Theories and Models for Developing Effective Instruction ... · El Discurso de Gettysburg es un...

Copyright © 2012

American Institutes

for Research.

All rights reserved.

Theories and Models for

Developing Effective

Instruction and Assessment

Practices for ELLs Diane August Managing Researcher

June 2013

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Overview: Who are ELLs?

www.air.org/focus-area/edu

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Presentation Overview

• English-language learner challenges and

strengths

• Guiding theory- and research-based

principles for developing effective

instruction and assessment practices that

integrate language and content mastery

• Models of effective practice

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Challenges and Strengths

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Challenges and Strengths

• Challenges

• The new standards call for

comprehension and use of sophisticated

language.

• The new assessments may not

adequately measure knowledge and

skills of ELLs.

•Strengths

• ELLs can draw on their first language skills

and knowledge. .

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Guiding Principles for ELL

Instruction and Assessment

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Guiding Principles for Instruction

and Assessment*

1. Instruction for ELLs is standards-aligned,

rigorous and grade-level appropriate.

2. Instruction provides deliberate and appropriate

scaffolds.

3. Instruction develops conceptual understanding

and language competence in tandem.

4. Instruction fosters ELLs’ autonomy by

equipping them with strategies necessary to

comprehend and use language in a variety of

academic settings.

* Adapted from Understanding Language Principles, January 2013

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Guiding Principles for Instruction

and Assessment

5. Instruction leverages ELLs’ home languages,

cultural assets, and prior knowledge.

6. Instruction moves ELLs forward by taking into

account their English proficiency levels and

prior schooling experiences.

7. Diagnostic tools and formative assessment

practices are employed to measure students’

content knowledge, academic language

competence, and participation in disciplinary

practices.

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Models of Effective Instruction and

Assessment

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1. Instruction is rigorous and grade

appropriate: The Gettysburg Address.

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2. Instruction provides deliberate and

appropriate scaffolds.

• Watch a video clip of an actor playing Abraham Lincoln

deliver the Gettysburg Address.

• Read about the Gettysburg Address.

• Watch a video clip about Abraham Lincoln.

• Do an interactive reading about the Civil War.

• Do an interactive reading about the Declaration of

Independence (“a new nation”).

Students engage in activities to build background

knowledge about the Gettysburg Address prior to

reading it.

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Students engage in interactive reading of the Gettysburg

Address and have access to glossed vocabulary; answer

supplementary questions; and can use sentence frames that

can be adapted for different levels of language proficiency.

2. Instruction provides deliberate and

appropriate scaffolds.

Four score and seven years ago our fathers brought forth on this

continent, a new nation, conceived in Liberty, and dedicated

to the proposition that all men are created equal.

score –twenty

bring forth –

create

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1. What does Lincoln mean by “four score and seven years ago?”

Four score and seven years ago means______ years ago.

2. What does Lincoln mean by “our fathers”?

By “our fathers” Lincoln means __________________________________.

3. What is he saying is significant about the new nation? Is he saying that no one has been free or equal before? So what is new?

Four score and seven years ago our fathers brought forth on this

continent, a new nation, conceived in Liberty, and dedicated to

the proposition that all men are created equal.

score – twenty

bring forth – create

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the men who founded the U.S.

Questions for All Students

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4. The new nation was conceived in liberty. What does the phrase “conceived in

liberty” mean?

“Conceived in liberty” means that the nation _______________________.

5. What does “proposition” mean?

“Proposition” means _________.

6. What is he saying is significant, or important about the new nation? Is he saying

that no one has been free or equal before? So what is new? He is saying it is significant, or important that the new nation, America, was ____________

in ________. This means that it was created for all people to be _______. Some people ____________ free or equal before. The new thing is that America was ___________ to the proposition that _____ men are created _______ and ________.

was created to be free

a plan

conceived liberty

have been

dedicated all equal

free

free

Supplemental Questions

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Students engage in a functional analysis of the text to help

them unpack complex sentences.



1. .

17 17

Four score and seven years ago our fathers brought forth on this continent,

a new nation, conceived in Liberty, and dedicated to the proposition that all

men are created equal.

WHO (Actor): our fathers

WHAT HAPPENED (Action):

WHAT (Recipient):

DESCRIPTOR (Detail):


WHERE (Detail):

WHEN (Detail):



18 18




WHO (Actor):

WHAT HAPPENED (Action):

WHAT (Recipient):



WHERE (Detail):

WHEN (Detail):



19 19





WHAT HAPPENED (Action): brought forth

WHAT (Recipient):



WHERE (Detail):

WHEN (Detail):



20 20






WHAT (Recipient): a new nation



WHERE (Detail):

WHEN (Detail):



21 21







DESCRIPTOR (Detail): conceived in Liberty


WHERE (Detail):

WHEN (Detail):



22 22








DESCRIPTOR (Detail): dedicated to the proposition that all men are created equal

WHERE (Detail):

WHEN (Detail):



23 23









WHERE (Detail): on this continent

WHEN (Detail):



24 24









WHERE (Detail): on this continent

WHEN (Detail): four score and seven years ago



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Strategies Example –Students learn to use cognate

knowledge to increase comprehension.

4. Instruction equips students with

strategies to foster autonomy.

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Now we are engaged in a great civil war, testing whether that nation, or

any nation so conceived and so dedicated, can long endure. We are met

on a great battlefield of that war. We have come to dedicate a portion of

that field, as a final resting place for those who here gave their lives that

that nation might live. It is altogether fitting and proper that we should do

this.

English Word English Meaning Spanish Word

having to do with the

activities of citizens

to form an idea or bring

something to life

a part of a whole

to be at the end of

something; the last

civil civil

conceived concebido

portion

final final

porción

4. Instruction equips students with

strategies to foster autonomy.

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Students have access to background information in their

first language.

El Discurso de Gettysburg es un discurso pronunciado por el Presidente Abraham Lincoln y es uno de los más conocidos en la historia de los Estados Unidos. Fue pronunciado durante la Guerra Civil Norteamericana, en la tarde del jueves 19 de noviembre de 1863. Lincoln pronunció su discurso en el conmemorativo Cementerio Nacional de los Soldados en Gettysburg, Pennsylvania, en honor a los hombres que murieron durante la Batalla de Gettysburg.

5. Instruction leverages first language

knowledge and skills.

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Students read the Gettysburg Address with a partner in

English or in Spanish. After reading, they note one thing

they learned and one thing they would like to understand

better.

(1) Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

(1) Hace ochenta y siete años, nuestros padres crearon en este continente una nueva nación, concebida bajo el signo de la libertad y consagrada al principio de que todos los hombres son iguales.



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Students receive direct instruction in key/high frequency

vocabulary that includes definitions in their first language.



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6. Instruction considers prior


• ELLs have varied levels of first and second language

proficiency and content area knowledge.

• It is crucial to ensure that ELLs acquire skills and

knowledge that are precursor to those at grade-level.

• Process:

Vertically align skills and knowledge for each standard

to determine the precursor skills and knowledge that

need development.

Assess ELLs’ precursor knowledge and skills.

Develop these skills and knowledge with the goal of

moving towards grade level standards.

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6. Instruction considers prior knowledge

and skills. CCSS Reading Standards, Grades 2-7: Determine central ideas or

themes of a text and analyze their development; summarize the key supporting details

and ideas.

• RI 2.1.2 Identify the main topic of a multiparagraph text as well as the

focus of specific paragraphs within the text.

• RI 3.1.2 Determine the main idea of a text; recount the key details

and explain how they support the main idea.

• RI 4.1.2 Determine the main idea of a text and explain how it is

supported by key details; summarize the text.

• RI 5.1.2 Determine two or more main ideas of a text and explain how

they are supported by key details; summarize the text.

• RI 6.1.2 Determine a central idea of a text and how it is conveyed

through particular details; provide a summary of the text distinct from

personal opinions or judgments.

• RI 7.1.2 Determine two or more central ideas in a text and analyze

their development over the course of the text; provide an objective

summary of the text.

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7. Diagnostic tools and assessment

practices are employed.

• Assess student’s first and second language

knowledge and skills and monitor progress.

Assess in L1 for students with L1 education.

• Use similar scaffolds during instruction and

assessment.

• Ensure students understand task demands of a

particular question and vocabulary associated

with the task demands.

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Word Bank

produced conceived Declaration of Independence

eighty-seven equal United States

liberty idea dedicated

_______________years before the Gettysburg address, the

__________________________________ was signed. The signing

________________a new nation called the __________________. The

nation was ______________ in ______________or created without

force. The nation was _______________to the ______________ that

all men are created ______________.



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Question Standard Additional Support for

ELLs

Why did Lincoln deliver the

Gettysburg Address?

RI.8.6 Determine

the author’s

purpose.

In the first paragraph, Lincoln

states that the new nation was

“conceived in liberty.” The phrase

“conceived in liberty” can mean

two things in this speech. What

does it mean?

RL.8.4 Determine

the meaning of

words and

phrases as they

are used in a text

3. In the third paragraph, Lincoln

says, “we can not dedicate –we

can not consecrate –we can not

hallow –this ground.” What

reason does Lincoln give for why

they can’t do these things?

RI.8.1 Support

an analysis of

what the text

says

• how to respond when

the question word is

“why”

• providing a complete

answer to a two-part

question.

• vocabulary: states,

paragraph phrase

• how to respond when

the question word is

“what reason”

• vocabulary: reason



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References

August, D., & Shanahan, T. (Eds.) (2006). Developing literacy in second

language learners: Report of the National Literacy Panel on Language

Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum

Associates.

August, D., & Shanahan, T. (2010). Effective literacy instruction for English

learners. In Improving education for English learners: Research-based

approaches. Sacramento, CA: California Department of Education.

Baer & Schmitz, (2001)

Bialystock, (2001)

Fisher, D., Frey, N., & Lapp, D. (2012). Text complexity: Raising rigor in

reading. Newark, DE: International Reading Association.

Gibbons, P. (2003). Meeting language learning: Teacher interactions with

ESL students in a content-based classroom. TESOL Quarterly, 37(2),

247-273.

Vom Dorp, (2001)

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Diane August

E-Mail: [email protected]

ELL Center: [email protected]

1000 Thomas Jefferson Street NW

Washington, DC 20007

General Information: 202-403-5000

TTY: 887-334-3499

Website: www.air.org

mailto:[email protected]

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