Barbara J. Ehren, Ed.D., CCC-SLP Research Associate

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Barbara J. Ehren, Ed.D., CCC-SLP Research Associate Libby23@aol.com"

Transcription

1 Nanette Fritschmann Doctoral Fellow Irma Brasseur Doctoral Candidate Barbara J. Ehren, Ed.D., CCC-SLP Research Associate The University of Kansas Center for Research on Learning

2 Course Questions Addressed 5. How do professionals providing services across the levels work together to assist students? 9. How can the needs of students who are reading and writing below a 4 th grade level be addressed by secondary schools? 10. What are the types of services that need to be provided by a speech-language pathologist crucial to the success of a school-wide literacy approach? The Content Literacy Continuum Units Adolescent Literacy Developing a Plan (Overview) that clearly addresses that requires Professional Development Content Mastery Instruction (Level 1) is about Developing a school-wide approach to improving adolescent literacy that requires teacher instruction that ensures in which students learn how to approach literacy through Embedded Strategy Instruction (Level 2) for those students who need more explicit strategy instruction by offering Intensive Strategy Instruction (Level 3) that requires SLPs to deliver for those students who read <4 th gr. level and need Intensive Clinical Interventions (Level 5) Intensive Basic Skill Instruction (Level 4) SIM The University of Kansas Center for Research on Learning

3 CRITICAL CONCEPTS * BASIC LITERACY * MASTERY LEARNING * CONTENT LITERACY * GENERALIZATION *EMBEDDED LEARNING STRATEGIES *LEARNING STRATEGIES *BASIC SKILLS *CURRICULUM RELEVANT THERAPY The University of Kansas Center for Research on Learning Outcomes Describe the type of service provided in Level 4 & 5 of the Content Literacy Continuum (CLC). Explore the importance of Level 4 & 5 services to the overall implementation of the CLC. Explain why general education teachers, special education teachers, reading specialists, and speech-language pathologists (SLPs) need to work together in literacy development of struggling learners.

4 What is the Content Literacy Continuum (CLC)? Content Literacy Continuum- A Continuum of Action. Level 1: Ensure mastery of critical content. Level 2: Weave shared strategies across classes Level 3: Teach strategies more intensively for students who need more explicit instruction. Level 4: Provide more intensive intervention for those who need work on basic literacy elements. Level 5: Deliver more intensive clinical options for those who need it.

5 Level 4 Basic Skill Instruction for Those Below a 4th Grade Level

6 Level 4: Provide more intensive intervention for those who need work on basic literacy elements. Students develop the foundational decoding, fluency, and comprehension skills through specialized, direct, and intensive instruction in reading. Intensive instruction in listening, speaking, and writing is often a part of these services. For example: Courses in researched-based reading Programs such as the SRA Corrective Reading Program are created for students. Level 5 Therapeutic Intervention

7 Level 5: Deliver a more intensive clinical option for those who need it. Students with underlying language disorders learn the linguistic, related cognitive, metalinguistic, and metacognitive underpinnings they need to acquire content literacy skills and strategies.. For example: Speech-language pathologists engage students in curriculum-relevant therapy.. She has been identified as having language impairments and learning disabilities. She has been receiving language therapy services since third grade. Her academic classes are: special ed for language arts, reading, and math; general ed for science, social studies, physical education, and home economics. Her reading skills are at approximately at the 3rd grade level.

8 She is inconsistent in her ability to decode short and long vowels, digraphs, and unfamiliar words with multiple morphological components (e.g. bio-graph-ic-al). In short passages, she is usually able to identify details such as those elicited by the five Wh questions; however, identifying the main idea is difficult for her, especially if it is not stated in the first sentence. She has not mastered the use of context to support drawing conclusions, predicting outcomes, and determining the writer s purpose and point of view. When using a textbook, she begins reading at the beginning of the first section, without reviewing the title, key words, section headings, and graphics within the pages assigned. When asked to summarize information she often copies key phrases from the introductory paragraph, stringing them together in an awkward, grammatically and semantically incoherent paragraph. She is often unable to recall information presented orally and confuses temporal and spatial information. Spoken responses are typically shorter than those of her classmates. She uses concrete and simplified vocabulary terms and vague descriptors when answering questions in class. In explaining past events or describing details of given assignments she utilizes vague, non-specific vocabulary and often provides information out of logical sequence. She has difficulty modifying words morphologically to convey meaning (e.g. He dictatored the country. ) As the complexity of her responses increases (e.g. replying to analysis, synthesis, evaluation level questions), the likelihood of grammatical errors increases orally and in writing) During class time, she interacts with her teachers when called upon, but does not often volunteer to read aloud, answer questions, or contribute to discussions.

9 The Special Education teacher and Jackie Special Education Teacher provides intensive instruction: *in a small group setting. *focus on basic decoding, fluency and comprehension skills using SRA Corrective Reading. *collaboration for vocabulary instruction. *reinforce paraphrasing skills. Special Education Teacher guides and scaffolds instruction through: *multiple practice attempts. *mastery of skills. *planned application of skills to general ed. curriculum

10 The SLP and Jackie The Speech-Language Pathologist Provides Curriculum-Relevant Therapy Curriculum-relevant therapy is a kind of intervention that engages adolescents in meaningful, relevant, results oriented work, leading to academic success. Practice Principles: Practice Principles: 1. Intervention provided by the SLP should be therapeutic, or clinical, in nature. 2. Intervention should relate directly to what students have to learn in school.

11

12 DX RX Example: Curriculum-Relevant Therapy for Jackie Work on the idea of units of meaning in words (i.e. morphemes). Teach word analysis, segmentation of words into prefixes, suffixes and roots. Teach clusters of prefixes, suffixes and roots by meaning and function. Work on the concept of paraphrasing. Work on the use of synonyms in rephrasing. Teach a variety of syntactic patterns to express the same thoughts.

13 The General Education teacher and Jackie Social Studies Teacher provides enhanced instruction: *Unit Organizer Routine *Concept Mastery Routine *Concept Comparison Routine *Clarifying Routine Social Studies Teacher cues student use of strategies: *The Paraphrasing Strategy *The LINCS Vocabulary Strategy *The Self-questioning Strategy

14 What are other Level 4 services? Other Level 4 Reading Approaches Language! Wilson Reading Orton-Gillingham

15 Level 4 Delivery Structures Pullout programs Labs Courses Before or after school tutoring How might Level 5 services be structured?

16 How these services might be delivered: PULL OUT How these services might be delivered: A regularly-scheduled therapy class as an elective. Co-teaching with other special service providers. Working with students in a communication, reading or writing lab.

17 Enhanced Content Instruction Therapeutic Language Learning Classes The Language Competent Achiever Basic skills instruction as needed Language Sensitive Learning Strategies

18 Post Organizer The Content Literacy Continuum Units Adolescent Literacy Developing a Plan (Overview) that clearly addresses that requires Professional Development Content Mastery Instruction (Level 1) is about Developing a school-wide approach to improving adolescent literacy that requires teacher instruction that ensures in which students learn how to approach literacy through Embedded Strategy Instruction (Level 2) for those students who need more explicit strategy instruction by offering Intensive Strategy Instruction (Level 3) that requires SLPs to deliver for those students who read <4 th gr. level and need Intensive Clinical Interventions (Level 5) Intensive Basic Skill Instruction (Level 4) SIM The University of Kansas Center for Research on Learning

19

A Scho ol Reform Framework for Improving Adolescent Literacy for All Students

A Scho ol Reform Framework for Improving Adolescent Literacy for All Students The Content Literacy Continuum: A Scho ol Reform Framework for Improving Adolescent Literacy for All Students B. Keith Lenz, Barbara J. Ehren, and Donald D. Deshler Making the commitment to improve literacy

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

St. Petersburg College. RED 4335/Reading in the Content Area. Florida Reading Endorsement Competencies 1 & 2. Reading Alignment Matrix

St. Petersburg College. RED 4335/Reading in the Content Area. Florida Reading Endorsement Competencies 1 & 2. Reading Alignment Matrix Course Credit In-service points St. Petersburg College RED 4335/Reading in the Content Area Florida Reading Endorsement Competencies 1 & 2 Reading Alignment Matrix Text Rule 6A 4.0292 Specialization Requirements

More information

Language Reading Connection

Language Reading Connection Language Reading Connection Collaborating with Your SLP WELCOME! What is Project CENTRAL? Coordinating g Existing g Networks To Reach All Learners The ultimate goals are to provide professional development

More information

North Carolina CLC Project

North Carolina CLC Project North Carolina CLC Project The Content Literacy Continuum (CLC): A Framework to Guide School-wide Efforts to Improve Adolescent Literacy North Carolina CLC Project 4 Local Education Agencies (LEAs) 3 LEAs

More information

Florida International University Master s of Science in Reading Education. Florida Reading Endorsement Alignment Matrix Competency 1

Florida International University Master s of Science in Reading Education. Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The

More information

Support for Student Literacy

Support for Student Literacy Support for Student Literacy Introduction In today s schools, many students struggle with English language literacy. Some students grow up speaking, reading and/or writing other languages before being

More information

Planning Guide for Explicit Instruction

Planning Guide for Explicit Instruction Explicit Instruction: Development and Practice Tasks The following is a process that may be followed when planning a cycle of explicit instruction lessons: Note: Complete steps 1 8 before instruction begins;

More information

TExES English Language Arts and Reading 4 8 (117) Test at a Glance

TExES English Language Arts and Reading 4 8 (117) Test at a Glance TExES English Language Arts and Reading 4 8 (117) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

More information

With Literacy for All: Making Challenging Texts Accessible for Students

With Literacy for All: Making Challenging Texts Accessible for Students With Literacy for All: Making Challenging Texts Accessible for Students IDEAS Conference St. Simons Island, GA June 2012 Essential Question How can I achieve the CCGPS expectation that students will meet

More information

English Language Arts and Reading Generalist EC 6 Standards. Final

English Language Arts and Reading Generalist EC 6 Standards. Final English Language Arts and Reading Generalist EC 6 Standards Final Texas State Board for Educator Certification Page i ENGLISH LANGUAGE ARTS AND READING GENERALIST EC 6 STANDARDS Standard I. Standard II.

More information

Speech and Language Support for All (SALSA) Initiative

Speech and Language Support for All (SALSA) Initiative Speech and Language Support for All (SALSA) Initiative Overview The goal of the Speech and Language Support for All (SALSA) Initiative is to support students presenting with deficits in literacy, numeracy,

More information

READING TEST RESULTS, STRENGTHS, NEEDS, MEASURABLE GOALS: EXAMPLES

READING TEST RESULTS, STRENGTHS, NEEDS, MEASURABLE GOALS: EXAMPLES READING TEST RESULTS, STRENGTHS, NEEDS, MEASURABLE GOALS: EXAMPLES NOTE SEVERAL DIFFERENT EXAMPLES OF STRENGTHS AND WEAKNESSES IN EACH AREA ARE PROVIDED AS EXAMPLES ONLY. THE IEP TEAM DECIDES HOW MANY

More information

Essentials of Human Anatomy and Physiology Marieb 10 th Edition, 2012

Essentials of Human Anatomy and Physiology Marieb 10 th Edition, 2012 Essentials of Human Anatomy and Physiology Marieb 10 th Edition, 2012 To the Texas Science English Language Proficiency Standards Physiology 10e (Marieb) 2012 INTRODUCTION This document demonstrates how

More information

Reading K 12 Section 35

Reading K 12 Section 35 Reading K 12 Section 35 * *Competencies and skills incorporate the scientifically based reading research (SBRR) and the components of Florida's formula for reading success addressing improved reading outcomes

More information

Any Town Public Schools Specific School Address, City State ZIP

Any Town Public Schools Specific School Address, City State ZIP Any Town Public Schools Specific School Address, City State ZIP XXXXXXXX Supertindent XXXXXXXX Principal Speech and Language Evaluation Name: School: Evaluator: D.O.B. Age: D.O.E. Reason for Referral:

More information

Listening Speaking Reading Writing

Listening Speaking Reading Writing Advanced CB 21 A One level Assess descriptions and narrations of factual and technical materials. Discriminate for accurate information while taking notes of a complex discourse. Assess the essential message

More information

Scientifically Based Reading Programs: What are they and how do I know?

Scientifically Based Reading Programs: What are they and how do I know? Scientifically Based Reading Programs: What are they and how do I know? Elissa J. Arndt, M.S. CCC-SLP Florida Center for Reading Research Alternate Assessment Summer Training Institute July, 2007 1 Goals

More information

Pedagogy Overview: Phonological Awareness

Pedagogy Overview: Phonological Awareness Pedagogy Overview: Phonological Awareness What is Phonological Awareness? Phonological awareness is the ability to analyze and manipulate the sound structure of language. In Lexia Reading Core5, phonological

More information

Content and/or Achievement Standard from the Australian Curriculum v8.1. Phonics and word knowledge:

Content and/or Achievement Standard from the Australian Curriculum v8.1. Phonics and word knowledge: Incorporating the v8.1 changes into the Western English Summary The changes to English will have minimal impact on teaching programs. Minor changes include rewording and rearranging of content for greater

More information

Massachusetts Tests for Educator Licensure

Massachusetts Tests for Educator Licensure Massachusetts Tests for Educator Licensure FIELD 90: FOUNDATIONS OF READING TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Foundations of Reading Development

More information

Factors that influence Reading Comprehension: Developmental and Instructional Considerations

Factors that influence Reading Comprehension: Developmental and Instructional Considerations Factors that influence Reading Comprehension: Developmental and Instructional Considerations Dr. Joseph K. Torgesen Florida State University and Florida Center for Reading Research Core Knowledge Conference,

More information

ELL Considerations for Common Core-Aligned Tasks in English Language Arts

ELL Considerations for Common Core-Aligned Tasks in English Language Arts ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical

More information

Learning Today Smart Tutor Supports English Language Learners

Learning Today Smart Tutor Supports English Language Learners Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency

More information

Scientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005

Scientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Goals for Today 1. Understand the big picture of an effective reading program.

More information

TExMaT I Texas Examinations for Master Teachers. Preparation Manual. 085 Master Reading Teacher

TExMaT I Texas Examinations for Master Teachers. Preparation Manual. 085 Master Reading Teacher TExMaT I Texas Examinations for Master Teachers Preparation Manual 085 Master Reading Teacher Copyright 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and

More information

English Language Proficiency Standards for Precalculus

English Language Proficiency Standards for Precalculus xxviii ENGLISH LANGUAGE PROFICIENCY STANDARDS FOR PRECALCULUS (M) use trigonometric identities such as reciprocal, quotient, Pythagorean, cofunctions, even/odd, and sum and difference identities for cosine

More information

Selecting Research Based Instructional Programs

Selecting Research Based Instructional Programs Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews

More information

South Carolina ESOL Standards

South Carolina ESOL Standards South Carolina ESOL Standards Issued by the South Carolina Department of Education Inez Moore Tenenbaum State Superintendent of Education August 2006 CONTENTS Introduction...1 Listening (L)...2 Speaking

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! SAMPLE REPORTS. To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.

INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! SAMPLE REPORTS. To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess. INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! Report Assistant SAMPLE REPORTS To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.com In Canada, call 1-800-387-7278 In United Kingdom,

More information

Fluency in English Policy

Fluency in English Policy Fluency in English Policy 2016-2017 Write to be understood, speak to be heard, read to grow! Lawrence Clark Powell RATIONALE: The fundamental aim for English in the 2014 national curriculum is to promote

More information

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 3-5 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades PreKindergarten-Kindergarten Includes: Performance Definitions CAN DO Descriptors For use in conjunction

More information

Ohio English Language Arts Academic Content Standards Unit 1 Levels A-E Sample

Ohio English Language Arts Academic Content Standards Unit 1 Levels A-E Sample A Correlation of to the Ohio English Language Arts Academic Unit 1 Levels A-E Sample G/R-188 Introduction This document is designed to show how Pearson Scott Foresman s intensive reading intervention program,

More information

Transcript for the presentation, Principles for Fostering Literacy Development. Make Literacy an Integral Part of Your Course

Transcript for the presentation, Principles for Fostering Literacy Development. Make Literacy an Integral Part of Your Course Transcript for the presentation, Principles for Fostering Literacy Development What can Social Studies teachers do to foster Social Studies literacy? Principle

More information

Elisabeth H. Wiig, PhD, Eleanor Semel, EdD & Wayne A. Secord, PhD. Test Objectives and Descriptions

Elisabeth H. Wiig, PhD, Eleanor Semel, EdD & Wayne A. Secord, PhD. Test Objectives and Descriptions Elisabeth H. Wiig, PhD, Eleanor Semel, EdD & Wayne A. Secord, PhD Test Objectives and Descriptions Overview Clinical Evaluation of Language Fundamentals Fifth Edition Elisabeth H. Wiig, PhD, Eleanor Semel,

More information

Reading Comprehension in AAC

Reading Comprehension in AAC Cite this article as: Erickson, K. (2003, June 24). Reading comprehension in AAC. The ASHA Leader, Vol. 8, No. 12, pp. 6-9. Reading Comprehension in AAC by Karen Erickson The ability to read, specifically

More information

Reading for Virginia Educators: Reading Specialist

Reading for Virginia Educators: Reading Specialist Reading for Virginia Educators: Reading Specialist (5304) Test at a Glance Test Name Reading for Virginia Educators: Reading Specialist Test Code 5304 Time 3.5 hours Number of Questions 100 multiple-choice

More information

ENGLISH LANGUAGE ARTS

ENGLISH LANGUAGE ARTS ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes

More information

Speech-Language Pathologists Who Are We, and What Do We Do? A Presentation for Administrators, Teachers, and Other School Personnel

Speech-Language Pathologists Who Are We, and What Do We Do? A Presentation for Administrators, Teachers, and Other School Personnel Speech-Language Pathologists Who Are We, and What Do We Do? A Presentation for Administrators, Teachers, and Other School Personnel What s up with that title? CCC-SLP SLP = speech-language pathologist

More information

APPENDIX B CHECKLISTS

APPENDIX B CHECKLISTS APPENDIX B CHECKLISTS Kindergarten First Grade Second Grade Third Grade 69 70 Teacher Visit 1 By: Date / / Time - WG SG Visit 2 By: Date / / Time - WG SG Visit 3 By: Date / / Time - WG SG VISITS 1 2 3

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts 1 Common Core State Standards for English Language Arts Correlations for Levels K-3 SECOND EDITION Wilson Language Training Corporation www.wilsonlanguage.com www.fundations.com WILSON Fundations Correlated

More information

EL DORADO UNION HIGH SCHOOL DISTRICT EDUCATIONAL SERVICES Course of Study Information Page

EL DORADO UNION HIGH SCHOOL DISTRICT EDUCATIONAL SERVICES Course of Study Information Page COURSE TITLE English Language Development 1 (ELD 1) EL DORADO UNION HIGH SCHOOL DISTRICT EDUCATIONAL SERVICES Course of Study Information Page DISTRICT COURSE NUMBER #0107L1 Rationale: Course Description

More information

Speech and Language Development during Elementary School

Speech and Language Development during Elementary School Speech and Language Development during Elementary School By the end of kindergarten your child should be able to do the following: Follow 1-2 simple directions in a sequence Listen to and understand age-appropriate

More information

4th Grade Common Core Checklist

4th Grade Common Core Checklist Foundational Skills 1. Not applicable to 4 th grade 2. Not applicable to 4 th grade 3. Know and apply grade level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter

More information

PROGRESS MONITORING CHECKLIST FOR ENGLISH LANGUAGE LEARNERS (ELL)

PROGRESS MONITORING CHECKLIST FOR ENGLISH LANGUAGE LEARNERS (ELL) LISTENING Standard : Students demonstrate competence in listening as a tool for learning and comprehension. Proficiency Level I: Students at this level are beginning to understand short utterances. They

More information

Demystifying the Speech and Language Evaluation. What exactly does a Speech and Language evaluation consist of?

Demystifying the Speech and Language Evaluation. What exactly does a Speech and Language evaluation consist of? Demystifying the Speech and Language Evaluation What exactly does a Speech and Language evaluation consist of? When we are evaluating we need to look at the discrete skills, as well as how they all tie

More information

Florida Center for Reading Research Kaplan SpellRead

Florida Center for Reading Research Kaplan SpellRead 1 Florida Center for Reading Research Kaplan SpellRead What is Kaplan SpellRead? Kaplan SpellRead, formerly Spell Read P.A.T. (Phonological Auditory Training) is a reading intervention that offers instruction

More information

Table of Contents. What is STEP?... 3 The Purpose of STEP... 3 Initial Assessment Ongoing Assessment Background... 4

Table of Contents. What is STEP?... 3 The Purpose of STEP... 3 Initial Assessment Ongoing Assessment Background... 4 Table of Contents Context for STEP What is STEP?... 3 The Purpose of STEP... 3 Initial Assessment Ongoing Assessment Background... 4 2005 Annual Report of the Auditor General of Ontario The ELL Policy

More information

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

Speech- Language Pathologists in Your Child s School

Speech- Language Pathologists in Your Child s School Speech- Language Pathologists in Your Child s School What does the SLP do in schools? Screen students to find out if they need further speech and language testing. Evaluate speech and language skills.

More information

Alberta Education ESL Proficiency Benchmarks Tracking Sheets: Grades 10 12

Alberta Education ESL Proficiency Benchmarks Tracking Sheets: Grades 10 12 Alberta Education ESL Proficiency Benchmarks Tracking Sheets: Grades 10 12 Student Name: Grade 10 Year: Teacher: Grade 11 Year: Teacher: Grade 12 Year: Teacher: LEVEL 1 LEVEL 2 LISTENING Grades 10 12 LEVEL

More information

Professional Learning Guide

Professional Learning Guide Professional Learning Guide Professional Learning Guide Published by the Student Wellbeing and Health Support Division Office for Government School Education Department of Education and Early Childhood

More information

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple

More information

INSTRUCTIONAL STRATEGIES FOR ESL STUDENTS

INSTRUCTIONAL STRATEGIES FOR ESL STUDENTS INSTRUCTIONAL STRATEGIES FOR ESL STUDENTS ORGANIZATIONAL STRATEGIES ROUTINES Follow a consistent class/daily routine Send assignments on a timely manner for ESL to modify, scaffold and support Post daily

More information

Technology for English Language Learners

Technology for English Language Learners Technology for English Language Learners PreK Adult A Multisensory Approach to Learning early literacy and mathematics reading to learn becoming Lifelong learners Grades PreK 5 Support for beginning readers

More information

Language LAB : Response to Intervention (RTI) Program for Teaching Grammar, Vocabulary, and Sequencing. Disclosure Statements. Role of SLP in RTI

Language LAB : Response to Intervention (RTI) Program for Teaching Grammar, Vocabulary, and Sequencing. Disclosure Statements. Role of SLP in RTI Language LAB : Response to Intervention (RTI) Program for Teaching Grammar, Vocabulary, and Sequencing Created by JoAnn Wiechmann, M.A., CCC-SLP Judy Rudebusch, Ed.D., CCC-SLP Nancy Kuhles, M.S., CCC-SLP

More information

A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis

A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis A Consumer s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis National Center to Improve thetools of Educators Deborah C. Simmons, Ph. D. Edward J. Kame enui, Ph. D.

More information

Mathematics Preliminary Teaching Event Candidate Handbook. Department of Secondary Education California State University, Northridge

Mathematics Preliminary Teaching Event Candidate Handbook. Department of Secondary Education California State University, Northridge Mathematics Preliminary Teaching Event Candidate Handbook Department of Secondary Education California State University, Northridge Adapted from the Mathematics Teaching Event Candidate Handbook, PACT

More information

WiggleWorks Aligns to Title I, Part A

WiggleWorks Aligns to Title I, Part A WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement

More information

READING SPECIALIST STANDARDS

READING SPECIALIST STANDARDS READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental

More information

Elementary Language Arts

Elementary Language Arts Elementary Language Arts The Language Arts program challenges students to read, write, listen, and speak effectively in order to communicate with others. There is a strong literacy connection that is embedded

More information

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 1-2 INCLUDES: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

Pasco County Schools. Add-On Program. Reading K-12. Endorsement

Pasco County Schools. Add-On Program. Reading K-12. Endorsement Pasco County Schools Add-On Program Reading K-12 Endorsement - 1 - I. Program Title: Add-on Program for Reading (K-12) Endorsement II. Program Rationale and Purpose In1998, Pasco County began a study of

More information

Test Blueprint. Grade 3 Reading. 2010 English Standards of Learning

Test Blueprint. Grade 3 Reading. 2010 English Standards of Learning Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective with the administration of the 2012-2013 English Standards of Learning (SOL) tests. Notice

More information

Language Arts Through ESOL SUNSHINE STATE STANDARDS--FLORIDA for DynEd s LET S GO (Pre-K-3)

Language Arts Through ESOL SUNSHINE STATE STANDARDS--FLORIDA for DynEd s LET S GO (Pre-K-3) Language Arts Through ESOL SUNSHINE STATE STANDARDS--FLORIDA for DynEd s LET S GO (Pre-K-3) General Description: Winner of 13 awards for educational excellence, Let s Go is a multimedia program designed

More information

CURRICULUM GUIDE. Introduction to ELL READING RDYX00

CURRICULUM GUIDE. Introduction to ELL READING RDYX00 Niles North and Niles West Skokie, Illinois CURRICULUM GUIDE Introduction to ELL READING RDYX00 Intro to ELL is a beginning course for English learners with little or no English proficiency. Emphasis is

More information

Effectiveness of Direct Strategy Instruction through SIOP

Effectiveness of Direct Strategy Instruction through SIOP Effectiveness of Direct Strategy Instruction through SIOP What s the problem? SINI school for 2 subgroups: Students with disabilities (SWD) and English Language Learners (ELL) Strategies that work with

More information

Reading Specialist (151)

Reading Specialist (151) Purpose Reading Specialist (151) The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.

More information

Aspects of Normal Language. COMD 326, Intro. 1

Aspects of Normal Language. COMD 326, Intro. 1 Aspects of Normal Language COMD 326, Intro. 1 Communication - exchanging information and ideas -encoding -transmitting (communication modes) -decoding COMD 326, Intro. 2 transmitting (communication modes)

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

Ohio K-12 Academic Content Standards Alignment. English/Language Arts

Ohio K-12 Academic Content Standards Alignment. English/Language Arts Ohio K-12 Academic Content Standards Alignment English/Language Arts OAC 3301-24-03 (C) Colleges and institutions are to align their teacher preparation programs with the K-12 Ohio Academic Content Standards

More information

CONNECTICUT SEED Student and Educator Support Specialists Guidance Document

CONNECTICUT SEED Student and Educator Support Specialists Guidance Document CONNECTICUT SEED Student and Educator Support Specialists Guidance Document This document provides guidance to administrators and Student and Educator Support Specialists (SESS) on the application of the

More information

for Proloquo2Go Introductory Manual by Joan Bruno, Ph.D., CCC-SLP 2015 Communication Technology Resources Highlands, NJ, USA

for Proloquo2Go Introductory Manual by Joan Bruno, Ph.D., CCC-SLP 2015 Communication Technology Resources Highlands, NJ, USA for Proloquo2Go Introductory Manual by Joan Bruno, Ph.D., CCC-SLP 2015 Communication Technology Resources Highlands, NJ, USA www.aaccorweword.com What is Gateway? An Introduction to Gateway Gateway to

More information

The English Language Learner CAN DO Booklet

The English Language Learner CAN DO Booklet WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 1-2 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

More information

LANGUAGE ARTS Grade 2 Standard: Phonemic Awareness, Word Recognition and Fluency

LANGUAGE ARTS Grade 2 Standard: Phonemic Awareness, Word Recognition and Fluency Standard: Phonemic Awareness, Word Recognition and Fluency Phonemic Awareness, Phonics, Word Recognition, and Fluency A. Use letter-sound correspondence knowledge and structural analysis to decode words.

More information

Grade 4 Informative Writing Lessons

Grade 4 Informative Writing Lessons Grade 4 Informative Writing Lessons Authored by CLR Fellows: Allison Liang and Jessica Thomas DAY 1 Informative Writing Pre-Assessment Common Core Objective(s) CCSS-ELA.W.8. Recall relevant information

More information

Contents. To the Student... XIII To the Teacher... XIX Introduction to the TOEFL Test... XXI Taking the TOEFL Test Online...

Contents. To the Student... XIII To the Teacher... XIX Introduction to the TOEFL Test... XXI Taking the TOEFL Test Online... Table of To the Student... XIII To the Teacher... XIX Introduction to the TOEFL Test... XXI Taking the TOEFL Test Online... XXXVII Diagnostic Test...1 PART 1 BUILDING SUPPORTING SKILLS Overview... 41 Learner

More information

English for academic year Class 1. Years R and 1. read and understand simple sentences

English for academic year Class 1. Years R and 1. read and understand simple sentences English for academic year Class 1 Years R and 1 Reading Word Reading Reception Children (Foundation Stage) read and understand simple sentences use phonic knowledge to decode regular words and read them

More information

Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas at Austin Haitham Taha,

Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas at Austin Haitham Taha, Instructional Design: Objectives, Curriculum and Lesson Plans for Reading Sylvia Linan-Thompson, The University of Texas at Austin Haitham Taha, Sakhnin College December xx, 2013 Topics The importance

More information

French Language and Culture. Curriculum Framework 2011 2012

French Language and Culture. Curriculum Framework 2011 2012 AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement

More information

School and classroom structures for comprehensive ELD instruction

School and classroom structures for comprehensive ELD instruction A SCOE Publication, October 2008 Resource School and classroom structures for comprehensive ELD instruction As more and more English learners join our school communities, administrators and classroom teachers

More information

TExES English Language Arts and Reading 7 12 (231) Test at a Glance

TExES English Language Arts and Reading 7 12 (231) Test at a Glance TExES English Language Arts and Reading 7 12 (231) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

More information

Bedford Public Schools

Bedford Public Schools Bedford Public Schools Grade 3 English Language Arts The third grade program is an integrated study of communication skills that includes reading, writing, speaking, and listening. Building on grade two

More information

Literacy Classroom Look-fors

Literacy Classroom Look-fors Introduction The division-level Literacy Achievement Team developed the Literacy Classroom Look-fors in response to the division s work with the Teacher Performance Appraisal and Classroom Walkthroughs.

More information

The Elementary Reading Block

The Elementary Reading Block The Elementary Reading Block GOAL... All Florida students read on grade level or higher by 2012 Solution: 5+3+ii+iii=NCLB Reading Priorities 5 + 3 + ii + iii 5 Major Components 3 Types of Classroom Assessments

More information

Language Arts Florida Standards (LAFS) Grade 4

Language Arts Florida Standards (LAFS) Grade 4 Language Arts Florida Standards (LAFS) Grade 4 Cluster 1: Key Ideas and Details CODE LAFS.4.RL.1.1 Strand: READING S FOR LITERATURE Refer to details and examples in a text when explaining what the text

More information

By Dr. Elizabeth Stevens and Dr. Denise Johnson. Literacy 101: Understanding the edtpa Literacy Terms and Tasks

By Dr. Elizabeth Stevens and Dr. Denise Johnson. Literacy 101: Understanding the edtpa Literacy Terms and Tasks By Dr. Elizabeth Stevens and Dr. Denise Johnson Literacy 101: Understanding the edtpa Literacy Terms and Tasks edtpa for Elementary Teacher Candidates The edtpa Elementary Education assessment is composed

More information

Accommodations/Modifications/Interventions

Accommodations/Modifications/Interventions Accommodations/Modifications/Interventions Accommodations, Modification and Interventions ACCOMMODATION: An accommodation can be made for any student, not just students with a 504 plan or an IEP. An accommodation

More information

Grade 4 Reading and Literature Objectives

Grade 4 Reading and Literature Objectives Grade 4 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

Designing Lessons for Diverse Learners by Natalie Olinghouse 2008

Designing Lessons for Diverse Learners by Natalie Olinghouse 2008 Designing Lessons for Diverse Learners by Natalie Olinghouse 2008 Who deserves accommodations? Everyone! Instructional accommodations are not just for students who are struggling. When accommodations are

More information

Pearson Interactive Science 2012

Pearson Interactive Science 2012 A Correlation of Pearson To the Grades K-5 Introduction This document demonstrates the close alignment between Pearson,, and the, Grades K-5. Correlation page references are Student Edition, Teacher s

More information

Reading Instruction and Reading Achievement Among ELL Students

Reading Instruction and Reading Achievement Among ELL Students Research Into Practice READING Reading Instruction and Reading Achievement Among ELL Students Principles of ELL Reading Instruction Some very straightforward principles, directly supported by research,

More information

Standards for the Speech-Language Pathologist [28.230]

Standards for the Speech-Language Pathologist [28.230] Standards for the Speech-Language Pathologist [28.230] STANDARD 1 - Content Knowledge The competent speech-language pathologist understands the philosophical, historical, and legal foundations of speech-language

More information

ELPS TELPAS. Proficiency Level Descriptors

ELPS TELPAS. Proficiency Level Descriptors ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining

More information

Curriculum 2014 Writing Programme of Study by Strand. Ros Wilson. Andrell Education Ltd Raising Standards in Education.

Curriculum 2014 Writing Programme of Study by Strand. Ros Wilson. Andrell Education Ltd Raising Standards in Education. Curriculum 2014 Writing Programme of Study by Strand Ros Wilson Tel: 01924 229380 @RosBigWriting = statutory = non-statutory Spelling Learn words containing each of the 40 + phonemes already taught / common

More information

ALBUQUERQUE PUBLIC SCHOOLS

ALBUQUERQUE PUBLIC SCHOOLS ALBUQUERQUE PUBLIC SCHOOLS Speech and Language Initial Evaluation Name: Larry Language School: ABC Elementary Date of Birth: 8-15-1999 Student #: 123456 Age: 8-8 Grade:6 Gender: male Referral Date: 4-18-2008

More information

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level

More information

21st Century Community Learning Center

21st Century Community Learning Center 21st Century Community Learning Center Grant Overview The South Dakota Department of Education is pleased to announce the availability of 21st Century Community Learning Centers (CCLC) grant funds. This

More information