation for

Beginning Reading Instruction

An Ongoing Process: providing principles for collecting new information,

plus analysis and interpretation of information in Beginning Reading, provides foundation for

determining ongoing effects


Satisfy both conceptions of Research An existing body of knowledge indicates their

use (schools acting on the data) should improve outcomes for students Formative Assessments!!

Will be part of ongoing procedures to evaluate effects Summative Assessments!!

The Role of Assessment in Reading The Role of Assessment in Reading First with ELLsFirst with ELLs


Examples from a 2-year study with English Language Learners

Three objectives1. Collect promising student reading measures

with ELLs in Grade 1

2. Systematically observe beginning reading instruction in Grade 1 classrooms

3. Investigate the relationship between instructional practices in reading and student performance on reading measures

Research on How Assessment Research on How Assessment Devices Work with ELLsDevices Work with ELLs


Spanish 266 (60%)

English 85 (19%)

Somali 23 (5%)

Vietnamese 19 (4%)

Hmong 16 (4%)

Cambodian 14 (3%)

Cantonese 12 (3%)

Tagolog 5 (.1%)

Chinese 3 (.1%)

Laotian 2 (.1%)

Primary Languages of Participating Students

Investigating Assessment Measures Investigating Assessment Measures with ELLswith ELLs


Student Performance Measures DIBELS measures at the beginning and end of

the year Phonemic Segmentation Fluency

Nonsense Word Fluency

Oral Reading Fluency

A measure of Reading Comprehension at the end of the year

Other “trial” measures



Systematic Classroom Observations Moderate inference instrument 30 items rated on a 1-7 scale

General effectiveness items Items specifically targeting effective instruction for ELLs Items targeting instruction in Reading / Language Arts

Framework Observers w/ expertise in ELLs and beginning

reading All observations for the duration of the 2.5 hour

reading period



Results from the StudyResults from the Study

Evidence the primary measures had established reliability and predicted outcomes for English

Language Learners

Meaningful variability in performance Fluency as an index of “comprehension” Ability to predict meaningful outcomes Performance patterns that make sense in the

context of other students Providing pictures of growth over time


Letter Naming Fluency, Fall Grade 1

100806040200

Oral Reading Fluency, Spring Grade 1

160

140

120

100

80

60

40

20

0

Letter Naming Fluency, Fall Grade 1

100806040200

Oral Reading Fluency, Spring Grade 1

160

140

120

100

80

60

40

20

0

Native English Speakersr = .52

English Language Learnersr = .62

Evidence for both the Predictive Variable and the Outcome Variable

Predictive Power with Two Predictive Power with Two PopulationsPopulations


Evidence for Predicting Outcomes with English language learners

English Speakers (n = 85)

ELL Not Spanish (n = 98)

ELL Spanish(n = 265)

LNF Fall G1 .52 .53 .62

PSF Fall G1 .29 .33 .41

NWF Fall G1 .60 .62 .72

Correlations With Oral Reading Fluency, Spring Grade 1

All correlations are significant, p < .01



But What about Comprehension?

English Speakers(n = 85)

ELL Not Spanish(n = 98)

ELL Spanish(n = 227)

LNF Fall G1 .39 .37 .47

PSF Fall G1 .27 .25 .42

NWF Fall G1 .31 .38 .45

Correlations With Reading Comprehension, Spring Grade 1


All correlations are significant, p < .01


ORF Spring Grade 1

160140120100806040200

220

200

180

160

140

120

100

80

60

40

20

0

Predicting Reading Outcomes Over Time: The Shape of Things To Come

DIBELS SampleEnglish Language Learner Sample


QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.


Risk Status at End of Grade 1

DIBELS Sample

(n = 342)

ELL Sample (n = 247)

High:

ORF < 10

0 / 510%

2 / 425%

Moderate:

ORF = 10 - 39

About 64 / 19333 %

12 / 10511%

Low:

ORF > 39

95 / 9897%

67 / 10067%

Students Who Met Grade 2 Benchmark

Relevancy of DIBELS Benchmarks Relevancy of DIBELS Benchmarks for English Language Learnersfor English Language Learners


Reading Growth of English Language Learners From Grade 1 to 2: The “Matthew Effect” in Action

0

5

10

15

20

25

30

35

40

45

5th 10th 25th 50th 75th 90th 95th

Grade 1 Percentile Rank

Actual ORF

Growth



General Conclusions of Study General Conclusions of Study Findings Related to AssessmentFindings Related to Assessment

Evidence that DIBELS also measures important reading outcomes with English Language Learners

Initial evidence that outcomes of English Language Learners at the end of Grade 1 is an important predictor of future reading performance

If the second point is true then:

A key issue becomes determining what influences reading performance at the end of Grade 1



“Potential” Variables that Influence Reading Outcomes

Reading performance at beginning of the year Evidenced by correlations between measures at

beginning and end of the year English Language Learner Status: i.e., ELL or

fluent English speaker Among English Language Learners -- level of

English language proficiency Reading Instruction throughout the year

Also possible that some combination of variables “interact” to influence optimal reading outcomes


Separate “Predictors” of Grade 1 ORF Benchmark

0102030405060708090

NonsenseWord

Fluency

EnglishProficiency

ExplicitTeaching

ShelteredTeaching

High

ModerateLow

% of Students Meeting

Benchmark

Predictor Variables

Index on Each

Variable



Combination of Three Variables Influencing Grade 1 Benchmark Performance

0

10

20

30

40

50

60

70

80

90

100

Very High High Low Very Low

“Index” on 3-Variable Combination

% of Students Meeting

Benchmark



Explicit Teaching Improves the Odds of Strong Outcomes

Items from the Observation Instrument: Models skills and strategies during the lesson Makes relationships among concepts overt Emphasizes distinctive features of new concepts Provides scaffolds in how to use strategies, skills,

and concepts Focus of literacy activities changes regularly Adjusts use of English to make concepts

comprehensible

General Conclusions of Study Findings General Conclusions of Study Findings Related to Observations and OutcomesRelated to Observations and Outcomes


Sheltered Teaching Techniques Improve the Odds of Strong Outcomes

Items from the Observation Instrument Uses visuals and manipulatives to teach content Provides explicit instruction in English language use Encourages students to give elaborate responses Uses gestures and facial expressions in teaching

vocabulary and clarifying meaning of content

General Conclusions of Study Findings General Conclusions of Study Findings Related to Observations and OutcomesRelated to Observations and Outcomes





Learners (ELLs).







The common instructional practices found across successful classrooms were the following: Many opportunities for students to produce the skill Strategic integration of content Judicious use of differentiated instruction Ample review of skills Specific instruction on vocabulary

Key finding: Highly successful teachers displayed a seamless integration of instructional objectives.

Instructional Practices Related to Instructional Practices Related to Positive Academic OutcomesPositive Academic Outcomes


The following examples demonstrate the

utilization and integration of the

instructional practices observed during

the study.

Positive Instructional Practices Positive Instructional Practices Related to ELLsRelated to ELLs



Instructional Practices Used: Student production of skill and content integration.

Instructional Objective: Integrating Phonics and Vocabulary First set of target words included the following:

b oy

en joy

oy ster

Student blended sounds and gave sentences with target words



Instructional Practices Used: Student production of skill, content integration, and ample review.

Instructional Objective: Integrating phonics and vocabulary Second set of target words included the following: Voice, spoil, noise:

Each word defined by students or the teacher & used in a sentence

Discussion about similarity among words: voice, similar, noise, boy, enjoy, oyster

Students answer questions & discuss Critical objective was to make sure students understood sounds were the

same but spellings were different

Review 30 minutes later: students given definitions and required to identify target words



Instructional Practices Used: Content integration, ample review, and student production of the skill.

Instructional Objective: Integrating Phonological Awareness and Vocabulary

Sound for the Day: /aw/ (saw, straw, haul) During Instruction: Teacher said sounds slowly & students said

the word Use of different methods of Vocabulary Instruction

Multiple meaning words (e.g., two kinds of “saw”)

Giving and discussing definitions (e.g., discussed meaning of straw)

Multiple methods of understanding (e.g., vivid demonstration of “haul”)

Students had to use each word in a sentence


Instructional Practices Used: Student production of skill and frequent vocabulary instruction

Instructional Objective: Vocabulary building 7 minutes into the lesson there was a short vocabulary activity Words from upcoming story were written on the board:

Photo — student gives sentence; teacher shows a photograph, discusses, & uses in a sentence

Graph — teacher shows graph of class’s favorite character (Little Miss Muffet); uses different colored chalk to highlight; students explain the term

Elephant — student gives a sentence; discussion of how an elephant is different than other animals

Telephone — two students gave definitions and used in sentences



Instructional Practices Used: Judicious use of differentiated instruction and opportunities to practice the skill

Instructional Objective: Teaching phonological segmenting

Most Intense Instruction with Students Most At Risk Daily small group instruction with three English language

learners During one lesson the target words were: fat, fit, fast, pit Lesson emphasis on:

students hearing individual sounds;

seeing patterns (beginning /f/, middle vowel);

each student producing each sound multiple times



Instructional Practices Used: Specific instruction on

vocabulary and opportunities to produce the skill.

Key Factors Related to Building Vocabulary

Focus on a small number of critical words

Multiple exposures to build depth of knowledge

Provide many opportunities for oral & writing practice

Introduce new words before they are encountered in

reading




Instructional Practices Used: Integrating vocabulary and comprehension instruction, opportunities to produce skill, and specific instruction on vocabulary (previous day)

Instructional Objective: Comprehension with reading the story “Clyde the Monster”

Difficult vocabulary was taught the day before Students wrote vocabulary words in notebooks they would

use the next day

Students read the story with the teacher Then they wrote a letter to Clyde

Teacher modeled extensively

Students required to use specific vocabulary



Instructional Practices Used: Integrating vocabulary and comprehension instruction, specific instruction on vocabulary and opportunities to produce skill

Instructional Objective: Comprehension with reading the story “Strange Bumps” by Arnold Lobel

Before Reading Activities In preparing to read, students prompted to use “reading

strategies” -- students identified what those strategies were Emphasis on doing “what good readers do”)

Class browses through the book Importance of understanding: “Brain can see what’s

happening in the story” Teacher uses “think alouds” during this warm-up to model

getting ready to read(Lesson continues on next slides)



Instructional Objective: Comprehension with reading the story “Strange Bumps” by Arnold Lobel (continued from previous slide)

Before Reading Activities Prior to reading the story there was a short vocabulary

lesson Target words included: darkness, pleasant, tonight

Explanations / discussions of target words were short & context specific; usually with synonyms

Students explained word meanings; Teacher gave summary definition of each word

(lesson continues)



Instructional Objective: Comprehension with reading the story “Strange Bumps” by Arnold Lobel (continued from previous slides)

During Story Reading Activities During the reading of the story, target words were identified

and students and teacher discussed briefly During this initial reading of the story, frequent pauses to

address comprehension

Students’ attention drawn to central question: “What could those bumps be?” (interjected throughout story)

Students required to use clues and “evidence” from the story to discuss this central question and other story-related questions.



Instructional Practices Used: Opportunities to produce skill and ample review of skills

Instructional Objective: Building fluency

Less commonly observed than instruction on the other essential early literacy skills When observed, teachers provided fluency building

by: Working in pairs or partners for practice Providing specific time for rereading texts



Instructional Practices Used: Opportunities to produce skill and ample review of skills

Instructional Objective: Building fluency through pairing or partnering students

Short focused interactions -- teacher monitored and listened for “good” reading and discussions

Students took turns reading -- always discussed what was read; Connections made to the text and their own experiences Discussion with partner about what they do when afraid; after reading

“Strange Bumps” with partner Partner work was also a vehicle for language use

Followed by “seminars” with the whole class Strong academic emphasis in partner work


Application ActivityApplication Activity

Think about this discussion and write down two ideas or instructional practices you can use with your ELL students to improve their reading skills.





Learners (ELLs).







Essential Skills for ELLs in 2Essential Skills for ELLs in 2ndnd & 3 & 3rdrd GradesGrades

Vocabulary and Language Development

Fluency and Accuracy in Reading Connected Text

Comprehension Skills and Strategies Instructional Features in Analyzing Text

Vocabulary

Grammatical structures

Cohesive devices

Rhetorical devices

Phraseological patterning


Text 1: Icebergs and GlaciersThe thicker the glacier the faster it moves. That’s

because the greater weight of the glacier causes the crystals of ice to creep more rapidly. Also, a steep glacier will flow much more quickly than one on level land.

Temperature is a third factor that affects the speed of a glacier. The warmer the glacier the faster the ice moves because there is a greater amount of meltwater beneath the ice. In fact, scientists sometimes group glaciers together depending upon whether they are cold or warm. But even “warm” glaciers are still freezing.

From Icebergs and Glaciers, by Seymor Simon ©1993 by Creative Education

Analyzing TextAnalyzing Text


Text 2: Collecting Rocks and Crystals

Introducing Rocks and CrystalsRocks and crystals are the raw materials of the

Earth’s surface-the material beneath every hill and valley, mountain and plain. Some are just a few million years old. Others are almost as old as the Earth.

What are rocks?Rocks are never far beneath the ground. They are

only exposed on the surface in a few places-such as bare rock outcrops, cliff faces and quarries. But dig down almost anywhere on the Earth’s surface and you will come to solid rock before long.

(lesson continues)




Text 2: Collecting Rocks and Crystals (cont.)

Like the other smaller planets in the solar system, our world is made almost entirely from rock. The Earth is a bit like a perfectly boiled egg-with a semi-liquid yolk or “core,” surrounded by a thick, soft layer called the mantle, and covered by a thin hard shell called the crust. The core in the very center is metal but the crust and the mantel are entirely from rock.

From collecting Rocks and Crystals, by John Frandon ©1999 by Quarto, Inc



Text 3: Mourning Cloak Caterpillar

What It Looks LikeThe mourning cloak caterpillar is black with white

speckles and a row of red diamonds on its back with black bristles. It has shiny eyes. It grows about as long as your ring finger.

When this caterpillar becomes a butterfly, its wings are mostly dark-colored, like old-fashioned funeral shawls worn by women. That is how they got the name “mourning cloak.”

From Caterpillars, Bugs, and Butterflies, by Mel Boring ©1996 by NorthWord Press


Text 4: Volcanoes

Volcanoes that erupt regularly are known as Active Volcanoes. There are about six hundred active volcanoes on the Earth’s surface. However, only fifty to sixty active volcanoes erupt in any given year.

Whether sitting in silence or erupting with violence, volcanoes have intrigued people for thousands of years. In an attempt to explain the immense power and unpredictable behavior of volcanoes, our ancient ancestors created myths about evil gods that lived within volcanoes. When angered, the gods would display their fury with eruptions.

(lesson continues)




Text 4: Volcanoes (cont.)

Today, scientists explain volcanoes without relying on angry gods. However, the true causes for Volcanic Eruptions are as fascinating as the ancient myths.

From Volcanoes, by Michael George ©1993 by Creative Education.


General Principles for Instruction General Principles for Instruction When Teaching ELLsWhen Teaching ELLs

Instructional Principle Why Important?Provide “think alouds”

Set clear goals for language and content

Tap student’s prior knowledge

Use visuals & manipulatives

Teach key vocabulary


General Principles for Instruction General Principles for Instruction When Teaching ELLsWhen Teaching ELLs

Instructional Principle Why Important?

Adjust speech

Provide practice and application

Provide corrective feedback


Focusing on LanguageFocusing on Language

“No matter what subjects teachers are

teaching, no matter what materials they are

covering, they must give some attention to

language every single day and on each and

every subject which is being taught.”

Lily Wong Filmore (2001)


Distinguishing between different purposes of language used in school settings is important.

Students learning a second language require different periods of time to develop age-appropriate levels of conversational skills when compared to academic language skills (Cummins, 1981). While there will be individual differences, most children approach native-like proficiency of conversational skills in two years, but seven to 10 years of school exposure for are required for the development of academic language skills.

Conversational v. Academic Conversational v. Academic LanguageLanguage


Focus on a small number of critical words

Emphasize the words over time

Use stories and writing projects as contexts for vocabulary learning

To the extent possible, choose readings containing only a limited number of new words. Readings should be considered comprehensible input i.e. just slightly above the student’s true reading level at present.

(Gersten & Baker, 2000)

Vocabulary & Language Vocabulary & Language DevelopmentDevelopment


Teach students different word learning and recognition strategies to apply on their own while they are reading.

Use segments of class time in which the teacher directly teaches key vocabulary.

Provide multiple exposures of the word to build depth of knowledge.

Preteach critical vocabulary prior to student

reading (Rosseau, Tam, & Ramnarain, 1993).



Provide ELLs with frequent opportunities to use oral language in the classroom. Active, daily language use should be structured to

include both conversational and academic discourse (Gersten & Baker, 2000).

Teach students to distinguish and look-up words that seem most essential to the meaning of the text such as those that are repeated four or five times (Birch, 2002).

Teach students how to look at morphological cues within the word that might indicate something about its meaning or part of speech (Osburne & Mulling, 2001).



Using repeated reading, teacher modeling, and progress monitoring was effective in improving the oral reading fluency, and to a lesser degree, reading comprehension, for at risk, beginning bilingual readers (De la Colina, Parker, Hasbrouk, & Lara-Alecio, 2001).

Disfluent ELL often read syllable by syllable in their native language and may attempt to use this strategy while reading in English.

Purposefully partner students to provide ample opportunities for practice in fluent reading (Klingner & Vaughn, 1996).

Fluency and Accuracy in Reading Fluency and Accuracy in Reading Connected Text Connected Text


Provide opportunities for choral reading. Choral reading encourages ELL students to read

aloud, provides them with models of pronunciation and rhythm for reading, and prepares them to read the selection on their own (Lapp, James, & Tinajero 1994).

Make explicit the skills good readers use and model how they are applied to reading in English.

Provide opportunities for students to reread books using audiotapes (Blum, Koskinen, Tennant, Parker, Straub, & Curry, 1995).

Fluency and Accuracy in Reading Fluency and Accuracy in Reading Connected Text Connected Text


Provide explicit instruction in comprehension strategies before, during, and after reading.

Use different levels of questions when discussing text.

Be aware of teacher talk that may be confusing to ELL.

Provide support to students by “thinking aloud” (Gersten & Jiménez, 2002).

Preview new concepts. Use photos, artifacts, and hands-on activities before

the lesson and discuss the concepts after the lesson to clarify and review.

Comprehension Skills and StrategiesComprehension Skills and Strategies


Use semantic maps that delineate an array of relationships (Reyes & Bos, 1998). Use visuals based on text structures such as think

sheets, story maps, because they help students visualize the abstractions of language. Because the spoken word is fleeting, visual aids such as graphic organizers, concept and story maps, and word banks give students a concrete system to process, reflect on, and integrate information (Gersten & Baker, 2000)

Build background knowledge before reading (Saunders, 1998).




Actively involve all students and summarize

frequently.

Include opportunities for discussions of read

alouds.

Check comprehension and monitor progress

frequently.

Provide explicit instruction in the physical

presentation of text and/or text structure.


Engaging students in identifying big ideas in a text and in graphically depicting the relationships among these ideas improves student recall and comprehension of text (RAND, 2002).

Teaching comprehension strategies explicitly improves student outcomes.

There is some evidence that ELLs have more difficulty utilizing context than their monolingual peers (Nagy, McClure, & Montserrat, 1997).



Key features of text that might present difficulty for ELL students

Vocabulary Grammatical structures Cohesive devices Rhetorical devices Phraseological patterning

(Snow & Wong Filmore, 2001)

The following text selections will be used to illustrate these features.

Instructional Features in Analyzing Instructional Features in Analyzing TextText


Vocabulary

Which words and phrases from the Text 4 are associated with a volcano schema?____________________________________

Which words are associated with geology?____________________________________

Words must be considered in their context Examine the phrases in which words are used How would you call attention to these phrases?

___________________________________________



Grammatical Structure and Devices

“In an attempt to explain the immense power and unpredictable behavior of volcanoes, our ancient

ancestors created myths about evil gods that lived within volcanoes.”

Who was attempting to explain? What does ancient ancestors mean? What were these people attempting to explain? Why were they attempting to explain it? What does “unpredictable behavior” mean? So how did the ancient ancestors explain the power

and unpredictability of the volcanoes? What were the myths about?




Once unpacked, the sentence might look like this:“People in ancient times didn’t understand how volcanoes worked and why they were so powerful. They knew they were powerful, but did not know how they got their power. They could not predict what volcanoes would do. They tried to explain volcanoes by inventing stories about them. They created myths about gods. The gods in these myths were evil. These evil gods lived inside the volcanoes?




Relative clauses provide explicit information about someone or something.

“Volcanoes that erupt regularly and evil gods that lived within volcanoes”

Other relative pronouns are

who, whom, which, whose X, and whereSnow & Wong Filmore, 2001



Cohesive Devices

How could you help your students become aware of various sentence structures?

____________________________________________

Why is it important for ELL students to be aware of differing sentence structures?

____________________________________________

Whether sitting in silence or erupting with violence, volcanoes have intrigued people for thousands of years. In an attempt to explain the immense power and unpredictable behavior of volcanoes, our ancient ancestors created myths about evil gods that lived within volcanoes. When angered, the gods would display their fury with eruptions.



Rhetorical Devices

What is the writer doing here?

“our ancient ancestors created myths” instead of “ancient myths told about…”

Why is it important to bring ELLs attention to this type of rhetorical device?

Why does the author begin two sentences with the word “however”? How is it used and what does it mean?

________________________________________________________________________________________



Phraseological Patterning

Academic texts often include phrases such as:

“in any given year,”

“in an attempt to explain,”

What other phrases can you find in our sample passage that might be difficult for an ELL student to understand?

______________________________________________________________



Application ActivityApplication Activity

What information do you want to share with your school team members regarding this discussion?

instruction goals assessment for each student for all students enhancing core reading instruction...

Documents

beginning reading

reading measures research

core reading instruction

ells items

assessment measures

scott baker

english language learners

ongoing effects slide