1. Adapted from Genesse, et al. (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press. Presented by Dr. Diane Kern URI EDC 448 Brown University Education Alliance Fellow 2010-2011

2. What is academic achievement?  The capacity to use communication (aural/oral; reading; writing), cognitive skills, learning procedures, and attitudes toward learning to meet performance standards in mathematics, science, social studies, English, foreign languages, music, the arts to succeed in postsecondary schooling. Adapted from Genesse, et al. (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.

3. Rhode Island facts and figures  Total student enrollment 05-06—153, 417  Enrollment of ELLs 05-06—7, 468  RI Rank of ELL enrollment in U.S.—40th  Most common languages spoken in RI besides English, in order—Spanish, Chinese, Portuguese, Vietnamese, and Hmong  Did you know URI has an ESL endorsement program? Adapted from Genesse, et al. (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.

4. No silver bullets, but some general conclusions to be drawn  Need to interact with ‘dominant language’ students both socially and academically  Direct instruction—like the procedures we used in our comprehension lesson plan-- (rather than immersion) and ancillary support (tutoring, specific interventions…) are necessary  High school teachers working with specialists to design program, curriculum and instructional strategies key  Most classroom instruction requires modification, mediation and field-testing Adapted from Genesse, et al. (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.

5. Curriculum  Positive environment=Equal status for learners  Meaningful and challenging curriculum with linguistic and communicative competency support  Enrichment model program supports  Consistent programming and sustained opportunity  Integration with English dominant students once operational control over English Adapted from Genesse, et al. (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.

6. Instruction  Higher student outcomes is the goal for all  English development and reinforcement into content area instruction  Equitable use of positive interaction between teacher and students  Reciprocal teaching methods  Teacher training in ELL instructional methods matters  Collaborative learning approaches and practices  Wide access to quality materials and technology Adapted from Genesse, et al. (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.

7. Learning Environment: Collaborative Learning Structures  Must have—positive interdependence, simultaneous management, individual accountability, group processing  Jigsaw  Think-pair-share  Roundtable  Fish Bowl  Reciprocal teaching--all Adapted from Genesse, et al. (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.

8. Method: Reciprocal Teaching  Teacher or highly capable peer reads text and thinks aloud  Student asks questions (see QAR)  Teacher summarizes what she’s just read  Teacher and student asks clarifying questions and makes predictions  Repeat using next passage with teacher and student switching roles Adapted from Genesse, et al. (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.

9. Language, Prior Knowledge, Family Background  Students with high bilingual proficiency exhibit elevated levels of academic and cognitive functioning compared to lower proficiency bilingual and monolingual students  ELLs with high reading scores correlate with high mathematics scores  Prior knowledge and experiences in science concepts impacted success in English language science classes  Significant positive relationships between SES and school outcomes  Level of parent education correlated significantly with achievement reading and mathematics scores Adapted from Genesse, et al. (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.

10. Teaching Academic Vocabulary  What do we know from this body of research?  Vocabulary Self-Collection Strategy  Word Walls  Home Connections  Morphemic Analysis  Word Histories  Key Word Method--all  Readers Theater  Student-Made Books  See Janet Allen’s Inside Words Adapted from Genesse, et al. (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.

11. Online resource for teachers of English language learners  A beginning list…  Your discoveries and rationale for using this resource to guide your teaching? All! Adapted from Genesse, et al. (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.

12. In a word, it works!  OK, that’s two words!  You Tube clip  Next task purpose, step by step, resources, due date  Reciprocal Teaching—in class, bring text  Vocabulary Graphic organizer (completed and posted to wikispace) Adapted from Genesse, et al. (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.

13. References  Allen, J. (2007). Inside words: Tools for teaching academic vocabulary grades 4-12. Portland, ME: Stenhouse.  Fisher, D., Lapp, D., & Frey, ( ) Word wise, content rich…Portsmouth, NH: Heinemann.  Genesse, et al. (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.  Spencer, B. H. & Guillaume, A. M. (2009). 35 strategies for developing content area vocabulary. Boston: Pearson. Adapted from Genesse, et al. (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.