Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway LITERACY, LANGUAGE LEARNING, AND CCSS A guide for middle school teachers Sky Marietta, MAT, EdD Emily Phillips Galloway, MSEd Nonie Lesaux, PHD RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Common Pitfalls Schools Face Vague perception that students have difficulty with reading, but little understanding of how to support them Content is delivered around text, rather than through text Many different topics are covered, rather than depth on a few topics Single texts are used rather than a variety of sources RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway For You to Know

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Agenda  Academic texts and the demands of the CCSS  A conceptual framework for literacy skills breakdowns  The code-meaning distinction  The code-meaning distinction and ELLS

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway What might be challenging about this text? What background knowledge does the reader need to support comprehension? Anything else you are struck by?

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Demands of the CCSS Literacy in the Content Areas Reading a variety of sources Citing evidence from text Adopting a disciplinary perspective Writing for a variety of purposes Evaluating information and sources

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Advanced Literacy Context for Learning Contextual and affective factors that influence learning Context for Learning Contextual and affective factors that influence learning Code-Based Skills Skills involved in accurate and efficient word reading Code-Based Skills Skills involved in accurate and efficient word reading Meaning-Based Competencies Skills involved in comprehending the language and meaning of complex texts and ideas when reading or listening Meaning-Based Competencies Skills involved in comprehending the language and meaning of complex texts and ideas when reading or listening Advanced Literacy Skills & Breakdowns: Our Conceptual Framework

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway THE CODE-MEANING DISTINCTION

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway High-Speed Trains A type of high-speed train was first introduced in Japan about forty years ago. The train is low to the ground, and its nose looks somewhat like the nose of a jet. These trains provided the first passenger service that moved at a speed of one hundred miles per hour. Today, they are even faster, traveling at speeds of almost two hundred miles per hour. There are many reasons that high-speed trains are popular. “-igh family” high sigh thigh 115+ words correct per minute (grade 5) 4 sounds, 1 word: /s/ /p/ /ee/ /d/ Understanding of language Cognitive strategies Relevant background knowledge Interest and motivation Vocabulary /H/ W HAT IS R EADING ?

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway High-Speed Trains A type of high-speed train was first introduced in Japan about forty years ago. The train is low to the ground, and its nose looks somewhat like the nose of a jet. These trains provided the first passenger service that moved at a speed of one hundred miles per hour. Today, they are even faster, traveling at speeds of almost two hundred miles per hour. There are many reasons that high-speed trains are popular. “-igh family” high sigh thigh 115+ words correct per minute (grade 5) 4 sounds, 1 word: /s/ /p/ /ee/ /d/ Understanding of language Cognitive strategies Relevant background knowledge Interest and motivation Vocabulary /H/ T WO D IFFERENT P ROBLEM S PACES Code-based skills Meaning-based Skills

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway THE CODE-MEANING DISTINCTION & ELLS

Percentile Rank Age 4.5 Age 8 Age 11 Age 14 National Rate of Growth_Word Reading: 135 W-score Points Sample Rate of Growth: 145 W-score Points National Rate of Growth_Vocabulary: 45 W-score Points Sample Rate of Growth: 60 W-score Points Mancilla-Martinez & Lesaux, 2011 The Gap Between Word Reading & Word Knowledge Word Reading Word Knowledge National Average

T HE G AP BETWEEN R EADING W ORDS & C OMPREHENDING T EXT Crosson & Lesaux, 2009; Lesaux, Crosson, Kieffer & Pierce, 2010

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway What Makes Text Challenging for Many ELLs?

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway GOOD FOR THE GOOSE, GOOD FOR THE GANDER

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Skills-Based vs. Knowledge-Based Literacy Competencies: A Pervasive Gap (Lesaux & Kieffer, 2010) Average Reading Comprehension Vocabulary Word Reading Accuracy Word Reading Automaticity Passage Reading Fluency

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Increasing Opportunities Increasing Language Opportunities Classroom DISCUSSIONS that build knowledge Conversations that analyze ideas Building disciplinary language Increasing Print Opportunities Reading/listening to a wide variety of genres Reading/listening with a variety of goals/purposes Responding with words and writing

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Practice with Complex Language is Especially Important for ELLs Needs of ELLs Immersive print experiences Rich classroom discussion Experience with a variety of genres Practice reading and writing

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Demands of the CCSS Literacy in the Content Areas Reading a variety of sources Citing evidence from text Adopting a disciplinary perspective Writing for a variety of purposes Evaluating information and sources Experience with a variety of genres Practice reading and writing Immersive print experiences Rich classroom discussion A challenge and an opportunity

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway CLOSING AND REFLECTION RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway

Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Materials sponsored by the Office of English Language Learners, New York City Department of Education RTI Model for ELL Academic SuccessLesaux, Marietta, & Phillips Galloway Closing Discussion In what ways is your instruction already aligned with your students’ literacy needs? What is one change you might make to further support literacy in your content area?