Chapters 10, 13 & 14

Chapter 10:  Assessing Reading Achievement

This chapter discusses recent developments in reading assessments:  classroom assessment and large-scale assessment.  Several of the new developments are:  new forms of summative assessment integrating technology and reading with other language arts, inclusion of performance assessments in both large-scale and classroom assessments, formative assessment gaining research-supported acceptance as an essential tool, and data-driven instruction can be a "two-edged sword" in that it can do away with effective and ineffective instruction.

In the section on large-scale assessments for accountability, the authors talk about the "narrowing of the curriculum" when the focus on accountability is based on achievement in two areas:  reading and math.  This of course limits the time spent teaching science, social studies, health, art and music.  The authors state that this "ultimately threatens to limit students' comprehension development, since a reader cannot understand a passage about science or social studies if the concepts covered in the passage are unknown or only vaguely understood".  Teacher and student motivation/engagement may also be affected by the emphasis on large-scale assessment if children must be tested every year in math and reading.  There are also concerns that children's culture, home language, and economics are not taken into consideration when the focus is on testing accountability.

Large-scale assessment can be misused (using this tool to make decisions about individual students), but is helpful in determining where there are gaps in achievement across specific groups of children, examining curriculum areas to determine weaker instruction or comprehension, and it is also an outside yardstick for student achievement.  Further on in the chapter, the authors state that "assessments must gather evidence that students have achieved entire standards, not merely components of the standards".

Student reading assessment is closely tied to curriculum,  instruction, and materials.   How and what we teach and the tools we use during instruction help determine how successful students are in literacy growth.   The materials we use during instruction and assessment also determine whether we receive an accurate picture of student growth.

Chapter 13:  Reaching Linguistically Diverse Students

Chapter 13 opens with the scenario of a 13 year old boy from Guatemala who loved Science class before coming to the US, but is currently having difficulty even though he is learning English.   His teachers speaks too quickly and doesn't offer examples he understands.   The chapter continues to discuss why ELLs have more difficulty in content areas.

Between 1980 and 2009 the number of children speaking languages other than English at home rose from 4.7 million to 11.2 million.   The authors also remind us of the vast differences in citizenship status, age, socioeconomic status, and educational experiences.  Figure 13.1 is a more comprehensive list of factors that contribute to diversity.

Chapter 13 continues by discussing Instructional Modes and Program Options for ELLs.   They offer examples such as Transitional and Developmental Bilingual Education, Two Way Immersion, English Language Development, Shared Instruction, and Newcomer Programs.

One really interesting model discussed at length is the Sheltered Instruction Observation Protocol (SIOP).  SIOP consists of 30 features divided into 8 components:  Lesson Prep, Building Background, Compressible Input,  Strategies, Interaction, Practice & Application, Lesson Delivery,  and Review & Assessment.   The authors state that what sets SIOP apart from "just good teaching" is the emphasis on teaching English as well as teaching specific content.

There is also emphasis on the role of literacy leaders in choosing the appropriate instructional model for students.   It is most certainly teamwork used when planning, implementing, and evaluating ELL success.

I think this chapter demonstrates the necessity for participation and communication between parents, teachers, and literacy leaders.   Instructional methods are extremely important in how successful ELL students are in school.  

Chapter 14:  Response to Intervention

RTI is a multiple layer system used to as an intensive intervention to increase student achievement.  Tier 1 consists of providing high quality teaching for ALL children in a general classroom setting.   All students are screened at this level.

Tier 2 is a type of supplemental instruction (tutoring) for students who were identified through screening as "at risk".  Students continue to receive Tier 1 instruction at this time.   Tier 2 instruction takes place over 8 to 12 weeks for 20 to 30 minutes per session.   Students are then reevaluated to determine if Tier 3 instruction is necessary.

Tier 3 is more intense instruction in a smaller group size.   This provides more student-teacher interactions and is tailored to meet the unique needs of students.  

The role of the literacy leader in RTI could be as the curriculum expert and add the one who determines available resources.   They may also be the person who provides PD for new methods as well as managing RTI (scheduling, organizing, etc) in the building.

I think RTI involves each literacy area.   As I thought about curriculum, materials,  parent involvement, assessment, and instruction, I could not think of one area that isn't critical.

Erin & Kaitlin,

1. Have you used RTI in your classroom or been part of a team that has used it?   Was it successful?
2.  Have much language diversity have you experienced in your classrooms?  What methods did you use for struggling students?