Data-Based Instructional Decision Making forEnglish Language Learners课件.pptVIP

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Data-Based Instructional Decision Making forEnglish Language Learners课件.ppt

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Data-Based Instructional Decision Making forEnglish Language Learners课件

; ;;;English Language Learnersand the No Child Left Behind Act;Audience Poll;ELL Performance Outcomes;Learning challenges;;When planning for instruction…;When planning for instruction…;Degree of Transferability;Audience Poll;Consider the following questions during the school year and successive years: What are the student’s specific areas of difficulty or weakness? Does the student have difficulties in most academic areas? Has the student ever received supplemental or targeted instruction in the area of difficulty? Does the student display specific strengths in the area(s) of difficulty?;Curricular design and instruction of ELLs must follow the principles of differentiated instruction Decisions about how instruction is delivered must be guided by the student’s needs (progress monitoring data) Individual differences have a significant relationship with literacy development Accommodations and interventions should be provided as necessary depending on the student’s response to instruction;Effective Classroom Instruction;Progress Monitoring;Formative Assessment (Texas);What should I look for in my ELL students? Some ELLs struggle in Reading as they show…. Difficulty with decoding and phonological awareness skills Which would affect word reading skills Lack of depth and breath of academic vocabulary Reading comprehension problems ;During Progress Monitoring;ELL-Responsive Accommodations;Instruction and Intervention;ELLs need early, explicit, and intensive instruction in phonological awareness and phonics in order to build decoding skills;Recommendation #1 (cont’d);Supporting word reading acquisition;K-12 classrooms across the nation must increase opportunities for ELLs to develop sophisticated vocabulary knowledge;Frequent and explicit vocabulary instruction is necessary for ELLs. Vocabulary instruction, while varied in nature and quantity, on average does not receive adequate instructional attention. Study example: 5-10% of reading instructional time was devote