Linguistic support and ELL access to complex texts: curriculum enhancements to support educational equity
Date
2019
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Publisher
University of Delaware
Abstract
Given the wide variety of developmental reading levels and English language proficiency levels, teachers often struggle to make grade-level texts accessible to English language learners (ELLs). This Educational Leadership Portfolio (ELP) addresses the problem of limited teacher instruction and student reading of complex grade-level texts by incorporating language acquisition scaffolds. The aim is to strengthen the Las Américas ASPIRA Academy (LAAA) core curriculum, starting with third grade, by adding linguistic support and ELL access to complex grade-level texts in order to support teacher implementation, and ultimately increase English reading proficiency. The ELP project had three main goals: (a) gather background information on research-based language acquisition strategies; (b) design and implement a pilot unit of grade-level shared reading lessons for third-grade teachers, embedding research-based language acquisition strategies; and (c) evaluate the outcomes and consider the next steps. ☐ An initial curriculum analysis and program evaluation revealed how LAAA’s current curriculum supports ELLs, while a literature review and book review further demonstrated language acquisition strategies embedded in LAAA’s current balanced literacy approach. One strategy derived from this research was to convert an existing read aloud time to a shared reading time, with third-grade unit and lesson plans for shared reading which integrate language acquisition scaffolds corresponding to core curriculum, grade-level mentor texts. In addition, an educator observation form was created to collect biweekly observation fidelity data over 12 weeks of instruction, assessing teacher implementation of strategies during the lessons. ☐ Last, strategies to evaluate and share the revised LAAA balanced literacy approach included the creation of an educator survey which confirmed both what was noted during the educator observations, as well as some new information. A presentation and project brief summarized findings to present to a variety of stakeholders. Data revealed that the shared reading lessons were taught on schedule every day; however, with varying levels of fidelity on the part of the teacher. The average overall implementation scores of the shared reading lessons increased, on average, after every two observations. Data indicated that the before reading strategies were implemented most effectively for the first unit. During the second unit, the before and during reading portions of the shared reading lessons were both implemented effectively. In comparison, the after reading components of the shared reading plans consistently scored lower for implementation; however, an increase in effectiveness over time was still evident. Recommendations to make the shared reading lesson plans stronger include adding an introduction to each unit, making modifications during reading by proficiency levels, providing hands-on materials for content and language during reading, providing clear materials for assessments, clarifying the schedule and appropriate timing, and providing Thinking Maps professional development. ☐ Prior to this project, there was no comprehensive and clear plan for integrating language acquisition scaffolds into the core curriculum. As a result, certain language acquisition scaffolds were inconsistent or altogether absent. However, now that the plans exist, teachers have a comprehensive way to integrate these scaffolds to make grade-level texts accessible to all readers, especially ELLs.