SUPPORTING EB STUDENTS’

READING DEVELOPMENT BY

ENGAGING TEACHERS,

PARENTS, AND STUDENTS

TESOL 2015 EEIS Academic Session

Presenters:

Christel Broady, PhD

Kelly Hill, PhD

Jamie Harrison, EdD

Sue Seay, PhD

Debbie Zacarian,EdD

EXPLORING RTI READING

INTERVENTION FOR HISPANIC

ENGLISH LEARNING

KINDERGARTEN STUDENTS

IN CENTRAL ALABAMA: A

MIXED METHODS STUDY

Kelly L. Hill, PhD

Assistant Clinical Professor of ESOL & ECE

Auburn University

klh0055@auburn.edu

Study Purpose and Questions

The purpose of this mixed methods research was to examine the frequency of RTI reading interventions and the implementation practices of teachers providing RTI Tier II reading intervention to kindergarten Hispanic EB children.

Overarching Mixed Methods Research Question:

What is the frequency of RTI Tier II reading interventions for Hispanic kindergarten EBs and how are they implemented?

Hill, Kelly Leah. "Exploring RTI Reading Intervention for Hispanic English Learning

Kindergarten Students in Central Alabama: A Mixed Methods Study." Order No. 3605582

The University of Alabama at Birmingham, 2013. Ann Arbor: ProQuest. Web. 18 Mar. 2015.

Quantitative Findings: RTI Tier II - Trends

Identification of Students

Variation

DIBELS

Classroom assessments

Anecdotal notes

ELP considered by 1 participant

Planning Process

Materials

Collaboration (only 25% co-planned with the ESL teacher)

Instructional delivery Person responsible (42% involved the ESL teacher)

Grouping

Student Progress

Great variation

92% used anecdotal notes

75% used DIBELS

Hispanic EB Students in RTI Tier II

33%

5%

62%

Hispanic students who did not need RTI, Tier II reading intervention

Hispanic students who received RTI, Tier II reading interventions, but progressed out

Hispanic students who stayed in the RTI, Tier II reading intervention group the entire school year

N= 6

N= 43

N= 80

Students in RTI Tier II – Student Progress

1

18

41

20

0

5

10

15

20

25

30

35

40

45

No Progress Minimal Progress Adequate Progress Exceptional Progress

Nu

mb

er

of

ST

UD

EN

TS

Progress made by Hispanic EB students receiving RTI Tier II

Quantitative Findings: Summary

Placement

67% placed in RTI Tier II reading intervention groups

76% of students showed adequate or exceptional progress

Indication that teachers could not distinguish between language difference and

reading difficulty (Klingner et al., 2006)

Progress

Variation and lack of consistent measures for progress

Reading Assessments

Focus on Phonics (Antunez, 2002; Kauffman, 2007).

Lack of attention on comprehension and vocabulary (Antunez, 2002; Kauffman, 2007;

Robertson, 2009)

Planning and Delivery

Mismatch between collaborative planning and delivery of RTI Tier II reading intervention

25% of teachers planned with the ESL teacher

42% shared responsibility for RTI Tier II instruction with the ESL teacher

Quantitative Findings: Summary

Instructional Materials Matched to Reading First (Antunez, 2002)

Skill-based instruction with lack of focus on vocabulary and comprehension (Antunez, 2002; Kauffman, 2007; Robertson, 2009)

Grouping 3-6 students in group (double the suggestion of Fuchs & Fuchs,

2007)

25% of groups included only ELLs

Duration Only 6 students who were initially placed in RTI Tier II reading

intervention groups were moved out of the group

62% received RTI Tier II reading intervention for the entire year (Bender & Shores, 2007)

76% were reported as having adequate or exceptional progress (Klingner et al., 2006)

Social-emotional Well Being

Qualitative Findings: Cross-Case Themes (Teachers)

Parent Engagement

Social-Emotional Well Being

Lesson Planning and Delivery

Second Language Acquisition

Assessment

Student Progress

Qualitative Findings: Cross-Case Themes (Students)

Reading

LevelDecember February March May

AA 6 3 - -

A 4 4 - 1

B 1 4 5 1

C - - 4 3

D - 1 1 6

E - - - 1

Not Determined

1 - 2 -

Qualitative Findings: Cross-Case Themes (Students)

ELP level Beginning of the

Year

(WIDA-MODEL)

End of the

Year

(ACCESS for ELLS)

1 – entering 11 4

2 – beginning 1 3

3 – developing 0 2

4 – expanding 0 3

5 – bridging 0 0

6 – reaching 0 0

Qualitative Findings: Cross-Case Themes (Students)

DIBELS instructional

recommendation

Beginning of

the YearMid- Year

End of the

Year

Low-risk 0 0 1

Some-risk 1 2 3

At-risk 6 10 8

Not tested 5 0 0

Significance of the Study

High percentage of Hispanic EB kindergarten

students placed in RTI Tier II reading

intervention

Duration of time in RTI Tier II reading

intervention

DIBELS possibly the main determinant of

stagnation in RTI Tier II

Skill-based instructional focus

Lack of focus on vocabulary and

comprehension

Implications

Authentic Assessments

Language Learning vs. Reading Difficulty

Instructional Focus of RTI Tier II Reading Intervention

Language Enrichment

Supporting Hispanic EB parents

Recommendations for Future Research

Research on Effectiveness of Language Enrichment Approach to RTI Tier II Reading Intervention

Moving from Intervention to

Enrichment

Why? How?

• Fostering agency and autonomy

• Both language and literacy need to be addressed

• Context rich rather than decontextualized skills

• “Thinkability” & Readability

• Building L1 (additive bilingualism)

• Standards expand far beyond foundational skills

Standards

-Phonics

-Phonemic

Awareness

-Fluency

-Vocabulary

-Comprehension

-Reading Literature

-Reading Informational text

-Foundational Skills

-Writing

-Speaking and Listening

-Language

Reading First ELA CCSS

TEXT MATTERS!

Consider Text Complexity

Offer various text types

-predictable / patterned

-wordless books

-culturally relevant text

-various books on the same topic

-different versions of the same story

-L1 texts

-Twin texts in L1 & L2

DEVELOPING PRE-

SERVICE TEACHER

CAPACITY TO MEET

THE NEEDS OF

EMERGENT BILINGUAL

STUDENTS

Dr. Jamie Harrison

Assistant Professor and Program Coordinator, ESOL

Education

Auburn University

jlh0069@auburn.edu

Setting the Stage

Program Coordinator Decision Making Process

Graduate feedback about first year experiences

Alabama state standards for teacher education programs

Concerns about early childhood, elementary, and secondary education program hours

Reading program determined to be a strong connector to ESOL Education content and the best fit for infusing EL standards

Secondary: Reading in the Content Areas (3 hours)

Elementary & Early Childhood: Language and Literacy (4 hours)

The Collaborative Process

Align Objectives

Draft projects & timeline

Gather resources

and materials

Revise syllabi

Teach the course

Reflect and

Revise

Dialogue and

Discussion

Issues Involved in Collaboration

Ownership

Text cohesion

Philosophical

foundations

Teaching

philosophy/pedagogy

Time

Equity

Accessibility

Linear vs. Cyclical thinking

Alignment of standards; seamlessness

Balancing tensions

Staying focused

Artifacts from Course Development

Language & Literacy for ECE/Elem

Pre Syllabus

The Standards/Objectives Sort

Draft Course Timeline

Table of assignments & readings for syllabus

Current course details

Foundations of Language and

Literacy Instruction II: ECE

3 – 4 credit hours

F2F and Distance component

Catalog Description:

This course introduces theoretical foundations of first and second language acquisition and literacy development of children and implications for teaching in diverse settings. Clinical experiences in teaching reading in small groups are included.

CTRD 3700

Date:

(MM/DD/YYYY)

Proposal Form For Addition And Revision Of Courses

1. Proposing College / School:

Department:

2. Course Prefix and Number: 3. Effective Term:

4. Course Title:

Abbreviated Title (30 characters or less):

5. Requested Action:

Renumber a Course

Add a Course

Revise a Course

Current Course Number:

Proposed Course Number:

Type of Revision:

6. Course Credit: Contact/Group

Hours Scheduled Type

(e.g.: Lab, Lecture, Practicum, Directed Study)

Weekly or

Per Term?

Credit

Hours

Anticipated

Enrollment

Maximum Hours

(Repeatability):

Total Credit Hours: 4

7. Grading Type:

Regular (ABCDF) Satisfactory/Unsatisfactory (S/U)

Audit

8. Prerequisites/Corequisites: Use "P:" to indicate a prerequisite, "C:" to

indicate a corequisite, and "P/C:" to

indicate a prerequisite with concurrency.

9. Restrictions:

List specific restriction in space above.

College

Major Standing Degree

10. Course Description: (20 Words or Less; exactly as it should appear in the Bulletin)

11. May Count Either: (Indicate if this particular course cannot be

or counted for credit in addition to another)

12. Affected Program(s):

(Respond "N/A" if not included in any program;

attach memorandum if more space is required)

Program Type

(e.g.: minor, major, etc.)

Program Title

(e.g.: MS in Chemistry, Performance Option, Minor in Art)

Requirement or Elective?

(required or optional?)

13. Overlapping or Duplication of Other Units' Offerings: Applicable

(If course is included in any other degree program, is used as an elective frequently by other unit(s), or is in an area similar to that covered by another college/school, attach correspondence with relevant unit)

Not Applicable

3/19/2014

Education

CTCH

CTRD 3700 SU 2014

CTRD 3700

CTRD 3013

#4, #5, #6

Foundations of Language & Literacy Instruction II

Foun Lang & Lit Instruction II

3 DRD (Distance Reading Ed) Weekly 3 25

1 Lab Weekly 1 25

CTRD 3010/3

4

Theoretical foundations of language and literacy development of children

and implications for teaching. Clinical experiences with children.

Major BS Elementary, Early Childhood, & HDFE Required

Major (CEEB, CECB, and HDFE) Required

P: Admission to Teacher Education; Only allow majors CECB (BS Early

Childhood Education), CEEB (BS Elementary Education), and (BS Human

Development/Early Childhood Education).

WELCOMING EB

PARENTS TO SCHOOL

Susan Seay, PhD

Assistant Professor

University of Alabama at Birmingham

sueseay@uab.edu

What’s your worldview?

Parents as first and best teachers

OR

Education should be left to experts

http://www.youtube.com/watch?v=i8mj1F0zLiw

Encouraging EB parents to

participate

When school begins in fall, hold EL parent

sessions to help parents complete forms and

meet teachers

Have translators available and always send

information about school events home in

parents’ native language

Schedule parent conferences at convenient

times

Be sure to include EB students in school

programs

Ask parents if they would be willing to share a

talent or read a book to the class

Educate Parents on American Schooling

How your school works

Your school standards, curriculum,

benchmarks, materials

School/teacher expectations/grades/report

cards

Parental rights

Let parents know how they can help both the

school and their children

SUPPORTING READING

ACTIVITIES

WITH TECHNOLOGY

IN ESL AND EFL SETTINGS

Christel Broady, PhD

Professor of Graduate Education, Director ESL Teacher Education

Programs

Georgetown College

cbroady0@georgetowncollege.edu

Objective for Presentation

http://www.evanvoth.info/wp-content/uploads/2014/04/6a00e0099631d0883300e554de97558833-800wi.jpg

Provide tools for using technology to

enhance reading strategies and

motivation in ESL and EFLsettings

The Fun Part; or is it?

http://feedyoursoul.com/wp-content/uploads/2014/08/confused.jpg

Technology is not fun; it is an essential part of

life

Students make more sense of CALL than non-

Call

Maker kids want to make products and interact

with materials

We have the TESOL technology standards

https://www.tesol.org/docs/books/bk_technolog

ystandards_framework_721.pdf

Who is confused? Learners and teachers for

different reasons

Framework of Brain-based Reading

(1)

Readers who can generate visual images of words can comprehend and learn better (Sousa, pg.16)

Implications: Assist learners in creating background knowledge and visual images

Technology

Before reading a

text, create

background

knowledge and

vocabulary, and

pass word lists

Background

Knowledge

Word Bank

Word Wall

Pass-Phrases

Technology

Word Bank, Word Wall,

Pass-Phrases Any online free digital dictionary, such as:

http://www.storytimestandouts.com/free-early-literacy-

printables-children/picture-dictionaries/

Background Knowledge

Find free online reading resources here:

http://Google.com

Large number of online books in English:

http://www.symbaloo.com/mix/onlinechildrensbooks

Framework of Brain-based Reading

(2)

English has about the same number of sounds as other Indo-Germanic or Romance languages but hundreds of more ways of spelling such sounds (Sousa, pg. 40)

Implications: Learners of English must receive much more exposure to text to create brain connections and automaticity

Language Number of

Sounds

(Phonemes

)

Number of

Ways to

Spell

Sound

Type of

Orthograo

hy

Italian 33 25 Shallow

Spanish 35+ 38 Shallow

English 44+ 1,100+ Deep

Technology

Any online digital books on the WWW

Read & Write (Google)

Framework of Brain-based Reading

(3) Pre-reading skills affecting later reading

success are: (Sousa, pg. 72)

Implications: Learners of English must receive much exposure to the above concepts to create the foundations for brain connections and automaticity

Knowledge of

Alphabet

Phonological

Awareness

Rapid Naming

of Letters and

Digits

Writing and

Writing Name

Phonological

Memory

Rapid Naming

of Objects and

Colors

Framework of Brain-based Reading

(4)

Phonemic Awareness assists in the interaction between decoding and comprehension processes, the basic tenant of successful reading(Sousa, pg. 77)

Implications: Learners of English must receive much exposure to both of the above concepts to create the foundations for brain connections and automaticity

Decoding

(Alphabet Principle)

• Phonemic Awareness

• Phonics

• Fluency

Reading

Comprehension

(Meaning)

• Vocabulary and Linguistic

Knowledge

• Text Comprehension

Framework of Brain-based Reading

(5)

The teaching of writing will affect

reading mastery (Sousa, pg. 87)

Research-based activities

correlating writing to reading skills

are:

Writing about reading text

Teaching students to be better

writers

Increase writing time

Implications: Provide opportunities

to write while reading as described

above

Technology: Routine

Fakebook: Practice

Reading Basic

Information

All students create a

Fakebook page and read

other class members’

pages for information

treasure hunts and other

activities

http://www.classtools.net/

FB/home-page

http://edition.pagesuite-professional.co.uk/Launch.aspx?EID=ef8bd251-42d3-4f41-9c6b-6c07d5290715

Technology: Connect Speaking and Reading

with Correct & Authentic Phonetics

Google Chrome’s “Read & Write”, free of charge to teachers, even in the premier edition is a tool offering many possibilities for reading, and research

One example is that teachers could chose a text, highlight sections in it, and have the program read the text to students while students read along on the screen

Students have the possibility to listen to and read the text as many times as they wish to be able to comprehend ithttp://edition.pagesuite-professional.co.uk/Launch.aspx?EID=ef8bd251-42d3-4f41-9c6b-6c07d5290715

Technology: Connect Speaking and Reading

with Correct & Authentic Phonetics

Teachers ask students to open up a Google Chrome browser that was previously set up for “ask Google” functions

Students receive three topic-related authentic sentences

They are asked to read the sentences to the Google browser by initiating the process by saying “OK Google”

Students are directed to speak each sentence and thereby showing evidence that the browser was able to pick up the correct pronunciation by providing the correct search result

Here are two examples for shopping: “find an Apple Store in New York City” and “find soccer clothes in London, England”. If the browser receives the correct pronunciation, it will not just type the question correctly but it will also read the answer to the question aloud. Thereby, teachers can use the Google Chrome function as an instant formative assessment

http://edition.pagesuite-professional.co.uk/Launch.aspx?EID=ef8bd251-42d3-4f41-9c6b-6c07d5290715

Technology Use Free Google Tools

Teachers chose an authentic text and a Google feature called “reading level” choosing one of three reading levels best for the learner level of English proficiency

Teachers ask students to recreate the reading piece in a digital story telling activity, using Google images in a Google doc

Use Google forms to create a short test or quiz about the reading asking specific comprehension questions to be taken during class

The teacher can open up the results page in Google drive and in real time review answers. This review is especially powerful if done visible to all students in class on a large screen or smart board. Students love to engage in activities in the virtual world and this also applies to their learning. They will also appreciate the quick turn around time of getting the information

http://edition.pagesuite-professional.co.uk/Launch.aspx?EID=ef8bd251-42d3-4f41-9c6b-6c07d5290715

Framework of Brain-based Reading

(6)

Graphic Organizers organize, represent, and visually create relationships among concepts(Sousa, pg. 193)

Examples are (Sousa pg. 194):

Concept mapping

Flowcharts

Venn Diagram

Matrix

Webbing

Implications: Provide opportunities to write while reading as described above

Graphic Organizers: Practical

Example

Use Mindmeister in Google Chrome to have students create mind maps or associograms of content in class. They can do this in groups or as partners. Mindmaps can be used to show grammar mastery, group vocabulary by areas or topics, or can be used for many other areas. Using the example of shopping, students could be asked to do several mind maps of (a) stores, (b) products in certain stores, (c) phrases used during shopping activities, (d) money (coins and bills) in the target country, and more. Such mind maps are infographics that provide instant feedback to teachers on how well students understand class concepts. Students like to create such products that show off their skill in a way familiar to them.

Concept mapping

Flowcharts

Venn Diagram

Matrix

Webbing

http://www.mindmeister.com/#all

Graphic Organizers: List of Tools

http://popplet.com/

Graphic Organizers: List of Tools

Venn Diagram

http://www.educatorstechnology.com/2014/10/a-great-free-tool-for-creating-venn.html

Graphic Organizers: List of Tools

https://coggle.it/

Graphic Organizers: List of Tools

http://www.wordle.net/

Framework of Brain-based Reading

(6)

Automaticity: fast and effortless word recognition after much practice. Automaticity is necessary for fluency (Sousa, pg. 89)

Research-based activities correlating to automaticity are:

Guided repeated oral reading with explicit guidance and feedback

Independent silent reading in/outside of class

Implications: Provide opportunities to practice both of the above readings

Guided Reading:

“Story and Text” Book Videos

Song and reading: https://www.youtube.com/user/kidshut?v=f

JNcBK2LAGI

Real child reading a book video: https://www.youtube.com/watch?v=8U3nUkMT

KR4

13 English Language Short

Stories: https://www.youtube.com/watch?v=8U3nUkMTKR

4

Robin Hood:

Guided Reading: Podcasts

Create Podcasts for your students. While they read, they can listen to your voice to connect for and sound. Likewise, ask students to read aloud and record their own voice when reading. Ask them to compare the two recordings and improve their pronunciation. Also, you can grade them by their own recordings. Examples:

http://www.ipadio.com/default.aspx

http://www.teachertrainingvideos.com/audio-podcasting/podcasting-on-mybrainshark.html

Don’t be Afraid

Every activity you do on paper and pencil can be done online

Research the WWW and be amazed

There’s a YouTube video for everything you need to learn

You will not break anything

Extend the classroom to the cloud

Provide learner differentiation by allowing additional time to practice skills

Using technology WILL motivate kids, make them read more, and make them better English readers!

http://media.tumblr.com/623835f5d5e4a6fcb7a61eb582bf50a0/tumblr_inline_mmpobhRRL01qz4rgp.jpg

Did we Reach our Objectives for the

Presentation?

http://www.evanvoth.info/wp-content/uploads/2014/04/6a00e0099631d0883300e554de97558833-800wi.jpg

How to use technology

To enhance reading strategies

And motivation

In ESL and EFL settings

Contact Info

http://clarinda.org/wp-content/uploads/http://clarinda.org/wp-content/uploads/2014/08/contact-us-

HiRes.jpg2014/08/contact-us-HiRes.jpg

E-Mail: christel.broady@gmail.com

Twitter Handle: BroadyESL

LinkedIn: Christel Broady

ESL BLOG: http://broadyesl.wordpress.com

Technology BLOG:

http://digitallearningandteaching.wordpress.co

m

Facebook: Broadyesl

References

http://cliparts.co/cliparts/6Tr/o8g/6Tro8gbac.png

Broady. BroadyESL. Blog. http://broadyesl.wordpress.com/

Broady. Digital Learning and Teaching. Blog. http://digitallearningandteaching.wordpress.com/

Broady. IATEFL YLT SIG. C & TS Digital. Issue 1, 2015, pgs. 40-43. http://edition.pagesuite-professional.co.uk/Launch.aspx?EID=ef8bd251-42d3-4f41-9c6b-6c07d5290715

Broady. IATEFL YLT SIG Bi-Monthly Webinars 2014-15. Stop Paying for Technology: Improving Learning by Using Free Google Tools for Teaching and Learning in K-20. https://www.youtube.com/watch?v=GU2snOZ1yEE&feature=em-upload_owner

ISTE. International Society For Technology in Education. https://www.iste.org/

Jukes I. et al. Understanding the Digital Generation. Teaching and Learning in the New Digital Landscape. Kelowna BC, Canada: 21st Century Fluency Project Inc. & Corwin, 2010.

Prensky, Marc. From Digital Natives to Digital Wisdom. Hopeful Essays for 21st Century Learning. Thousand Oaks, CA: Corwin, 2012.

Sousa, D.A. (2014). How the Brain Learns to Read (2nd ed.). Thousand Oaks, CA: Corwin.

TESOL International Association. Technology Standards. https://www.tesol.org/docs/books/bk_technologystandards_framework_721.pdf

Scaling Up EB Student Reading

Debbie Zacarian, Ed.D.

Debbie Zacarian, Ed.D. & Associates

debbie@zacarianconsulting.com

Typical Programming for ELs

Home Language

Country of Origin

Level of English

Language Development

Performance on state

assessments of reading/ELA and

mathematics

ELs typically placed, described, and instructed by level of English development

Zacarian, D. (2011). Transforming Schools for English learners: a comprehensive framework for school

leaders. Thousand Oaks, CA: Corwin Press.

A few new neighbors by Frank McGeeOne afternoon, Jessie spotted a tiny bird fluttering around Mrs. Baxter's front door. Mrs. Baxter had

just moved into an apartment.

It's probably looking for somebody to fill the bird feeders, Jessie thought.

The bird perched on the edge of the wreath. Then it disappeared.

Disappeared? Jessie ran over to Mrs. Baxter's door. Where had it gone?

A jumble of sticks and grass stuck out from the middle of the wreath. Suddenly, Jessie understood.

A nest! A bird's nest sat right in the middle of Mrs. Baxter's wreath. The bird poked its head out and

looked at Jessie. Then it fluttered away.

Jessie crept up to the front door. Tucked inside the nest were four speckled blue eggs.

Jessie ran home to call Mrs. Baxter. “Guess who moved into your old wreath!” Jessie said. “A family

of birds!”

Mrs. Baxter sounded just as excited as Jessie was. “Tell me what they look like. What color are the

eggs?”

Jessie and Mrs. Baxter talked about the birds for a while. “They sound like house finches,” Mrs.

Baxter said. “Keep an eye on them for me, will you?”

Smarter Balance ELA Grade 3 Practice Test-

Let’s look at 2 Smarter Balance

ELA Grade 3 Practice Test Questions1. Read the sentence and the directions that follow.

Children and adults can work together.

Click the two details that best support this

conclusion.

One afternoon, Jessie spotted a tiny bird fluttering

around Mrs. Baxter's front door. Mrs. Baxter had just

moved into an apartment.

. . .

Jessie and Mrs. Baxter talked about the birds for a

while. “They sound like house finches,” Mrs. Baxter

said. “Keep an eye on them for me, will you?”

Zacarian, 2013, Mastering academic language

Literacy Framework

Carries Academic Language

Academic Language Learner

Community at Large

School Community

Peers

Teachers

Family/Family

Community

Student

Research project…

Graduate students looking at Kindergarten

teachers signals to issue transition

Interview students to ask what signal meant

Responses

Sociocultural in Practice

Sociocultural

Builds relationships with students

Builds relationships with families

Connects curriculum with

students’ & families’ lives

Uses Paired and

Groupwork

Language/Literacy in Practice

Language/Literacy

Pays attention to Ss level

literacy development

Makes learning understandable

Tasks & Assess. based on literacy level

Models & provides practice

opportunities

Understands parents literacy

Academic Learning in Practice

Academic

Uses clear unit & daily learning

objectives & what students will do to

learn

Provides effective vocabulary instruction

Provides challenging

activities

Provides modeling and practice

Involves families in learning

Cognitive Frame in Practice

Cognitive

Explicit teaching of how

language is used to express

thinking

Instructional conversations

result in thought provoking dialogues

Uses visual organizers

Involves parents in supporting

child’s thinking skills

Using these strategies to plan, deliver, reflect on and strengthen our teaching advances student engagement and achievement

Follow me on Twitter @debbiezacarian

Facebook.com/debbie.zacarian

zacarianconsulting.com

QUESTIONS

?