Academic Vocabulary and Reading Online for ELLs
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proudly presents… Online Academic Vocabulary and Reading for ELLs December 11, 2008 SBETAC / NYUSteinhardt
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http://www.learningtoday.com
Transcript of Academic Vocabulary and Reading Online for ELLs
proudly presents…
Online Academic Vocabulary and Reading for ELLs
December 11, 2008SBETAC / NYUSteinhardt
Thank You!• Irene C. Pompetti-Szul, Ph.D., Resource & Training Specialist• NYS Spanish BETAC• New York University / Steinhardt School of Education• Santillana USA• SBETAC Members
Seminar EtiquettePlease “silence” or put your
cell phone on “vibrate”.
Today’s Agenda
IntroductionsRobin R. Baker, Executive Vice President / Co-Founder, Learning Today. Robin has worked with hundreds of Schools, CBOs and NPOs, Education and Technical Specialists, and Publishers in South Florida and across the country. Robin specializes in the alignment of the program to state and local standards, assessments, and needs as related to “Struggling Learners”.
Susan [email protected] 201-707-0541Manhattan, Bronx, West Chester Co., Putnam Co. Maria [email protected] 718-809-9326Queens, Brooklyn, Staten Island, Long Island Ada [email protected] 732-613-7455Upstate New York
Arturo CastillonRegional Sales ManagerSANTILLANA USAOffice: 610-6965626Fax: 610-6965627Cell: 484-9474914Email: [email protected]: www.santillanausa.com
The Relationship
Designer, Developer, and Customer Support Provider of Smart Tutor/Spotlight Online.
Distributor of Spotlight on English, & Spotlight Online.
Today’s Agenda
ELLs are a homogenous group! Schools across the country offer a range of interventions!
Agree!!! Bilingual classes, sheltered programs, ESL pullout instruction, RTI, etc.!
Agree or Disagree
Disagree!!! Most have Spanish as their first language, but the rest speak any of 40 other languages (NCELA 2007).1
Disagree!!! Most ELL students were born in the United States, but close to half of ELLs in grades six through twelve are foreign born (Capps et al, 2005). 1
All ELLs are foreign born!Agree!!! By 2015, it is projected that 30% of the school-agedpopulation in the U.S. will be ELLs. ELLs represent one of the fastest-growing groups among the school-aged population. Estimates place the ELL population at over 9.9 million students, with roughly 5.5 million students classified as LEP. In the last two decades, the population of ELLs has grown 169% while the general school population has grown only 12%.2
ELL Populations are Growing
I. Research: Teaching “Academic” Vocabulary & Reading to ELLs… Online
Why is it important to do so?
•Research has concluded that an enriched vocabulary development program can substantially close the gap between native and non-native speakers in vocabulary knowledge and reading comprehension.3
•Vocabulary is an essential tool for learning. It has long been recognized as a crucial factor in reading comprehension (Anderson & Freebody, 1981; Snow, Burns, & Griffin, 1998). More than that, the vocabulary of any domain is itself a crucial part of the content that is to be learned.4
•The importance of academic vocabulary is growing in the wake of new research showing that the ability to use the particular language of any discipline is a strong predictor of how well students will learn in school. Students who have "advantaged" academic vocabulary generally do better in school. Students with "disadvantaged" academic vocabulary generally struggle.5
1. There is a need for direct instruction of vocabulary items required for a specific text.
2. Repetition and multiple exposure to vocabulary items are important. Students should be given items that will be likely to appear in many contexts.
3. Learning in rich contexts is valuable for vocabulary learning. Vocabulary words should be those that the learner will find useful in many contexts. When vocabulary items are derived from content learning materials, the learner will be better equipped to deal with specific reading matter in content areas.
4. Vocabulary tasks should be restructured as necessary. It is important to be certain that students fully understand what is asked of them in the context of reading, rather than focusing only on the words to be learned. Restructuring seems to be most effective for low-achieving or at-risk students
5. Vocabulary learning is effective when it entails active engagement in learning tasks.
6. Computer technology can be used effectively to help teach vocabulary.
7. Vocabulary can be acquired through incidental learning. Much of a student’s vocabulary will have to be learned in the course of doing things other than explicit vocabulary learning. Repetition, richness of context, and motivation may also add to the efficacy of incidental learning of vocabulary.
8. Dependence on a single vocabulary instruction method will not result in optimal learning. A variety of methods was used effectively with emphasis on multimedia aspects of learning, richness of context in which words are to be learned, and the number of exposures to words that learners receive.
What the National Reading Panel Says About the Role of Vocabulary in Reading Instruction 6
Correlates directly to
Spotlight on English!
A. Use Frequency Lists
(Nation, Waring) (Liu, Nation, 1985) 1. High frequency words 2. General academic words 3. Technical or specialized words
(Beck, 2002) Both usefulness and frequencyThree tiers of vocabulary:
1. Tier 1: basic, short-easy words (see, water, up, how)2. Tier II: words that are critical to comprehension (every, while, although,
never, reduce, expand, define, boldly, timidly )3. Tier III: subject-matter-specific words (environment, trait)
I. Research: Teaching “Academic” Vocabulary & Reading to ELLs… OnlineHow? Correlates
directly to Spotlight on
English!
B. Teach Vocabulary Explicitly
Kate Kinsella (2005) Vocabulary is the single, strongest predictor of academic success for second language students.
• The core of the achievement gap is a profound verbal gap, and to narrow that gap we have to focus on teaching high-use academic words.
• Recommends direct vocabulary instruction for all struggling readers, including ELL’s. • Explicit steps for instruction include: pronounce, explain, give examples, elaborate,
review/assess student learning. • To engage learners, use activities with constant evidence-checks –i.e., written
production (word charts, sentence starters), oral sharing, gestures, partnering. Academic English must be explicitly taught.
http://www.calstat.org/learningCenter/pdfs/narrowing languageGap.pdf
I. Research: Teaching “Academic” Vocabulary & Reading to ELLs… OnlineHow? Correlates
directly to Spotlight on
English!
Tutorial ComponentTutorial/Practice
Component
C. Use Repetition and Multiple Exposures
Lively, August, Snow (2000): Research StudyNIH /USDE vocabulary intervention research conducted with Spanish-speakers and native English speakers in fourth and fifth grades showed improved performance in three areas:
1. Knowledge of words taught 2. Knowledge about word analysis, and 3. Comprehension of texts including challenging words
• The program included 12 new words/week --- taken from short reading selections -- that students were likely to encounter across different domains (advice, solution, annoyed…)
• Word activities were designed to help children make semantic links, infer meaning from context and use word analysis --roots, affixes, cognates and morphological relationships.
I. Research: Teaching “Academic” Vocabulary & Reading to ELLs… OnlineHow? Correlates
directly to Spotlight on
English!
Practice Component Practice Component
D. Use Rich Oral Language and Extensive Reading for Incidental Learning
Weizman and Snow (2001) Early oral language experience correlates directly with later reading success.
“A Focus on Vocabulary” www.prel.org
August and Shanahan (2006)The research suggests that the disparity between word-level skills (decoding, word recognition, spelling) and text level skills (reading comprehension and writing) among language minority students is oral English proficiency.
Developing Literacy in Second Language Learners; Report of the National Literacy Panel on Language Minority Children and Youth: 2006
I. Research: Teaching “Academic” Vocabulary & Reading to ELLs… Online
How? Correlates directly to
Spotlight on English!
Practice ComponentTutorial Component
The New York State ESL learning standards arearranged in five major goal areas:
1. English for information and understanding2. English for literary response, enjoyment, and expression3. English for critical analysis and evaluation4. English for social and classroom interaction5. English for cross-cultural knowledge and understanding
II. Alignment with Key Accountability Requirements – NYS Learning Standards
1 2 3
II. Alignment with Key Accountability Requirements – NYS Learning Standards
Rodriguez, Maria
NYS ESL Learning Standards are tracked for every Lesson Completed in Spotlight Online.
Spotlight on English also correlates
directly to NYS ESL Learning Standards
II. Alignment with Key Accountability Requirements – NYSESLAT
Reading & Listening Decoding
• Phonemic Awareness K-3; 36 Lessons• Phonics K-4; 49 Lessons
Vocabulary K-5; 112 Lessons High Frequency Words K-3; 46 Lessons Reading Comprehension K-5; 106 Lessons Grammar 1-5; 25 Lessons
K-5; 374 Lessons!
Which subtest scores can Spotlight Online help improve?
The NYSESLAT is an annual assessment to measure the progress of students attaining English proficiency. The NYSESLAT can also be used as an indicator of program efficacy to determine whether LEP/ELL students are receiving the necessary instruction to meet challenging state standards.
http://www.emsc.nysed.gov/osa/nyseslat/dfa06/2-12-lrw.pdf
May 4th – 15th
2008
Which Grade Bands canSpotlight Online helpImprove?
• K-1• 2-4• 5-6
II. Alignment with Key Accountability Requirements – RTI
What is Response to Intervention (RtI)?7
Response to intervention (RTI) is the degree to which a student who has been identified as at-risk for academic or behavior problems by screening measures has benefited from intervention designed to reduce risk.
• Determining RTI requires:• Assessing students to determine risk• Providing intervention• On-going progress monitoring to ascertain response
Where and when did RTI originate ?
Visit:
http://www.ncld.org/content/view/1249/389/
…for the history and overview! RtI is the practice of: 8
1)Providing high-quality instruction/intervention matched to student needs, and 2)Using learning rate over time and level of performance to3)Make important educational decisions
Santillana USA’sSpotlight Online
II. Alignment with Key Accountability Requirements – RTI
Scientifically-researched, Standards-based, Explicit/Direct Instruction,Formative/Prescriptive
Learning Management System’s Reporting Program available 24/7 to determine changes needed in prescription; alerts teachers to intervene at any time.
Intervention Report, Cumulative Performance Report, Progress Report, deliver important information for data-driven decision making.
II. Alignment with Key Accountability Requirements – RTI
TIER 3 : Intensive Level
Interventions provided to students with intensive needs based on comprehensive evaluation. Represents systematic, intense instruction within or outside of the classroom.
TIER 2 : Targeted Level
Interventions provided to students identified as at-risk or who require specific supports to make adequate progress in general education. Represents classroom modifications and accommodations, usually presented by the classroom teacher.
TIER 1 : Universal /General Level
Provided to ALL students: research-based, high quality, general education incorporating on-going universal screening, progress monitoring, and prescriptive assessment to design instruction.
Tiers of Instruction & Intervention
RTI – Response to Intervention
Automated Prescriptive Instruction
Teacher Assignment by Group or Student Level
2
3
1
Spotlight on Englishand Spotlight Onlineprovide targeted and intensiveintervention.
III. Spotlight Online Overview
• Web-based
• K-5
• Reading & Math
• Comprehensive Formative AssessmentAutomatically assesses students and aligns them to self-paced instruction at a sub-skill / sub-grade level
• Prescriptive / Explicit / Differentiated Instruction
• Teacher & Administrator Friendly LMS (reports!)
• School and Home Access
• For a thorough Demo, go to: http://www.santillanausa.com/spotlightonlinedemo/
“The program meets the student's individual needs because it works at each student's instructional level.”
ELL Teacher, Miami-Dade
“It offers differentiated instruction and my students feel successful working with the program. It's like having an individual tutor!”
ELL Teacher, Miami-Dade
Individualized Reading & Math Program for Every Student!
Phonics Over 200 Activities
Phonemic Awareness Over 180 Activities
Sight Words Over 135 Activities
Vocabulary Over 440 Activities
Reading Comprehension Over 140 Activities
III. Spotlight Online Overview
System Overview > Curriculum > Reading
Reading Instruction
Number sense, Operations, Computations, and Estimations
Over 800 Activities
Measurement –Customary & Metric
Over 210 Activities
GeometryOver 70 Activities
Geometry
System Overview > Curriculum > Math
III. Spotlight Online Overview
Math Instruction
III. Spotlight Online Overview
III. Spotlight Online Overview
Atlas – Computer Adaptive Placement Assessment
1.Determines Students’ Ability Levels in Reading & Math2.Computer Adaptive; Item by Item Basis (much faster than a fixed-link test)3.Automatically Positions Each Student into their Differentiated Instruction
•Phonics•Phonemic Awareness•Sight Words / High Frequency Words•Vocabulary•Reading Comprehension
•Number & Operations•Measurement•Geometry
Individualizes each student’s learning pace & path
Each student’s assessment results are used to automatically set up the differentiated instruction…
III. Spotlight Online Overview
Atlas – Computer Adaptive Placement Assessment
Grade Level Ranges:
Just like NYSESLAT (pg 4)
Atlas has Raw Scores and Scale Score Conversion Charts.
• Based on thousands of students’ raw scores
• Analyzed by Psychometrician and author, Rick Brown, P.H.D. (Quantitative Research Methodology, UCLA.)
III. Spotlight Online Overview
Atlas – Computer Adaptive Placement Assessment
III. Spotlight Online Overview
Proven Results
Proven to Raise Student Performance in just 60 minutes/Week
Suggested Prescription:
Adequate Gains (Up to 1 Grade Level)
– 30 minutes/2 times/Week
Excellent Gains (1 or more Grade Levels)
– 30 minutes/3 times/week
Results in Improved Academic Performance for All Students, Especially “At Risk” and Kids who are Struggling.
“Two of my ESOL level 2 students made it into the gifted program. They are hooked!”
- ELL Specialist, South Florida
Broward Summer Reading Camp (attached)
Highland (attached)
CLRN: http://www.clrn.org/search/printelr.cfm?elrid=5275 –9 pages
FCRR: http://www.fcrr.org/FCRRReports/PDF/SmartTutorReading.pdf - 4 pages
SREB: http://www.evalutech.sreb.org/search/reviewdetail.asp?Code=13886 – 1 page
Smart Tutor – Results & ResearchIII. Spotlight Online Overview
Proven Results & Research
http://www.learningtoday.com/corporate/research.asp
Establishes differentiated instruction automatically
Enables students to perform better on high stakes tests
Improves the level of students performing below grade level
Meets required state/national standards in reading and math
Satisfies accountability requirements
Extends learning beyond school hours
Requires little to no extra work for teachers
III. Spotlight Online Overview
Program Benefits
III. Spotlight Online Overview
Notable Accomplishments!
• Winner of the 2008 BESSIE (Best Educational Software) Award!
• Contracted by NCTM to develop their newest Math Applets!
• Reviewed by FCRR : You can read the review at: http://www.fcrr.org/FCRRReports/PDF/SmartTutorReading.pdf
• Here’s what SREB says:
“The majority of my students demonstrated significant increases in their reading skills.”
ELL Teacher, Miami-Dade
“My students who use this program have improved the most. They love the program!”
ELL Teacher (30 years)
2:00 - 2:30: Break! Please be brief.
Break Time!!!
Parent Application
Hands-on!!!
4 Very User-Friendly Applications
Student Application Classroom Management Application
Administrator Application
1 2
34
Hands-on!!!
I. Student Logon
READYGo www.SpotlightOnEnglish.com
LOG ONEnter Log In Information
CLICKInstruction ICON
Easy as 1...2…3…for Students
1
2
3
Smart Tutor vs. Teacher Assignment
•The Smart Tutor ICON is automatically created once a student completes his/her Placement Assessment.
•Students simply click on ICON to begin prescribed instruction.
•The Teacher Assignment ICON is created ONLY if a teacher manually assigns work to her students.
•Students simply click on ICON to begin lessons assigned by teacher.
I. Student Logon
Tutorial / Instruction Practice Exercise Graded Activities
All Lessons Provide:
Explicit Instruction
Alignment with State Educational Standards
Engaging & Interactive Activities
Immediate Corrective Feedback – kids do not “fail” (visibly)
Randomized (fresh) Exercises
Our Instructional
Model
I. Student Logon
Differentiated /Explicit Instruction
Seamless Student Interface
Vocabulary Reading Comprehension
Tutorial Practice Mastery Test Tutorial Mastery Test
Students have a seamless interfacebetween lesson components
Lessons can have 2 – 6 lesson components depending on complexity of concept and state standard requirements
I. Student Logon
Our Instructional
Model
Formative Assessment / Differentiated Instruction
I. Student Logon
Our Instructional
Model
Improves Academic
Performance for All Students, especially “At
Risk”
Identifies Strengths and Weaknesses
Provides Individualized
Learning Program
1 2 3
Student Logon Codes
WANTED: Team Leaders ….the first person in each group! Logon
Codes:
School Code:SUSA
User Names, Passwords:
1,12,23,34,4…
40,40
www.SpotlightonEnglish.com
I. Student Logon
Logon Codes:
School Code:SUSA
User Names, Passwords:
1,12,23,34,4…
40,40
Student Logon Codes
I. Student Logon
Student Logon CodesSpend5-10
MinutesHere!
I. Student Logon
Logon Codes:
School Code:SUSA
User Names, Passwords:
1,12,23,34,4…
40,40
Keep your Class Roster up-to-date
View and Print Reports
Review (and Assign) Lessons for Students
II. Teacher Logon
Classroom Management Application
1 2 3
II. Teacher Logon
Logon Codes:
School Code:SUSA
User Names. Passwords:
T1, T1T2, T2T3, T3T4, T4
…T40, T40
READYGo www.SpotlightOnEnglish.com
LOG ONClick on “Educators” Button
“It’s like having a paraprofessional in my classroom.”
- Soraya B., Bilingual Teacher
II. Teacher Logon
Pass
“It's like another teacher in the classroom working with students one-on-one at their pace.”
- Diane, AdministratorLogon Codes:
School Code:SUSA
User Names. Passwords:
T1, T1T2, T2T3, T3T4, T4
…T40, T40
II. Teacher Logon
Your screen should look like this!
Logon Codes:
School Code:SUSA
User Names. Passwords:
T1, T1T2, T2T3, T3T4, T4
…T40, T40
II. Teacher Logon
Lesson Library - Reading
Steps to PreviewLessons in the Library:
1.Click on “Instruction Tab or Icon”
2.Roll Over “Teacher Assignment”
3.Choose “Classroom”
Logon Codes:
School Code:SUSA
User Names. Passwords:
T1, T1T2, T2T3, T3T4, T4
…T40, T40
II. Teacher Logon
Lesson Library - Reading
Steps to PreviewLessons in the Library:
1.Stay on the “Lesson Library” (center) tab
2.Select Grade Level “Third”
3.Select Subject “Language Arts”
4.Click “Find”
Logon Codes:
School Code:SUSA
User Names. Passwords:
T1, T1T2, T2T3, T3T4, T4
…T40, T40
II. Teacher Logon
Lesson Library - ReadingSteps to PreviewLessons in the Library:
1.Scroll down the list of lessons
2.Click on “Reading Comprehension” / Sequencing
3.A Dialogue Box will appear / Click on “Reading Comprehension – Level 3 – Vol 1 - Sequencing”
4.A Dialogue Box will appear / Click on the small dark arrow on the 2nd row down to preview the “Graded Activity”
Logon Codes:
School Code:SUSA
User Names. Passwords:
T1, T1T2, T2T3, T3T4, T4
…T40, T40
Lesson Library - Reading
Steps to PreviewLessons in the Library:
1.Watch/Interact with the “Graded Activity”
2.When finished…Click X to go back to view other components of this lesson
3.See if you can find these lessons!
• Grade 5 / Vocab / Synonyms & Antonyms
• Grade K / Phonemic Awareness / Segmentation
• Grade 2 / Phonics / Tricky Word Strategy
II. Teacher Logon
Logon Codes:
School Code:SUSA
User Names. Passwords:
T1, T1T2, T2T3, T3T4, T4
…T40, T40
Lesson Library - Math
Steps to PreviewLessons in the Library:
1.See if you can find these lessons!
• Grade 4 / Problem Solving
• Grade K / Geometry / Spatial Relationships
• Grade 2 / Multiplication
II. Teacher Logon
We will preview Math lessons… if time allows!
Logon Codes:
School Code:SUSA
User Names. Passwords:
T1, T1T2, T2T3, T3T4, T4
…T40, T40
Reporting – Learning Management System (LMS)
II. Teacher Logon
Steps to Review the Assessment Reports:
1.Click on the “Home” button
2.Click on the “Reports” tab / Assessment Reports / Reading
3.Click on “Student Overview Report” to view an Individual Report
4.You can select any or “all” students and any date range / Click “OK”
Logon Codes:
School Code:SUSA
User Names. Passwords:
T1, T1T2, T2T3, T3T4, T4
…T40, T40
Reporting – Learning Management System (LMS)
II. Teacher Logon
Sample Assessment Reports:
We will review “Sample Assessment Reports”
1.Individual
2.Classroom• Scores• Comparison
Logon Codes:
School Code:SUSA
User Names. Passwords:
T1, T1T2, T2T3, T3T4, T4
…T40, T40
Reporting – Learning Management System (LMS)
II. Teacher Logon
Steps to Review the Instruction Reports:
1.Click on the “Reports” tab / Instruction Reports
2.You will see options for • Students• Period• Reports
Logon Codes:
School Code:SUSA
User Names. Passwords:
T1, T1T2, T2T3, T3T4, T4
…T40, T40
Sample Instruction Reports:
We will review “Sample Instruction Reports”
1.Time on Task
2.Standards Mastered
3.Intervention
4.Cumulative Performance
5.Progress
Reporting – Learning Management System (LMS)
II. Teacher Logon
Logon Codes:
School Code:SUSA
User Names. Passwords:
T1, T1T2, T2T3, T3T4, T4
…T40, T40
Sample Instruction Reports:
We will review “Sample Instruction Reports”
1.Progress
Reporting – Learning Management System (LMS)
II. Teacher Logon
Logon Codes:
School Code:SUSA
User Names. Passwords:
T1, T1T2, T2T3, T3T4, T4
…T40, T40
II. How to Order Spotlight Online
2 ways to order:
1)“P” Card (principal’s card)
2)SIFF – Use up to $2,499.00.
• No P.O.• SUSA will invoice
the school.
Example:$2,499.00 150.00 (PD)--------------------$2,349.99÷ 35.00 (Reading)----------------------67 Licenses
No FAMIS
Needed!
Raffle Time!
3:15 – 3:30: Questions / Contacts
III. Q & A
www.LearningToday.com/SUSA• This Presentation• Contact Information• Other Information (research, pricing, etc.!)
Susan [email protected] 201-707-0541Manhattan, Bronx, West Chester Co., Putnam Co. Maria [email protected] 718-809-9326Queens, Brooklyn, Staten Island, Long Island Ada [email protected] 732-613-7455Upstate New York
Arturo CastillonRegional Sales ManagerSANTILLANA USAOffice: 610-6965626Fax: 610-6965627Cell: 484-9474914Email: [email protected]: www.santillanausa.com
1. Preparing English language learners for academic success, The Center for Public Education, http://www.centerforpubliceducation.org/site/c.kjJXJ5MPIwE/b.3531983/k.A79C/Preparing_English_language_learners_for_academic_success.htm
2. Practical Guidelines for the Education of English Language Learners, RESEARCH-BASED RECOMMENDATIONS FOR INSTRUCTION AND ACADEMIC INTERVENTIONS http://www.centeroninstruction.org/files/ELL1-Interventions.pdf
3. Vocabulary Improvement and Reading in English Language Learners: An Intervention Study (McLaughlin, August, Snow, Carlo, Dressler, White, Lively, and Lippman, 2000)4. Promoting Students’ Vocabulary Development: An Overview; Nagy 2005;
http://myhome.spu.edu/wnagy/promoting_students.htm 5. Chicago Teachers Learn to Build Academic Vocabulary; ASCD, 2006;
http://ascd.typepad.com/annualconference/2006/03/chicago_teacher.html 6. Reprinted from National Reading Panel, 2000, p. 4-4 7. Best Practices in Assessment and Intervention for ELL; Vanderwood, University of CA-
Riverside; http://www.slideshare.net/schoolpsychology/using-response-to-intervention-with-english-language-learners
8. Response to Intervention: Policy considerations and implementation (NASDE - National Association of State Directors of Special Education -2005).
Bibliography
