Sample Comprehensive Review Of Academic Records (Page 11 of 20) in pdf

Reference Sheet 2

Specific (Additional) Interventions for ELLs

PLUSS Framework

Sanford, A., Esparza Brown, J., Turner, M. (2013). Enhancing Instruction for English Learners in Response to Intervention

Systems: The PLUSS Model. Multiple Voices for Ethnically Diverse Learners, 13 (1), 56-70.

The thought behind this is that there are limited intervention programs that include English Learners in their research

base, so Sanford, Brown, and Turner reviewed the literature and identified evidence based practices for English Learners

in order to put them in a framework that teachers can use to improve the interventions that they already have/are

using. There needs to be at least a 10 minute oracy (speaking and listening) component to all interventions.

Pre-teaching Vocabulary in 7 Steps

Calderón, M. (2011). Teaching Reading & Comprehension to English Learners K‐5.

Bloomington, IN: Solution Tree Press, 16-17.

The idea behind this is that systematic vocabulary instruction is needed to close the gap between English learners and

native English peers. The average native English speaker enters kindergarten with 5,000 words. ELLs enter with a wide

range of English vocabulary, but are usually significantly behind their fluent classmates. Social English is learned quickly,

but academic English needs to develop rapidly as well. Teaching and learning of academic English (Tier 2 and 3 words)

must happen in the classroom, as it will occur nowhere else. ELLs will not learn pronunciation from writing vocabulary

words and silent reading. Calderon’s seven steps is one routine for pre-teaching vocabulary that includes oracy

components and use of the L1. Focus on oral activities first, supporting with examples of the words used in context.

Vocabulary Notebook

Kinsella, K. (2012). Accelerating Long-Term English Learner Achievement. Santa Barbara, CA.

Students learning English have difficulty discerning the meaning of unknown vocabulary in context. Having students look

up the meaning in a dictionary does not help much as a stand-alone strategy. Modeling or demonstrating academic

word usage and requiring verbal and written participation (with scaffolds) can greatly improve comprehension. Long-

term EL expert, Kate Kinsella, has a very structured routine for high-utility vocabulary instruction that includes both

sentence frames and stems. The teacher models correct word usage and students participate both orally and in writing.

This routine could be integrated into current interventions used or consider purchasing Kinsella's Academic Vocabulary

Toolkit or the Scholastic curriculum English 3D, also authored by Kinsella and specifically created for long-term English

language learners.

Organized by Beth Hoecker-Martinez (LBLESD), Leah Hinkle (GAPS), Claudia Nunez (LBLESD), 2014

Sample Comprehensive Review Of Academic Records Page 11