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 2 Overview: Who are ELLs? www.air.org/focus-area/edu 3 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 4 Challenges and Strengths 5 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. . 6 Guiding Principles for ELL Instruction and Assessment 7 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 8 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. 9 Models of Effective Instruction and Assessment 10 1. Instruction is rigorous and grade appropriate: The Gettysburg Address. 11 12 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. 13 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 fort.

1. 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
2
Overview: Who are ELLs?
www.air.org/focus-area/edu

2. 3
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
4
Challenges and Strengths
5
Challenges and Strengths
• Challenges
• The new standards call for
comprehension and use of sophisticated

3. language.
• The new assessments may not
adequately measure knowledge and
skills of ELLs.
•Strengths
• ELLs can draw on their first language skills
and knowledge. .
6
Guiding Principles for ELL
Instruction and Assessment
7
Guiding Principles for Instruction
and Assessment*
1. Instruction for ELLs is standards-aligned,
rigorous and grade-level appropriate.
2. Instruction provides deliberate and appropriate

4. 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
8
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

5. practices are employed to measure students’
content knowledge, academic language
competence, and participation in disciplinary
practices.
9
Models of Effective Instruction and
Assessment
10
1. Instruction is rigorous and grade
appropriate: The Gettysburg Address.
11
12
2. Instruction provides deliberate and
appropriate scaffolds.

6. • 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.
13
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.

7. 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
14
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

8. 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
87
the men who founded the U.S.
Questions for All Students
15
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 _________.

9. 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

10. 16
Students engage in a functional analysis of the text to help
them unpack complex sentences.
3. Instruction develops conceptual understanding
and language competence in tandem.
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):

11. DESCRIPTOR (Detail):
DESCRIPTOR (Detail):
WHERE (Detail):
WHEN (Detail):
3. Instruction develops conceptual understanding
and language competence in tandem.
18
18
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):
WHAT HAPPENED (Action):
WHAT (Recipient):
DESCRIPTOR (Detail):
DESCRIPTOR (Detail):

12. WHERE (Detail):
WHEN (Detail):
3. Instruction develops conceptual understanding
and language competence in tandem.
19
19
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): brought forth
WHAT (Recipient):
DESCRIPTOR (Detail):
DESCRIPTOR (Detail):
WHERE (Detail):
WHEN (Detail):

13. 3. Instruction develops conceptual understanding
and language competence in tandem.
20
20
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): brought forth
WHAT (Recipient): a new nation
DESCRIPTOR (Detail):
DESCRIPTOR (Detail):
WHERE (Detail):
WHEN (Detail):
3. Instruction develops conceptual understanding
and language competence in tandem.

14. 21
21
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): brought forth
WHAT (Recipient): a new nation
DESCRIPTOR (Detail): conceived in Liberty
DESCRIPTOR (Detail):
WHERE (Detail):
WHEN (Detail):
3. Instruction develops conceptual understanding
and language competence in tandem.
22

15. 22
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): brought forth
WHAT (Recipient): a new nation
DESCRIPTOR (Detail): conceived in Liberty
DESCRIPTOR (Detail): dedicated to the
proposition that all men are created equal
WHERE (Detail):
WHEN (Detail):
3. Instruction develops conceptual understanding
and language competence in tandem.
23
23
Four score and seven years ago our fathers brought forth on this

16. 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): brought forth
WHAT (Recipient): a new nation
DESCRIPTOR (Detail): conceived in Liberty
DESCRIPTOR (Detail): dedicated to the
proposition that all men are created equal
WHERE (Detail): on this continent
WHEN (Detail):
3. Instruction develops conceptual understanding
and language competence in tandem.
24
24
Four score and seven years ago our fathers brought forth on this
continent,
a new nation, conceived in Liberty, and dedicated to the

17. proposition that all
men are created equal.
WHO (Actor): our fathers
WHAT HAPPENED (Action): brought forth
WHAT (Recipient): a new nation
DESCRIPTOR (Detail): conceived in Liberty
DESCRIPTOR (Detail): dedicated to the
proposition that all men are created equal
WHERE (Detail): on this continent
WHEN (Detail): four score and seven years ago
3. Instruction develops conceptual understanding
and language competence in tandem.
25
Strategies Example –Students learn to use cognate
knowledge to increase comprehension.
4. Instruction equips students with
strategies to foster autonomy.

18. 26
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

19. something; the last
civil civil
conceived concebido
portion
final final
porción
4. Instruction equips students with
strategies to foster autonomy.
27
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.

20. 5. Instruction leverages first language
knowledge and skills.
28
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.
5. Instruction leverages first language
knowledge and skills.

21. 29
Students receive direct instruction in key/high frequency
vocabulary that includes definitions in their first language.
5. Instruction leverages first language
knowledge and skills.
30
6. Instruction considers prior
knowledge and skills.
• 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:

22. to determine the precursor skills and knowledge that
need development.
moving towards grade level standards.
31
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

23. 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.
32
7. Diagnostic tools and assessment
practices are employed.
• Assess student’s first and second language
knowledge and skills and monitor progress.

24. • Use similar scaffolds during instruction and
assessment.
• Ensure students understand task demands of a
particular question and vocabulary associated
with the task demands.
33
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

25. force. The nation was _______________to the
______________ that
all men are created ______________.
7. Diagnostic tools and assessment
practices are employed.
34
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

26. 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

27. “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
7. Diagnostic tools and assessment
practices are employed.
35
References
August, D., & Shanahan, T. (Eds.) (2006). Developing literacy
in second
language learners: Report of the National Literacy Panel on
Language

28. 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)

29. 36
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]
Sheet1FOR THIS ASSIGNMENT PLEASE PROVIDE A
MAJOR PUBICLY TRADED CORPORATION, THAN ACCESS
THE CORPORATION'S WEBSITE TO RETRIEVE
INFORMATION. PROVIDE INFORMATION ABOUT THE
HISTORY OF THE COMPANY AND ITS CURRENT
PRODUCT OFFERING. THAN RETRIEVE THE LATEST
ANNUAL INCOME STATEMENT AND INCLUDE A SCREEN
SHOT OF THE STATEMENT. THAN ORGANIZE THE
INCOME STATEMENT IN AN EXCEL FILE AND INCLUDE
THE COPY OF THE EXCEL FILE IN YOUR SUBMISSION
DOCUMENT. DO NOT USE YAHOO FINANCE AS A
SOURCE OF DATA, SINCE SOME INFORMATION IN THIS
SITE IS INACCURATE. VERIFY THE ARITMETIC IN THE
INCOME STATEMENT AND EXPLAIN. ALSO, EXPLAIN
THE NATURE OF EACH ITEM IN THE INCOME
STATEMENT. INCLUDE IN LINE CITATIONS, MINIMUM

30. OF 6 REFERENCES REQUIRED AMONG WHICH ONE IS
THE SOURCE OF THE DATA - THE CORPORATE SITE,
AND AT LEAST 5 OTHER SCHOLARLY REFERENCES.THE
STATEMENT BELOW IS FOR FORD MOTOR COMPANY TO
BE USED BY SOARES ONLY. YOU CHOOSE YOUR OWN
COMPANY AND THE RETRIEVED DATA AS DONE IN
CLASSREVENUESAUTOMOTIVE$
148,294,000,000CREDIT$ 12,018,000,000MOBILITY$
26,000,000TOTAL REVENUES$ 160,338,000,000REVENUES
= AUTOMOTIVE REVENUES + CREDIT REVENUES +
MOBILITY REVENUESCOSTS AND EXPENSESCOSTS OF
SALES$ 136,269,000,000TOTAL COSTS AND EXPENSES =
COST OF SALES + SELLING, ADM AND OTHER EXPENSES
+ CREDIT INTEREST, OPERATING AND OTHER
EXPENSESSELLING, ADMINISTRATIVE AND OTHER
EXPENSES$ 11,403,000,000CREDIT INTEREST,
OPERATING AND OTHER EXPENSES$
9,463,000,000TOTAL INTEREST EXPENSE = INTEREST
EXP. ON AUTOMOTIVE DEBY + INTEREST EXPENSE ON
OTHER DEBTTOTAL COSTS AND EXPENSES$
157,135,000,000INTEREST EXPENSE ON AUTOMOTIVE
DEBT$ 1,171,000,000INTEREST EXPENSE ON OTHER
DEBT$ 57,000,000TOTAL INTEREST EXPENSE$
1,228,000,000OTHER INCOME (LOSS)$
2,247,000,000EQUITY IN NET INCOME OF AFFILIATED
COMPANIES$ 123,000,000INCOME BEFORE TAXES$
4,345,000,000INCOME BEFORE TAX = TOTAL REVENUES -
TOTAL COST AND EXPENSES - TOTAL INTEREST
EXPENSE + OTHER INCOME + EQUITY IN NET INCOME
OF AFFILIATED COMPANIESPROVISION FOR INCOME
TAXES$ 650,000,000NET INCOME$
3,695,000,000COMPREHENSIVE INCOME ATTRIBUTABLE
TO NONCONTROLLING INTERESTS$ 18,000,000NET
INCOME ATTRIBUTABLE TO FORD MOTORS COMPANY$
3,677,000,000NET INCOME ATTRIBUTABLE TO FORD
MOTORS COMPANY = NET INCOME - COMPREHENSIVE

31. INCOME ATTRIBUTABLEAUTOMOTIVE REVENUES ARE
THE REVENUES GENERATED THROUGH SALES OF
AUTOMOTIVESFULL REPRESENTATION OF THE
NUMBERS
Sheet1FOR THIS ASSIGNMENT PLEASE PROVIDE A
MAJOR PUBICLY TRADED CORPORATION, THAN ACCESS
THE CORPORATION'S WEBSITE TO RETRIEVE
INFORMATION. PROVIDE INFORMATION ABOUT THE
HISTORY OF THE COMPANY AND ITS CURRENT
PRODUCT OFFERING. THAN RETRIEVE THE LATEST
ANNUAL INCOME STATEMENT AND INCLUDE A SCREEN
SHOT OF THE STATEMENT. THAN ORGANIZE THE
INCOME STATEMENT IN AN EXCEL FILE AND INCLUDE
THE COPY OF THE EXCEL FILE IN YOUR SUBMISSION
DOCUMENT. DO NOT USE YAHOO FINANCE AS A
SOURCE OF DATA, SINCE SOME INFORMATION IN THIS
SITE IS INACCURATE. VERIFY THE ARITMETIC IN THE
INCOME STATEMENT AND EXPLAIN. ALSO, EXPLAIN
THE NATURE OF EACH ITEM IN THE INCOME
STATEMENT. INCLUDE IN LINE CITATIONS, MINIMUM
OF 6 REFERENCES REQUIRED AMONG WHICH ONE IS
THE SOURCE OF THE DATA - THE CORPORATE SITE,
AND AT LEAST 5 OTHER SCHOLARLY REFERENCES.THE
STATEMENT BELOW IS FOR FORD MOTOR COMPANY TO
BE USED BY SOARES ONLY. YOU CHOOSE YOUR OWN
COMPANY AND THE RETRIEVED DATA AS DONE IN
CLASSREVENUESAUTOMOTIVE$
148,294,000,000CREDIT$ 12,018,000,000MOBILITY$
26,000,000TOTAL REVENUES$ 160,338,000,000REVENUES
= AUTOMOTIVE REVENUES + CREDIT REVENUES +
MOBILITY REVENUESCOSTS AND EXPENSESCOSTS OF
SALES$ 136,269,000,000TOTAL COSTS AND EXPENSES =
COST OF SALES + SELLING, ADM AND OTHER EXPENSES
+ CREDIT INTEREST, OPERATING AND OTHER
EXPENSESSELLING, ADMINISTRATIVE AND OTHER

32. EXPENSES$ 11,403,000,000CREDIT INTEREST,
OPERATING AND OTHER EXPENSES$
9,463,000,000TOTAL INTEREST EXPENSE = INTEREST
EXP. ON AUTOMOTIVE DEBY + INTEREST EXPENSE ON
OTHER DEBTTOTAL COSTS AND EXPENSES$
157,135,000,000INTEREST EXPENSE ON AUTOMOTIVE
DEBT$ 1,171,000,000INTEREST EXPENSE ON OTHER
DEBT$ 57,000,000TOTAL INTEREST EXPENSE$
1,228,000,000OTHER INCOME (LOSS)$
2,247,000,000EQUITY IN NET INCOME OF AFFILIATED
COMPANIES$ 123,000,000INCOME BEFORE TAXES$
4,345,000,000INCOME BEFORE TAX = TOTAL REVENUES -
TOTAL COST AND EXPENSES - TOTAL INTEREST
EXPENSE + OTHER INCOME + EQUITY IN NET INCOME
OF AFFILIATED COMPANIESPROVISION FOR INCOME
TAXES$ 650,000,000NET INCOME$
3,695,000,000COMPREHENSIVE INCOME ATTRIBUTABLE
TO NONCONTROLLING INTERESTS$ 18,000,000NET
INCOME ATTRIBUTABLE TO FORD MOTORS COMPANY$
3,677,000,000NET INCOME ATTRIBUTABLE TO FORD
MOTORS COMPANY = NET INCOME - COMPREHENSIVE
INCOME ATTRIBUTABLEAUTOMOTIVE REVENUES ARE
THE REVENUES GENERATED THROUGH SALES OF
AUTOMOTIVESFULL REPRESENTATION OF THE
NUMBERS