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Discuss Leveled Literacy Intervention and the LLI supporting resources.

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Kanoon
Kanoon
Posts: 1


14 days ago
Kanoon
Kanoon
Posts: 1
We are a school where K-2nd grade students receive all instruction in their Native Language (Spanish). When students begin 3rd grade a major and unfair (in my opinion), shift happens in language. All instruction is given in English. In addition, all materials are in English. The teachers are either Bilingual or ESL endorsed. When given the BOY BAS the students are at Level A-F. How should the needs of these students be met? Should the students have Guided Reading at an independent level or should they be in an intervention group?
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Helenann Steensen, Fountas & Pinnell Consultant
Helenann Steensen, Fountas & Pinnell Consultant
Posts: 753


13 days ago
Kanoon wrote:
We are a school where K-2nd grade students receive all instruction in their Native Language (Spanish). When students begin 3rd grade a major and unfair (in my opinion), shift happens in language. All instruction is given in English. In addition, all materials are in English. The teachers are either Bilingual or ESL endorsed. When given the BOY BAS the students are at Level A-F. How should the needs of these students be met? Should the students have Guided Reading at an independent level or should they be in an intervention group?


Hi. Thank you for your question and your concern for your students. There is really no direct answer, however, since each child and each situation is unique. Intervention should be given early... beginning as early as the fourth month of Kindergarten for the most struggling readers (whether they are learning to read in their Native Language or in another language). Most likely, children who are struggling with reading beginning in Kindergarten will continue to struggle without intervention. Children who are doing well in reading in their Native Language, may indeed pick up very quickly when they transition over to English. So, even though those children assess lower, they may move up quickly. Over and over again we see that average and above students adapt quickly to new challenges. It is the children who struggle from day one that we need to concentrate intervention on.

Typically we use students’ instructional level to determine the best level to begin either Intervention or Guided Reading, depending on the approach you believe will benefit the student the most. It is always pertinent that we compare student responses in processing text to the expectations of behaviors to notice teach and support at their level. The analyzed information guides explicit instruction decision making as we teach children to use appropriate processing strategies to gain the message of the text.

I apologize for not giving a more definitive answer, but hope this will give some ‘food for thought’ as your school determines the best course for future instruction. Please consider using information gathered from your past experiences with this issue as well, to determine the next best steps.
I hope this has helped in some small way.

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Helenann Steensen, Official Fountas & Pinnell Consultant, Heinemann
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