Post on 24-Feb-2016
description
Two-Way Immersion Network
for Catholic SchoolsDay 2
Bilingualism, Language, and Literacy: Issues of development and assessment
Patrick Proctor, Boston College Liz Howard, University of Connecticut
Goals• Make links between first and second language
acquisition• Relate these links to assessment and instruction both
in the classroom and in the context of the broader TWIN-CS mission
• Provide greater detail regarding formative assessments and summative measures and how to use them to drive instruction and understand development
• Provide resources to help with decision making and program implementation
• Develop and implement strategies to identify, grow, and maintain significant funding prospects to support the TWIN program over time
Objectives• Understand basics of first and second language
acquisition, and bilingualism• Make links between first and second language
acquisition, bilingualism and TWIN-CS evaluation goals
• Articulate similarities and differences between formative and summative measures and consider how they can be used to further program goals
• Identify assessment approaches that are sensitive to language of instruction and that leverage bridging to promote expression of knowledge
First and Second Language Acquisition
Literacy Development and Bilingualism
Key Terms• Oral language proficiency
– Phonological processing– Syntax/grammar, vocabulary,
morphology, semantics– Pragmatics
• Orthography = how a language is written down
• Decoding = taking written language and converting it to linguistic form
• Comprehension = Understanding
Monoliterate Developmental Considerations for Literacy
• Watch video:– What elements of emergent literacy are
present in the following clip?
PLEASE SEE VIDEO LINK ON WEBSITE
And then…
[Please see video link on website]
The Code
Monoliterate Developmental Considerations for Early Literacy
• Age 5 – School begins– Foundation of oral language proficiency
alongside concepts of print• Word-level skills instruction (grades K –
2)– Alphabetic principle– Sound symbol relationships– Sight words (e.g. the, of, and, you)– Introduction of simple and decodable texts– Word level skills are rote and finite!!
Orthographic Considerationsin Initial Literacy Instruction
• Native English-speaking children were better at reading and spelling pseudowords (e.g., plyger, norpt) in English than Cantonese children, but there were not differences in reading/spelling real English words (Wang
& Geva, 2003). Why might that be?– Orthography (the way language is written
down) is salient for bilingual learners• Spanish-English share many letters and sounds
in common• Chinese-English share none!
In Summary• Children take their oral language skills and home
literacy exposures to school with them• Reading instruction begins in Kindergarten and starts
with a focus on the code which is the orthography of the language (i.e., how it is written down)– Instruction includes focus on sight words and phonics
for decoding, along with small and independent work for reading and text exposure
• There is potential for cross-linguistic instructional approaches when the two languages are similar, but not when they are completely different
• Strong degrees of influence from a variety of life domains
Language and Comprehension
Language• Recall your work with Liz regarding
language development• In 2-way programs, there are always
second language learners– English language learners– Spanish/Mandarin Language learners
• Language development is crucial for comprehension– Must be fostered from the earliest grades
2 examples of language and conceptual knowledge influencing reading comprehension
The MarlupThe marlup was poving his kump. Parmily a
narg horped some whev in his kump. “Why did
vump horp whev in mh frinkle kump?’ themarlup jufd the narg. “Er’m muvvily
trungy,”the narg grupped.
“Er heshed vump norpled whev in yourtranquil kump.” Do vump pove your
kump frinkle?
Comprehension Questions 1. Who was poving his kump?2. Who jufd the narg?3. How trungy was the narg?4. What kind of kump does the marlup
have?5. How would you feel if a narg
horped in your marlup’s kump? Why?
“Favorable conditions are necessary to do this activity. That is you have to have enough rouche. If there is too much rouche, the object might break. But if conditions are too calm, you will have problems because the rouche makes the object go up. If there are obstacles, a serious problem can result because you cannot control the rouche. Usually, the rouche is most favorable during the spring.”
• Take 1 minute, read the paragraph, and define rouche
Rouche
Background Knowledge Matters
• What strategies did you use to figure out the word’s meaning?
• What do you now know about the word?
• In a study, only 13 percent of participants without any background knowledge deduced a synonym for rouche
• When provided with background knowledge, 78 percent correctly.
Background knowledge is integral to vocabulary knowledge
“Think about the last time you flew a kite. Favorable conditions are necessary to do this activity. That is you have to have enough rouche. If there is too much rouche, the kite might break. But if conditions are too calm, you will have problems because the rouche makes the kite go up. If there are obstacles, a serious problem can result because you cannot control the rouche. Usually, the rouche is most favorable during the spring.”
Putting Them Together
Breakout GroupsTwo groups, two sessions
Session 1: 10:55 – 11:40– Group 1 with Patrick
• Focus on TWIN-CS formative and summative assessments
– Group 2 with Liz • Focus on performance assessments and one of
differentiating instruction and assessment by level of L2
Session 2: 11:45 – 12:30– Group 2 with Patrick– Group 1 with Liz
Formative & Summative Assessments
• Features of formative assessments
• Features of summative assessments
• Formative Assessments– Regularly administered– Targeted to explicit skills/aptitudes– Designed to inform instruction– “Real-time” assessments
• Summative Assessments– Assess how much learning has taken place– Not designed to inform instruction, but
rather to measure student learning and/or development
Formative & Summative Assessments
TWIN-CS Research/PracticeDesign
Summative approach“The Riverside Publishing Company, the assessment division of Houghton Mifflin Harcourt (HMH), is providing each school with a gratis Woodcock-Munoz Language Survey assessment in order to monitor student/program progress. HMH looks forward to assisting all schools with providing high quality print and digital curriculum materials to culturally and linguistically diverse students”
TWIN-CS Research/PracticeDesign
Woodcock-Muñoz Language Survey-RevisedSummative Measures, individually administered, Fall and Spring of each academic year:• Real word reading (decoding)• Expressive vocabulary (oral language -
vocabulary knowledge)• Verbal analogies (oral language verbal
reasoning)• Passage comprehension (reading
comprehension)
Student PerformanceStudent 1
Fall 2009 45 34 49 10 37 20Spring2010 53 41 44 15 41 19Fall 2010 Spring 2011
Student 2Fall 2009 52 33 42 11 36 20Spring2010 54 35 48 10 48 20Fall 2010 59 36 47 9 46 18Spring 2011 61 35 46 14 52 19
Student 3Fall 2009 34 34 40 10 30 16Spring2010 43 37 46 10 36 16Fall 2010 20 38 45 9 38 20Spring 2011 47 36 43 11 38 21
Student 4Fall 2009 35 28 10 3 20 10Spring2010 37 28 19 4 31 11Fall 2010 42 30 9 6 34 13Spring 2011 46 34 16 8 31 16
Student 5Fall 2009 41 32 33 8 28 15Spring2010 44 30 36 8 38 18Fall 2010 28 32 36 9 33 19Spring 2011 43 36 35 10 45 12
Classroom Performance Over Time
Fall 2nd Grade
Spring 2nd
Grade
Fall 3rd Grade
Spring 3rd
Grade
Fall 4th Grade
Spring 4th Grade
Fall 5th Grade
Spring 5th Grade
440
450
460
470
480
490
500
510
Sample
National Norms
Engl
ish R
eadi
ng C
ompr
ehen
sion
Deve
lopm
ent W
-Sco
re
Train the Trainers Model• Year 1
– Fall assessment by TWIN-CS staff– Onsite staff training for administration– Collaborative Spring assessments with
TWIN-CS staff and school personnel• Year 2
– Continued assessment of 1st grade students
– Initial assessment of K students
Formative Approaches• Formative Assessments
– Regularly administered– Targeted to explicit skills/aptitudes– Designed to inform instruction– “Real-time” assessments
Curriculum Based Measurement
• Periodic assessments (weekly, bi-weekly, monthly) administered by teachers designed to monitor literacy development– Kindergarten indicators = letter
naming, letter sounds, word reading, pseudoword reading, word reading in context
– Developmental; moving to read alouds and comprehension assessments as children age
Curriculum Based MeasurementSample Graph
Instructional Outcomes of CBM• Affect grouping configurations• Increase instructional time• Change a teaching technique or way of
presenting the material• Change a grouping arrangement (for
example, individual instruction instead of small-group instruction).
• Post-change assess weekly scores on the graph to determine effectiveness.
Set it up• Go to easycbm.com• Set up a username• Receive a password• Review process for a given grade
level (reading and math)
TWIN-CS Assessment and Evaluation Model: Case study model
School
September/October
School Year (October – April) May/June
SummativeLanguage and Reading
Regular CBM Monitoring at School LevelEarly literacy skills = letter names, letter
sounds, word recognition
Summative Language and Reading