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Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
Action Research
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Action Research

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  • 1. Improving Reading Skills for English Language Learners Sandra Thompson Gassner NJ EXCEL: July 2010 – Model 1 – Central May 26, 2011
  • 2. What do you think? <ul><li>Language is not merely a means of communication. </li></ul><ul><li>Language, thinking and learning are inextricably linked. </li></ul><ul><li>When children are forced to study though a language they cannot fully understand in the early primary grades, they face a serious learning disadvantage that can stunt their cognitive development and adversely affect their self-esteem and self-confidence for life. </li></ul><ul><li>This is further exacerbated when the children&apos;s culture, along with their language, is completely excluded from the classroom. </li></ul><ul><li>                                    -Dhir Jhingran, 2009, p. 263. </li></ul>The &amp;quot;Today Show&amp;quot; Hosts Discussion on Bilingual Education
  • 3. Did you know? <ul><li>November 2002 election </li></ul><ul><li>MA, CO voted to limit the use of bilingual education, where non-English-speaking students learn subjects in their native languages (usually Spanish) while learning English in separate classes. </li></ul><ul><li>As it turned out, voters split on the issue — voters in the Bay State by about a 2-1 margin approved the measure, which is designed to put most non-English-speaking students in English-only classes. Colorado voters, however, rejected a similar proposal. </li></ul><ul><li>In their decision, Massachusetts voters followed the lead of voters in California and Arizona, where similar measures were approved in 1998 and 2000, respectively. </li></ul>
  • 4. Project Context <ul><li>Freehold Township School District </li></ul><ul><ul><li>PreK-8 suburban district located in Western Monmouth County. </li></ul></ul><ul><ul><li>4300 students in its preschool, five elementary schools, and two middle schools. </li></ul></ul><ul><ul><li>Socioeconomic status, based on the state’s DFG classification system, is GH. </li></ul></ul>
  • 5. Project Context <ul><li>The Laura Donovan School is one of the five elementary schools </li></ul><ul><ul><li>Population: 506 students in kindergarten through grade five. </li></ul></ul><ul><ul><li>4. 5% of these students have been identified as LEP, Limited English Proficient </li></ul></ul><ul><ul><li>Number of identified LEP students increases by 5% each year </li></ul></ul>
  • 6. Project Context <ul><li>Increase student achievement for English Language Learners (ELL) by supporting curriculum initiatives in its adoption of the Reading Street program </li></ul><ul><ul><ul><li>Balanced approach to literacy in grades 1-5, supplemented by numerous leveled books in our classrooms and bookrooms </li></ul></ul></ul><ul><li>Provided professional development to support instruction of the ELL </li></ul>
  • 7. Problem Statement: <ul><li>The United States becomes more ethnically and linguistically diverse every year. </li></ul><ul><li>More than 90% of new residents come from non-English-speaking countries. </li></ul><ul><li>Teachers must meet the needs of ELLs using best practices language arts literacy instruction </li></ul><ul><li>This action research examines the benefits of </li></ul><ul><ul><li>the Reading Street program for developing reading fluency in first grade ELLs. </li></ul></ul><ul><ul><li>Professional development provided to support its implementation </li></ul></ul>
  • 8. Purpose of Action Research <ul><li>Address the diverse needs of all learners </li></ul><ul><li>Implement research-based instruction in the area of language arts literacy for ELL students </li></ul><ul><li>Examine the impact of the Pearson’s Reading Street program </li></ul><ul><li>Examine the impact of professional development provided to support its implementation. </li></ul>
  • 9. Research Questions <ul><li>Will significant change in instructional practices, i.e. the implementation of the Reading Street program, improve the educational outcomes of ELLs as measured by Fountas &amp; Pinnell Benchmark Assessment System? </li></ul><ul><li>Will teacher confidence in their ability to deliver reading instruction to English Language Learners improve with focused, sustained professional development in the Sheltered Instruction Observation Protocol (SIOP)? </li></ul>
  • 10. Research Questions <ul><li>Will a teacher’s ability to deliver reading instruction to English Language Learners improve with focused, sustained professional development as measured by the Sheltered Instruction Observation Protocol (SIOP)? </li></ul><ul><li>Will the supervisor’s ability to measure the effectiveness of instruction for English Language Learners improve with focused, sustained professional development in the Sheltered Instruction Observation Protocol (SIOP)? </li></ul>
  • 11. Project Design: <ul><li>September </li></ul><ul><ul><li>ELLs identified and reading level assessed using F&amp;P </li></ul></ul><ul><ul><li>Reading Street program begins in regular classrooms </li></ul></ul><ul><li>October* </li></ul><ul><ul><li>Select grade level and class for project focus </li></ul></ul><ul><ul><ul><li>Review and record beginning of year student data </li></ul></ul></ul><ul><ul><li>Survey teachers </li></ul></ul><ul><li>October </li></ul><ul><ul><li>Five teachers begin SIOP training </li></ul></ul><ul><ul><ul><li>One ESL teacher </li></ul></ul></ul><ul><ul><ul><li>Four content area teachers </li></ul></ul></ul><ul><ul><ul><li>Training Dates </li></ul></ul></ul><ul><ul><ul><ul><li>October, 18, October 19, October 25, October 26, </li></ul></ul></ul></ul>
  • 12. Data Rate confidence in your ability to deliver differentiated instruction which meets the needs of the ELL
  • 13. Data Rate confidence in your ability to deliver instruction which meets the needs of the ELL
  • 14. Action Plan <ul><li>November </li></ul><ul><ul><li>Classroom teachers </li></ul></ul><ul><ul><ul><li>Turnkey information to team members during ATM </li></ul></ul></ul><ul><ul><ul><li>Implement strategies from training </li></ul></ul></ul><ul><ul><li>ESL teachers provide support to classroom teachers with WIDA (World-Class Instructional Design) Can Do! </li></ul></ul><ul><li>December </li></ul><ul><ul><li>Teachers attend 4th SIOP training, on the 17th </li></ul></ul>
  • 15. &nbsp;
  • 16. Action Plan <ul><li>February - April </li></ul><ul><ul><li>Professional Development </li></ul></ul><ul><ul><ul><li>Differentiation Instruction </li></ul></ul></ul><ul><ul><ul><ul><li>Faculty Meetings </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Follow-up during ATMs </li></ul></ul></ul></ul><ul><ul><ul><li>SIOP Model </li></ul></ul></ul><ul><ul><ul><ul><li>Final meeting on April 15 th </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Turnkey information at ATMs </li></ul></ul></ul></ul>What is SIOP? A means of making grade level academic content more accessible for the ELL
  • 17. Analyze &amp; Interpret Data <ul><li>January – April </li></ul><ul><ul><li>Students </li></ul></ul><ul><ul><ul><li>Informal observations </li></ul></ul></ul><ul><ul><ul><li>Formal assessment </li></ul></ul></ul><ul><ul><li>Teachers </li></ul></ul><ul><ul><ul><li>Informal observations – Walkthroughs </li></ul></ul></ul><ul><ul><ul><li>Formal evaluation </li></ul></ul></ul><ul><ul><ul><li>Survey </li></ul></ul></ul>
  • 18. Data
  • 19. Data
  • 20. Data Name Access for ELLs F&amp;P Level F&amp;P Level W-APT   Kindergarten September Mar/April May Victoria 1.9 A B 2.7 Daniela 0 A B 2.3 Kenia 1.9 A E 3.8 John 1.8 A K 3 Jesus 1.9 A K 3.8 *proficiency level for Access and W-APT
  • 21. Data <ul><li>Formal Observations </li></ul><ul><ul><li>“ The learning and language objectives were clearly stated as well as posted on the front board.” </li></ul></ul><ul><ul><li>“ Key vocabulary (nest, net, twig) was posted clearly with large print on the board, along with a prop and label as well. For example, a large twig was mounted with the definition label attached. Using these support strategies are exceptionally beneficial to not only the English Language Learning students, but to all students “ </li></ul></ul>
  • 22. Findings <ul><li>Improvement in reading was shown by all students as assessed by the Fountas &amp; Pinnell Benchmark Assessment System and W-APT (WIDA ACCESS Placement Test) (ACCESS Assessing Comprehension and Communication in English State-to-State for English Language Learners) </li></ul><ul><li>All teachers reported increased confidence in their ability to deliver instruction using both SIOP and DI </li></ul><ul><li>Supervisor reported increased ability to measure instructional effectiveness using the SIOP Model </li></ul>
  • 23. Recommendations <ul><li>Sustained, embedded professional development will be provided during the 2011-12 school year for all content area teachers based on the results of this research project </li></ul><ul><li>Delivery of reading instruction using the Reading Street program will be further refined to include more vocabulary to scaffold learning for the ELL. </li></ul>
  • 24. PROFESSIONAL GROWTH <ul><li>COMMUNITY LEADERSHIP </li></ul><ul><li>Leading Within the Context of Public Education </li></ul><ul><li>The School Leader Candidate promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. </li></ul><ul><li>INSTRUCTIONAL LEADERSHIP </li></ul><ul><li>Sustaining an Inclusive Culture for Learning </li></ul><ul><li>The School Leader Candidate promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional programs conducive to student learning and staff professional growth. </li></ul><ul><li>ORGANIZATIONAL LEADERSHIP </li></ul><ul><li>A Vision for Leading and Learning </li></ul><ul><li>The School Leader Candidate promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. </li></ul>
  • 25. References <ul><li>Elley, Warwick B. Raising Literacy Levels in Third World Countries: a Method That Works . Culver City, CA: Language Education Associates, 1998. Print. </li></ul><ul><li>Freeman, David E., and Yvonne S. Freeman. Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar . Portsmouth, NH: Heinemann, 2004. Print. </li></ul><ul><li>Hamayan, Else V., and Rebecca D. Freeman. English Language Learners at School: a Guide for Administrators . Philadelphia, PA: Caslon Pub., 2006. Print. </li></ul>
  • 26. References <ul><li>Celic, Christina M. English Language Learners Day by Day, K-6: a Complete Guide to Literacy, Content-area, and Language Instruction . Portsmouth, NH: Heinemann, 2009. Print. </li></ul><ul><li>Cloud, Nancy, Fred Genesee, and Else V. Hamayan. Literacy Instruction for English Language Learners: a Teacher&apos;s Guide to Research-based Practices . Portsmouth, NH: Heinemann, 2009. Print. </li></ul><ul><li>Echevarria, Jana, MaryEllen Vogt, and Deborah Short. Making Content Comprehensible for English Language Learners: the SIOP Model . Boston, MA: Allyn and Bacon, 2000. Print. </li></ul>
  • 27. References <ul><li>Haynes, Judie, and Debbie Zacarian. Teaching English Language Learners across the Content Areas . Alexandria, VA: ASCD, 2010. Print. </li></ul><ul><li>Haynes, Judie. Getting Started with English Language Learners: How Educators Can Meet the Challenge . Alexandria, VA: Association for Supervision and Curriculum Development, 2007. Print. </li></ul><ul><li>Hill, Jane, and Kathleen Flynn. Classroom Instruction That Works with English Language Learners . Alexandria, Virg.: Association for Supervision and Curriculum Development, 2006. Print. </li></ul>

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