Dominican University of California
 

Oral Presentations - Guzman 202

Location

Guzman 202

Start Date

4-23-2015 6:40 PM

End Date

4-23-2015 6:55 PM

Department

Education

Student Type

Graduate

Faculty Mentor

Madalienne Peters

Presentation Format

Oral Presentation

Abstract/Description

With an increased population of English Language Learners (ELLs), educators are in need of programs and strategies that help their students learn academic content while simultaneously learning to understand, speak, read, and write English (Duessen, Autio, Roccegrandi & Hanita, 2014). Additionally, ELLs face several obstacles while learning in an elementary school classroom.

Studies have shown the positive effects of word analysis and vocabulary learning strategies on student achievement (Carlo, August, McLaughlin, Snow, Dressler, Lippman, Lively & White, 2004). Project GLAD is a model of professional development in the area of language acquisition and literacy that focuses on such instruction. According to Echevarria and Short (2000), ELLs have an “added complexity of having to learn and use high-level academic English as they study challenging content in a new language” (p. 1). The purpose of this study is to identify effective practices for teaching English-Language Arts to elementary school children who are ELLs and struggling to build literacy skills.

This teacher action research project involves 24 students at the fifth grade level, at varying levels of English language proficiency. Qualitative data will be gathered on the students using writing samples collected over a one-month period where students receive targeted instruction on writing in connection with the CCSS. This instruction will take place during ELD instruction time for 45-minutes each day, for four days a week.

The researcher introduces a 5th grade content topic to the students and asks them to write everything they know about it, which will be assessed using a teacher-created rubric. Next, she will implement GLAD strategies and explicit instruction involving the academic vocabulary and skills for reading and responding to non-fiction text. Finally, the researcher will assess the students again, prior to instruction, using the same writing prompt and rubric. The researcher will compare student rubric scores from the writing prompts before and after the received explicit instruction.

Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D.N., Lively, T.J., & White, C.E. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188-215.

Deussen, T., Autio, E., Roccograndi, A., Hanita, M. (2014). The impact of Project GLAD on students’ literacy and science learning: year 1 results from a cluster-randomized trail of sheltered instruction. SREE Spring 2014 Conference Abstract Template. Retrieved from file:///Users/jennaemadzadeh/Desktop/Project%20Glad%20.pdf

DiCerbo, P. A., Anstrom, K. A., Baker, L. L., & Rivera, C. (2014). A review of the literature on teaching academic English to English language learners. Review of Educational Research, 84(3), 446. Retrieved from http://ezproxy.dominican.edu/login?url=http://search.ebscohost.com.ezproxy.dominican.edu/login.aspx?direct=true&db=edb&AN=97267924&site=eds-live

Gay, G. (2010). Culturally responsive teaching- theory, research, and practice. New York: Teachers College Press.

Halladay, J. L., & Moses, L. (2013). Using the common core standards to meet the needs of diverse learners: Challenges and opportunities. New England Reading Association Journal, 49(1), 33-44. Retrieved from http://ezproxy.dominican.edu/login?url=http://search.ebscohost.com.ezproxy.dominican.edu/login.aspx?direct=true&db=ehh&AN=90419837&site=eds-live

Project GLAD. (2007). Retrieved October 9, 2007, from

http://www.projectglad.com/glad.html

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Apr 23rd, 6:40 PM Apr 23rd, 6:55 PM

Effective Practices for Developing Academic Language and Writing Skills in English Language Learners in the Elementary School Setting

Guzman 202

With an increased population of English Language Learners (ELLs), educators are in need of programs and strategies that help their students learn academic content while simultaneously learning to understand, speak, read, and write English (Duessen, Autio, Roccegrandi & Hanita, 2014). Additionally, ELLs face several obstacles while learning in an elementary school classroom.

Studies have shown the positive effects of word analysis and vocabulary learning strategies on student achievement (Carlo, August, McLaughlin, Snow, Dressler, Lippman, Lively & White, 2004). Project GLAD is a model of professional development in the area of language acquisition and literacy that focuses on such instruction. According to Echevarria and Short (2000), ELLs have an “added complexity of having to learn and use high-level academic English as they study challenging content in a new language” (p. 1). The purpose of this study is to identify effective practices for teaching English-Language Arts to elementary school children who are ELLs and struggling to build literacy skills.

This teacher action research project involves 24 students at the fifth grade level, at varying levels of English language proficiency. Qualitative data will be gathered on the students using writing samples collected over a one-month period where students receive targeted instruction on writing in connection with the CCSS. This instruction will take place during ELD instruction time for 45-minutes each day, for four days a week.

The researcher introduces a 5th grade content topic to the students and asks them to write everything they know about it, which will be assessed using a teacher-created rubric. Next, she will implement GLAD strategies and explicit instruction involving the academic vocabulary and skills for reading and responding to non-fiction text. Finally, the researcher will assess the students again, prior to instruction, using the same writing prompt and rubric. The researcher will compare student rubric scores from the writing prompts before and after the received explicit instruction.

Carlo, M.S., August, D., McLaughlin, B., Snow, C.E., Dressler, C., Lippman, D.N., Lively, T.J., & White, C.E. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188-215.

Deussen, T., Autio, E., Roccograndi, A., Hanita, M. (2014). The impact of Project GLAD on students’ literacy and science learning: year 1 results from a cluster-randomized trail of sheltered instruction. SREE Spring 2014 Conference Abstract Template. Retrieved from file:///Users/jennaemadzadeh/Desktop/Project%20Glad%20.pdf

DiCerbo, P. A., Anstrom, K. A., Baker, L. L., & Rivera, C. (2014). A review of the literature on teaching academic English to English language learners. Review of Educational Research, 84(3), 446. Retrieved from http://ezproxy.dominican.edu/login?url=http://search.ebscohost.com.ezproxy.dominican.edu/login.aspx?direct=true&db=edb&AN=97267924&site=eds-live

Gay, G. (2010). Culturally responsive teaching- theory, research, and practice. New York: Teachers College Press.

Halladay, J. L., & Moses, L. (2013). Using the common core standards to meet the needs of diverse learners: Challenges and opportunities. New England Reading Association Journal, 49(1), 33-44. Retrieved from http://ezproxy.dominican.edu/login?url=http://search.ebscohost.com.ezproxy.dominican.edu/login.aspx?direct=true&db=ehh&AN=90419837&site=eds-live

Project GLAD. (2007). Retrieved October 9, 2007, from

http://www.projectglad.com/glad.html