Coordinating Spanish and English
Reading Instruction
Doris Luft Baker
Rachell Katz
B-ELL Schools IBR
August 24, 2006
© 2006 by the Oregon Reading First Center
Center on Teaching and Learning
Coordinating Spanish and
English Reading Instruction
 Materials
created/adapted by:
•
Rachell Katz
•
Doris Baker

Additional Support
•
Katie Tate
•
Deni Basaraba
•
Anna Ingram
2
Copyright
 All materials are copy written and should not
be reproduced or used without expressed
permission of Dr. Scott Baker or Dr. Carrie
Thomas-Beck. Selected slides were
reproduced from other sources and original
references cited.
3
Overview
1. Roles of BELL team members
2. Forming Instructional Groups:
Using Spanish and English Data
3. Progress Monitoring
4. Planning for the 45 minute English reading
instruction and the 90 minute Spanish
instruction.
4
Roles of B-ELL team
Roles of each member
• Doris - Regional Coordinator focusing on ELL
reading instruction in B-ELL schools
• Rachell - Regional Coordinator focusing on
reading instruction for non-ELL students in B-ELL
schools
• Jorge- Support teachers and instructional
assistants with the delivery of instruction.
• Fátima - Assist with IDEL training, refresher, and
template development. Creating Interaction tables.
5
Forming Instructional Groups
Using Spanish and English Data
Small group instruction
Allows for differentiated instruction
Informal assessments (i.e. individual
turns) to check on mastery
Differentiated pacing between groups to
keep engagement high
7
Step 1. Forming Instructional Groups
First Grade Spring Table
Spanish
Student
FPS
#of words FPS Status
recoded
FLO Total words
score read
%
FLO Status
Accuracy
Group
Brandon
Emmanuel
Karina
Kimberly
Ruby
Yoslin
Angeles
Brayan
Andres
Antony
Ivan
English
Student
Brandon
Emmanuel
Karina
Kimberly
Ruby
Yoslin
Angeles
Brayan
Andres
Ant ony
Ivan
NWF
# of words
recoded
NWF
Status
ORF
Score
Total words
read
%
Accuracy
ORF Status
Group
8
Dynamic Indicators of Basic Early Literacy Skills/ Indicadores Dinámicos del Éxito en la Lectura
Summary of Effectiveness by Grade
Date:
Step:
Interaction Table
District: Washington
School: Sunnyside
DIBELS
Beginning
Middle
PSF
PSF
Name
Miguel
Maria
Giovanni
Estefania
Michelle
Alexis
Carlos
Miguel
Rosa
Lillyana
Ivan,
Ricardo
Vanessa
Jovanny
Omar
Alexis
Brenda
Melisa
Armando
Sonia
Veronica
Jocelyn
Marco
Bianney
Miguel
Yajaira
IDEL
Check if
Beginning
Middle
Low Risk
FSF
FSF
at least 35
14
23
21
31
33
15
0
3
9
11
3
8
10
11
37
0
22
51
34
15
8
29
20
3
9
12
43
38
36
45
45
5
12
5
23
19
17
31
36
20
52
55
52
43
42
21
44
29
41
30
49
27
v
v
v
v
v
v
v
v
v
v
v
v
v
v
DIBELS
Check if
Beginning
Middle
Low Risk
NWF
NWF
at least 35
18
33
10
4
48
14
8
3
23
15
0
25
29
11
44
.
24
29
31
5
22
52
37
13
44
24
56
46
34
55
75
40
23
6
38
31
36
43
47
23
59
44
58
48
71
15
44
46
31
49
67
68
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
v
IDEL
Check if
Beginning
Middle
Low Risk
FPS
FPS
at least 50
36
6
8
13
6
9
0
5
2
37
1
0
14
18
12
0
5
28
3
0
4
3
3
29
4
0
81
30
22
34
19
8
28
13
46
60
7
7
20
41
36
22
32
55
41
60
37
40
21
61
97
24
v
v
v
v
v
v
January, 2006
Beginning-Middle of First Grade
DIBELS
Check if
Middle
Low Risk
ORF
at least 70
55
1
2
13
7
8
0
7
0
124
0
7
8
16
31
.
11
18
4
0
18
1
1
48
17
0
79
46
20
50
45
49
52
12
56
90
40
36
28
46
68
v
v
27
7
9
6
1
0
1
1
6
43
1
0
0
6
14
1
14
48
64
56
50
75
25
94
83
41
31
6
7
0
9
1
39
9
5
v
v
Middle
Low Risk
FLO
at least 20
21
60
v
IDEL
Check if
v
v
v
v
Check if
Low Risk
at least 20
21
16
20
13
8
25
5
0
16
46
5
14
4
12
29
4
25
15
15
7
9
21
1
33
27
6
v
v
v
v
v
v
v
v
9
Step 2. Use Interaction Tables to Insert Information
Spanish End of First Grade
Student
FPS
Brandon
Emmanuel
Karina
Kimberly
Ruby
Yoslin
Angeles
Brayan
Andres
Antony
Ivan
100
75
43
43
17
30
35
27
18
37
1
#of words FPS Status
recoded
Established
Emerging
Deficit
Deficit
Deficit
Deficit
Deficit
Deficit
Deficit
Deficit
Deficit
FLO Total words
score read
23
45
5
48
11
0
22
11
10
8
0
%
FLO Status
Accuracy
At risk
Low risk
At risk
Low risk
At risk
At risk
At risk
At risk
At risk
At risk
At risk
Group
English End of First Grade
Student
NWF
Brandon
Emmanuel
Karina
Kimberly
Ruby
Yoslin
Angeles
Brayan
Andres
Ant ony
Ivan
72
52
83
75
33
50
52
39
34
39
0
# of words
recoded
NWF
Status
Established
Established
Established
Established
Emerging
Established
Established
Emerging
Emerging
Emerging
Deficit
ORF
Score
34
45
49
50
10
8
22
11
10
8
0
Total words
read
%
Accuracy
ORF Status
Some risk
Low risk
Low risk
Low risk
At risk
At risk
Some risk
At risk
At risk
At risk
At risk
Group
10
Step 3. Analyzing Students’ Understanding of the Alphabetic Principle
(FPS/NWF)
Spanish End of First Grade
Student
FPS
Brandon
Emmanuel
Karina
Kimberly
Ruby
Yoslin
Angeles
Brayan
Andres
Antony
Ivan
100
75
43
43
17
30
35
27
18
37
1
# of words
recoded
20
15
10
4
0
5
10
2
0
2
0
FPS Status
FLO Total words
score read
Established 23
Emerging
45
Deficit
5
Deficit
48
Deficit
11
Deficit
0
Deficit
22
Deficit
11
Deficit
10
Deficit
8
Deficit
0
%
FLO Status
Accuracy
At risk
Low risk
At risk
Low risk
At risk
At risk
At risk
At risk
At risk
At risk
At risk
Group
NWF
Status
Established
Established
Established
Established
Emerging
Established
Established
Emerging
Emerging
Emerging
Deficit
%
Accuracy
Group
English End of First Grade
Student
NWF
Brandon
Emmanuel
Karina
Kimberly
Ruby
Yoslin
Angeles
Brayan
Andres
Antony
Ivan
72
52
83
75
33
50
52
39
34
39
0
# of words
recoded
16
16
20
22
8
14
12
15
4
6
0
ORF
Score
34
45
49
50
10
8
22
11
10
8
0
Total
words read
ORF
Status
Some risk
Low risk
Low risk
Low risk
At risk
At risk
Some risk
At risk
At risk
At risk
At risk
11
Number of Words Recoded in FPS
Indicador 3 Prim er grado
Fluidez en las Palabras sin Sentido IDELTM
zu
f or u
ga
gu po
ta m a
__/16
16
li j u
pidi
da nu
so
l eba
17
__/18
ji
zo
d i sa
doro
16
__/16
l od u
r ivi
sumi
ac
de – o
supu
jo –i
20
__/20
rate
zep u
t u se
fa
co
14
__/16
Total: _____
83
Nœmero de Palabras Completas le’das (NPC): _____
22
12
Step 4. Fluency and Accuracy Reading Connected Text
Spanish End of First Grade
Student
FPS
Brandon
Emmanuel
Karina
Kimberly
Ruby
Yoslin
Angeles
Brayan
Andres
Antony
Ivan
100
75
43
43
17
30
35
27
18
37
1
# of words
recoded
20
15
10
4
0
5
10
2
0
2
0
FPS Status
FLO
score
Established 23
Emerging
45
Deficit
5
Deficit
48
Deficit
11
Deficit
0
Deficit
22
Deficit
11
Deficit
10
Deficit
8
Deficit
0
Total words
read
25
50
10
50
16
0
36
15
11
14
0
%
Accuracy
92%
90%
50%
96%
69%
0%
62%
74%
91%
58%
0%
Total words
read
37
49
54
54
11
12
24
12
13
11
0
%
Accuracy
92%
92%
91%
93%
91%
67%
92%
92%
77%
73%
-
FLO Status
Group
At risk
Low risk
At risk
Low risk
At risk
At risk
At risk
At risk
At risk
At risk
At risk
English End of First Grade
Student
NWF
Brandon
Emmanuel
Karina
Kimberly
Ruby
Yoslin
Angeles
Brayan
Andres
Antony
Ivan
72
52
83
75
33
50
52
39
34
39
0
# of words
recoded
16
16
20
22
8
14
12
15
4
6
0
NWF Status ORF
Score
Established 34
Established 45
Established 49
Established 50
Emerging
10
Established 8
Established 22
Emerging
11
Emerging
10
Emerging
8
Deficit
0
ORF Status
Group
Some risk
Low risk
Low risk
Low risk
At risk
At risk
Some risk
At risk
At risk
At risk
At risk
13
Performance
on 3rd-Grade DORF passage
Our Sick Kitty
Our kitten was sick. She would not eat and she
stopped drinking. She did not purr anymore. She
wanted to sleep all the time. She cried if I touched
her.
Dad said, “We need to take her to the vet.” The
vet is an animal doctor.
I held her in the cat carrier. I kept her wrapped in a
fuzzy blanket. I talked to her because she does not
like to ride in the car. But this time she was so sick
she was quiet the whole ride.
10
18
29
30
41
46
59
69
82
88
Total Words (TW)= 51
Words Read Correct (wrc)= 44
14
Calculating % accuracy
• Accuracy: Determine the number of words
read correctly and the total words read.
Divide the number of words read correctly
(wrc) by the number of Total Words (TW)
read.
• Example: 44(wrc) /51(TW) = 86% accuracy
15
Step 5. Grouping Students
Spanish
Student
FPS
Brandon
Emmanuel
Karina
Kimberly
Ruby
Yoslin
Angeles
Brayan
Andres
Antony
Ivan
100
75
43
43
17
30
35
27
18
37
1
# of words
recoded
20
15
10
4
0
5
10
2
0
2
0
FPS Status
FLO
score
Established 23
Emerging
45
Deficit
5
Deficit
48
Deficit
11
Deficit
0
Deficit
22
Deficit
11
Deficit
10
Deficit
8
Deficit
0
Total words
read
25
50
10
50
16
0
36
15
11
14
0
%
Accuracy
92%
90%
50%
96%
69%
0%
62%
74%
91%
58%
0%
Total
words read
37
49
54
54
11
12
24
12
13
11
0
%
Accuracy
92%
92%
91%
93%
91%
67%
92%
92%
77%
73%
-
FLO Status
Group
At risk
Low risk
At risk
Low risk
At risk
At risk
At risk
At risk
At risk
At risk
At risk
3
3
2
3
1
1
2
1
1
2
1
English
Student
NWF
Brandon
Emmanuel
Karina
Kimberly
Ruby
Yoslin
Angeles
Brayan
Andres
Antony
Ivan
72
52
83
75
33
50
52
39
34
39
0
# of words
recoded
16
16
20
22
8
14
12
15
4
6
0
NWF Status ORF
Score
Established 34
Established 45
Established 49
Established 50
Emerging
10
Established 8
Established 22
Emerging
11
Emerging
10
Emerging
8
Deficit
0
ORF Status
Group
Some risk
Low risk
Low risk
Low risk
At risk
At risk
Some risk
At risk
At risk
At risk
At risk
3
3
3
3
1
2
2
2
1
1
1
16
Description of Groups in First Grade
Group 1 - The lowest performing students on
understanding the alphabetic principle.
Group 2 - Students recognize some letter
sounds but need more instructional support
on blending and reading connected text.
Group 3 - Students demonstrate an
understanding of the alphabetic principle, and
are reading grade level material with 90%
accuracy or above.
17
Fluency and Decoding
If students are reading grade level
material with 90% accuracy or above,
then consider using grade level
passages for fluency building.
If students are reading grade level
material with less than 90% accuracy,
then assess them to identify gaps in
decoding skills. Also, ensure students
are practicing fluency in below grade
level material or supplemental program
with at least 90% accuracy.
18
Breakout Activity
In groups of three, use the Kindergarten
Spring data provided to form
instructional groups.
• Provide a description of instructional focus
for each group
• Use benchmark tables to determine the
instructional focus.
19
Forming Instructional Groups - Kindergarten
Spring
Table
Spanish
Student
FSF
FSF Status
FPS
# of words recoded
FPS status
Malintzi
Julissa
Luis
Brenda
Brandon
Diego
Ruby
Jose
Alehandra
Elian
39
38
59
63
33
52
37
42
54
52
Emerging
Emerging
Established
Established
Deficit
Established
Emerging
Emerging
Established
Established
16
22
18
24
11
11
2
18
47
38
4
6
5
5
0
0
0
5
10
11
At risk
At risk
At risk
At risk
At risk
At risk
At risk
At risk
Low risk
Low risk
Student
PSF
PSF Status
Malintzi
Julissa
Luis
Brenda
Brandon
Diego
Ruby
Jose
Alehandra
Elian
52
52
53
62
42
46
44
50
53
40
Established
Established
Established
Established
Established
Established
Established
Established
Established
Established
Group
English
NWF # of words
recoded
25
3
16
2
32
9
29
4
20
3
41
10
0
35
9
54
14
23
4
NWF Status
Low risk
Some risk
Low risk
Low risk
Some risk
Low risk
At risk
Low risk
Low risk
Some risk
Gr oup
20
Description of Groups in
Kindergarten
Group 1
This group needs heavy focus on understanding the alphabetic
principle. Continue practice on phonemic awareness.
Group 2
Stude nts are established or nearly established in phonemic awareness,
but need continuous practice on understanding the alphabetic principle
and blending.
Group 3
Stude nts have established phonemic awareness, and understanding of
the alphabetic principle. Stude nts are ready to read grade level
decodable text.
21
Your Turn
Use your first and second grade
DIBELS/IDEL booklets to fill out the
table to form instructional groups.
For this activity, use the scores in the
booklets and the benchmark tables to
determine skill status.
22
Instructional Status
Terminology
Progressive or Midpoint
Benchmark Goals:
Developing Skills
Final Benchmark Goals and
Later:
Goal Skills
Low Risk
Some Risk
At Risk
Established
Emerging
Deficit
Used for all measures except ORF and LNF
23
Large group share out
What were the strengths of forming
instructional groups using this step by
step process?
What were the challenges of forming
instructional groups?
24
Steps for grouping
Prioritize instructional target based on
DIBELS/ IDEL goals and timelines.
Examine multiple scores
Evaluate errors patterns in booklets
Create instructionally appropriate small
groups
Plan intervention
Monitor Progress
Regroup based on student progress
25
Progress Monitoring
Spanish Progress Monitoring
IDEL Progress monitoring materials that
are currently posted on the web are:
IDEL Fluidez en la Lectura Oral for first,
second, and third grade
IDEL FPS is almost completed
IDEL FSF is coming soon!!
27
Guidelines on Progress
Monitoring ELLs
For Phonemic Segmentation Fluency
• Progress monitor in English until probes are
available in Spanish. Choose one language to
progress monitor students on phonemic
segmentation fluency.
For Nonsense Word Fluency
• If the alphabetic principle is an instructional focus
for that language, then progress monitor students
in that language.
For Oral Reading Fluency
• Progress monitor students in both languages.
Consider their nonsense word fluency scores.
28
Identify Goal and Timeline
 What is the outcome goal?
• What is the next DIBELS/IDEL benchmark for the student’s
grade level?
 What is the present level of performance?
• What is the student’s current DIBELS/IDEL benchmark
scores?
 How much growth is needed?
 How much growth does this require per week?
29
Spanish Goal Setting
Example: Malintzi
•Malintzi 1st grade (Fall)
•What is the outcome goal?
–The winter benchmark FPS for 1st grade FPS is a minimum
of 70 letter-sounds per minute
•What is the present level of performance?
–16 letter-sounds, 1st Grade IDEL FPS
•How much growth is needed?
–54 letter-sounds by the Winter Benchmark!
•How much growth does this require per week?
–54 divided by 14 weeks = 4 letter-sounds per week
30
Aimline: Ensure Malintzi is on Track
to Reach the Goal!
31
Example #2: Ruby
Ruby: Second Grade (Fall)
•
What is the winter outcome goal?
The winter benchmark for 2nd grade FLO is a minimum of 50
correct words per minute
What is the present level of performance?
11 wpm, 2nd Grade IDEL FLO
•
How much growth is needed?
39 wpm by the Winter Benchmark!
How much growth does this require per week?
39 divided by 14 weeks = 2.8 words per week
32
Aimline: Ensure Ruby is on Track
to Reach the Goal!
33
Data Decision Rules
1. If three (3)
consecutive data
points are above
the aimline, student
is making adequate
progress towards
the benchmark
goal.
34
Stay the Course!
Data Decision Rules
2. If the date points
align with the
aimline, student is
making adequate
progress towards
the benchmark
goal.
35
Decisions Rules- Basics “Don’t
Wait!”
Data Decision Rules
3. If three (3)
consecutive data
points are below
the aimline,
change the
intervention.
36
Breakout Activity
In groups of three identify a first or
second grade student from your building
that you want to progress monitor in
Spanish. Use the IDEL benchmark goal
chart to determine the weekly growth
needed to achieve the winter goal.
37
Alterable Variables Chart
Alterable
Components
Opportunities to
Learn (Time /
Concentration of
Instruction)
Program Efficacy
Program
Implemen tation
Grouping for
Instruction
Coordination of
Instruction
Specific Adjustments
Increase
attendan ce
Provide
instruction
daily
Increase
opportunities
to respond
Preteach
componen ts
of core
program
Use
Supp lement
extensions of core wi th
the core
appropriate
program
materials
Vary
schedule of
easy/hard
tasks/skills
Add anothe r
instructional
period
(double
dose)
Replace
current core
program
Implement
specially
designed
program
Model lesson Monitor
delivery
implemen tation
frequently
Provide
coaching and
ongoing
support
Provide
additional
staff
developmen t
Vary
program/
lesson
schedule
Check group
placemen t
Reduce
group size
Increase
teacher-led
instruction
Provide
individual
instruction
Change
instructor
Clarify
instructional
priorities
Establish
concurrent
reading
periods
Provide
comp lementary reading
instruction
across
periods
Establish
comm unication across
instructors
Meet
frequently to
examine
progress
38
Planning for the 45 minute
English reading instruction,
and 90 minute Spanish
instruction.
Kinder and First Grade Scenario: Fall scores on DIBELS/IDEL
DIBE LS Performance on
ISF, LNF, PSF, and NWF
IDEL Per formance on FSF,
FNL, and FPS
Engli sh Reading Instruction
Intensive on DIBELS
Low Risk on IDEL
-Use Core Program
Intensive on DIBELS
Some Risk on IDEL
- Use Core Program
- Use of ELL Handbook and
Extra-Support Handbook.**
Intensive on DIBELS
At Risk on IDEL
- Increase instructional tim e
and intensity.
- Use of Core Program
- Use of ELL Handbook and
Extra-Support Handbook.
- Possible use of a strong
intervention program focusing
on phonemi c awareness and
phonics. **
**Focus heavily on phonemi c awareness and phonics activities in Lectura.
40
Second and Third Grade Scenario: Fall scores on DIBELS/IDEL
DIBE LS Performance on
NWF and ORF
IDEL Per formance on FPS
and FLO
English Reading Instruction
Intensive on DIBELS
Low Risk on IDEL
- Use Core Program with ELL
Handbook and Extra Support
Handbook (Strong phonics
instruction is critical)
Intensive on DIBELS
Some Risk on IDEL
- Use Core Program with ELL
Handbook and Extra Support
Handbook (Strong phonics
instruction is critical)
Intensive on DIBELS
At Risk on IDEL
- Increase instructional time
and intensity.
- Use Extra Support Handbook
- Consider a strong intervention
program that emphasizes
phonics
41
Whole Group Instruction: (Classroom
Teacher, 15 minutes, entire class participates)
•Core Program Literature (Teacher Read Alouds
and Anthology Selections)
Instructional Small Groups (Classroom Teacher, 30 mins. homogenous
groups)
•Core or Intervention on Phonics
•Vocabulary practice from anthology/high frequency words.
•Provide plenty of opportunities for students to practice using vocabulary
in context
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English: Effectiveness of core program.
Additional supplemental/ intervention
programs used.
 In your building teams discuss what activities were
included in whole group and small group English
instruction for ELLs.
• How did you prioritize whole group English instruction last
year?
• How did you differentiate small group English instruction
last? Summarize instructional plan on chart paper to share
out with the group.
• Were large group activities accessible to the range of
learners in the group? What were some ways that the lesson
was made more accessible to the students with lower
reading skills in English?
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Spanish: Prioritizing activities in Lectura
during whole group instruction. Selecting
activities for small group instruction.
Activity
In your building teams discuss what activities
were included in whole group and small group
Spanish instruction.
How did you prioritize for whole group Spanish
instruction last year?
How did you differentiate for small group
Spanish instruction last year? Summarize on
chart paper to share out with the group.
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Big Ideas for Kindergarten
 Students will recognize the high-frequency
words taught in HMR kindergarten by sight
by the end of the year.
 Students will recognize and produce the
most common sounds associated with the
26 letters of the alphabet by the end of the
year.
 Students will blend Letter sounds in one
syllable words at the rate of 25 sounds per
minute by the end of the year.
Copyright @ 2006 Ashlock Consulting Inc.
45
Big Ideas for First Grade
 Students will recognize and produce
letter/sound correspondences at the rate of
one per second.
 Students will read regular one-syllable words
fluently by the end of grade 1.
 Students will read all high-frequency words
taught in grades K-1 fluently by the end of
grade 1.
 Students will read fluently one word per 2-3
seconds midyear and one word per second
by the end of grade 1.
 Students will read 40-60 wcpm by the end of
grade 1.
Copyright @ 2006 Ashlock Consulting Inc.
46
Big Ideas for Grade 2
 Students will demonstrate sound/ spelling
knowledge of diphthongs and digraphs by
the second month of grade 2.
 Students will use advanced phonic elements
to recognize words by the middle of grade 2.
 Students will begin to read multisyllabic
words by the middle of grade 2.
 Students will read all high-frequency words
taught in grade K-2 fluently by the end of
grade 2.
 Students will read fluently 90-100 wcpm in
connected text by the end of grade 2.
Copyright @ 2006 Ashlock Consulting Inc.
47
Big Ideas for Grade 3
 Students will recognize and produce
common word parts by the second
month of grade 3.
 Students will read regular multisyllabic
words by the middle of grade 3.
 Students will read 120 wcpm in
connected text by the end of grade 3.
Copyright @ 2006 Ashlock Consulting Inc.
48
Conclusion
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