Sample Elementary Dual Language Reading Protocol
Considerations:
The goal of the Dual Language program is biliteracy and bilingualism.
The core instruction and intervention support will be delivered first in Spanish for all dual language students.
Students scoring “At Risk” on IDEL will receive only Spanish Interventions as long as core reading instruction is delivered only in Spanish.
After core reading instruction in English begins, students scoring “At Risk” on IDEL will continue to receive Spanish reading interventions.
After core reading instruction in English begins, students scoring above “At Risk” on IDEL but “At Risk” on DIBELS Next will receive an English
reading intervention.
6. Intervention decisions will allow for an expected and acceptable lag in English literacy as compared to Spanish literacy in Dual Language programs.
7. Current grade level materials will be used for screening.
1.
2.
3.
4.
5.
CORE PROGRAM
GRADE
K
1st
CURRICULUM OPTIONS
SCREENING & PLACEMENT
TIME
Spanish Only
 Senderos
 Lea Conmigo
90 min. daily
Spanish Only
 Senderos
90 min. daily
SCREENER
IDEL
INTERVENTION PLACEMENT
CRITERIA
F-FSF < 5
W-FPS < 10
IDEL
S-FPS < 25
F- FPS <25
W- FLO<10
S-FLO<25
2nd
3rd
Spanish Only
 Senderos
English
 Bridge to English
Spanish 50%
 Senderos
English 50%
 Journeys
Total
90 min. daily
IDEL
F-FLO<25
W-FLO<40
S-FLO<50
DIBELS
No English Interventions
IDEL
F-FLO<50
W-FLO<60
S-FLO<65
F-DORF<38
W-DORF<56
S-DORF<66
Total
90 min. daily
DIBELS
INTERVENTIONS
CURRICULUM OPTIONS




Preteach/ Reteach
El Camino
Elefonetica
Estrellitas










Preteach/ Reteach
El Camino
Elefonetica
Read Naturally (Spanish)
Senderos Tool Kit
Senderos Write-In Reader
Preteach/ Reteach
Read Naturally (Spanish)
Senderos Tool Kit
Senderos Write-In Reader
TIME
1st & 2nd Intervention:
Core + 30 minutes daily
3rd Intervention:
Core + a minimum of 45
minutes daily
 Preteach/ Reteach
 Senderos Write-In Reader
 Read Naturally (Spanish)
See English Standard Reading
Protocol.
All students, including students with disabilities and English language learners are monitored through the RTI process. Core and
intervention decisions are made according to this protocol.
Sample Standard English Language Development Protocol
**ALL EDUCATORS WILL USE SHELTERED INSTRUCTION ALL DAY, EVERY DAY, WHEN TEACHING CONTENT TO ENGLISH LEARNERS**
CORE ELD PROGRAM
GRADE
TIME
20 min daily (half day)
K
30 min daily
(full day)
Grades 1-5
60 min daily
Grades 1-5
30 min. daily
Grades 1-5
30 min. daily
CURRICULUM
OPTIONS
 Carousel of Ideas
 ELD Framework
Materials
 Carousel of Ideas
 ELD Framework
Materials
 Carousel of Ideas
 ELD Framework
Materials
 Carousel of Ideas
 ELD Framework
Materials
ELD LEVEL
Levels 1-4
ELD INTERVENTIONS
CURRICULUM OPTIONS
TIME/GROUP
SIZE
Core + 10 minutes
daily,
Small group
(Determined by EBIS team based on student
data and instructional need)
Gen Ed intensifies Sheltered Instruction
AND
 Language for Learning
 Anita Archer Vocab Routine
 Journeys ELL lessons
 Targeted Systematic ELD
Level 1
(Newcomer)
Level 2
Levels 3 & 4
Gen Ed intensifies Sheltered Instruction
AND
 Language for Learning
 Anita Archer Vocab Routine
Core + 15-30 minutes
 Journeys ELL lessons
daily,
 Word Generation 4th-5th
Small group
 Targeted Systematic ELD
Core + 30 minutes
daily,
Small group
Decision Rules:
When either of the following occurs for students who score in the strategic or intensive ranges on DIBELS Next:


ELPA or LAS Links results indicate that the student’s language level has not increased since the previous year
The Dutro Quick Screen and the Correct Writing Sequence screen (CWS) indicate that the student’s language development is much
slower than that of his/her language level peers
Place student in a reading intervention and intensify general education classroom sheltered instruction, using the Sheltered Instruction
Intensification Worksheet.
Progress monitor students and review in 12 weeks:
 Progress monitor using Correct Writing Sequence (CWS) and DIBELS Next Daze biweekly and DIBELS Next ORF or IDEL weekly.
 In IPAS, complete the Intervention Profile Sheet and enter progress-monitoring scores.
Intervention Changes after 12 weeks of intensified general education classroom sheltered instruction
If the Language And the
Then…
Level:
Reading Level:
Improves
Improves
Doesn’t
Improve
Improves
Improves
Doesn’t
Improve
Doesn’t
Improve
Doesn’t
Improve
The teacher will continue to use the intensified sheltered instructional strategies. The team will review the
exit criteria to determine whether the student should continue in the reading intervention.
Place the student in an ELD Intervention from the above protocol. The team will review the exit criteria to
determine whether the student should continue in the reading intervention or whether the reading intervention
should be discontinued for the next 12 weeks. The ELD teacher will work with the classroom teacher to
further refine and intensify sheltered instruction throughout the day.
The teacher will continue to use the intensified sheltered instruction strategies. The team will consider
intensifying the reading intervention according to the reading protocol.
Place the student in an ELD Intervention from the above protocol. The ELD teacher will work with the
classroom teacher to further refine and intensify sheltered instruction throughout the day. The team will
consider intensifying the reading intervention according to the reading protocol. However, at the
determination of the team, the reading intervention may be discontinued for the next 12 weeks.
Progress Monitor Students and review in 12 weeks:
 Progress monitor using Correct Writing Sequence (CWS) and DIBELS Next Daze biweekly and DIBELS Next ORF or IDEL weekly.
 In IPAS, update the Intervention Profile Sheet to indicate that the student is receiving an ELD intervention, and enter progressmonitoring scores.
Intervention changes after 12 weeks in an ELD Intervention
If the Language And the
Then…
Level:
Reading Level:
Improves
Improves
The team will decide whether to continue the ELD intervention. The team will review the exit criteria to
determine whether the student should continue in the reading intervention.
Doesn’t
Improves
The team will continue or intensify (i.e. see page 11 EBIS handbook for appropriate recommendations) the
Improve
current ELD intervention. The team will review the exit criteria to determine whether the student should
continue in the reading intervention.
Improves
Doesn’t
The team will review progress-monitoring data and determine whether or not to continue the ELD intervention
Improve
AND The team will consider reinstating and/or intensifying the reading intervention according to the reading
protocol.
Doesn’t
Doesn’t
Continue or intensify the current ELD intervention. The ELD teacher will work with the classroom teacher to
Improve
Improve
further refine and intensify sheltered instruction throughout the day. The team will consider reinstating and/or
intensifying the reading intervention according to the reading protocol.
Sheltered Instruction Intensification Worksheet
Student: _________________________________________________ Core teacher: ________________________________________ Date:________________________
SHELTERED
INSTRUCTION
CURRENT PRACTICES
INTENSIFIERS
(EXAMPLES)
Explicit learning objectives
communicated to student
Student predicts lesson outcome at
start of each day.
Student ends each session with
outcome sentence in journal.
Self-rating on meeting objective.
Build Background
Preteach-reteach vocabulary
Add vocab chant to each science
unit
Show short video about concept
Use observation charts to assess
prior knowledge
Oral practice opportunities
Add Think-Pair-Share to each math
lesson
Call on student twice during each
lesson
Require complete sentence
responses from all
Checks for understanding
Add exit ticket every third day.
Quick writes
Cornell notes
White board response checks
Other sheltered instruction
Add hands-on lesson to each week.
Sheltered Instruction Strategies for English Language Learners
Sheltered Instruction (SIOP) Components and Features
Suggested Instructional Activities
Lesson Preparation (LP)
1. Write content objectives clearly for students.
2. Write language objectives clearly for students.
3. Choose content concepts appropriate for age and educational background
level of students. Teach required concepts without diminishing the content.
4. Identify supplementary materials to use (graphs, models, visuals).
5. Adapt content (e.g., text, assignment) to all levels of student proficiency.
6. Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter
writing, simulations, constructing models) with language practice opportunities
for reading, writing, listening, and/or speaking. Avoid planning a lecture as a
meaningful activity.
Building Background (BB)
7. Explicitly link concepts to students’ backgrounds and experiences (“Have you
ever?)
8. Explicitly link past learning and new concepts. (Do you remember when
we...?)
9. Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) for
students.
Comprehensible Input (CI)
10. Use speech appropriate for students’ proficiency level (e.g., slower rate,
enunciation, and simple sentence structure for beginners).
11. Explain academic tasks clearly.
12. Use a variety of techniques to make content concepts clear (e.g., modeling,
visuals, hands-on activities, demonstrations, gestures, body language).
Strategies (S)
13. Provide ample opportunities for students to use strategies, (e.g., problem
solving, predicting, organizing, summarizing, categorizing, evaluating, selfmonitoring).
14. Use scaffolding techniques consistently (providing the right amount of
support to move students from one level of understanding to a higher level)
throughout lesson.
15. Use a variety of question types including those that promote higher-order
thinking skills throughout the lesson (literal, analytical, and interpretive
questions).
CMS ESL Student Education Department July 2008
Incorporate listening, speaking, reading, and writing activities
Realia, manipulatives, props, photographs, illustrations
Demonstration of lesson procedures
Videos, DVDs, CD-ROMs, audio tapes
Adapted, taped, or highlighted text
Teacher-prepared outlines
Jigsaw activities
Marginal notes
High-interest, low-readability texts, Trade books
Thinking Maps and other graphic organizers
Bilingual dictionaries, Native language texts
Question Stems to elicit and share background experiences
Classroom charts and posters to link prior learning to new learning
Advance Organizers
Videos, DVDs, stories, articles, books, pictures, or photographs
Insert Method, Anticipation Guides
Concept/Question Board, Concept definition maps
Word sorts, Vocabulary flip books, Word generation activities
Vocabulary Self-Collection Strategy (VSS), Personal dictionaries, Cloze activities
Mnemonic strategies, Interactive word walls, Labeling
Word knowledge self-assessment, Word banks, Cognate study
Preview lesson topic; provide multiple exposures to key details
Provide both oral and written directions for tasks
Step by step explanation and modeling of tasks
Display a finished product as an example
Assess students’ comprehension often (“Tell your partner what to do.”, “Thumbs up if you can repeat the
directions”, etc.)
Multimedia resources (music, overhead transparencies, PowerPoint presentations, Web sites,
videos/DVDs, etc.)
Graphic organizers specific to the task
Allow students to express understanding via alternative forms
Mnemonic strategies
SQP2Rs, GIST
Rehearsal strategies
Thinking Maps and other graphic organizers
Text comprehension strategies (predicting, retelling. summarizing, etc.)
QAR strategy
Questioning the Author
Anticipation / Reaction Guides
Think Alouds
Note Taking (Three-Column, Cornell notes, etc.)
Scaffolded Questions / Verbal scaffolding of student responses
Question stems that promote higher-order thinking skills
Planning for English Language Learners
Decide if the problem is an individual or group problem.
1. To what degree is the student struggling? Rate the student from 1 (minimal struggle) to 4 (serious struggle).
Area
English Language Development General
Social Language Development
Academic Language Development
Acculturation
Reading
Written Language
Math
Social and Classroom Behavior
Student
English Speakers
NA
NA
NA
Cohort Group
2. Intervene in the above areas either for the group or for the individual as appropriate. Do not wait for language to
develop or for acculturation to occur. See Intervention Approaches by Area on next page.
 For group Interventions:
 If you decide to intervene with the group, set up a progress-monitoring program in each area of concern.
The program should involve weekly progress monitoring.

For students in Individual Interventions:
o Monitor the student’s progress in the areas of concern.
 For students at language level 1-3, monitor for 8 to 10 weeks. If the student’s trend line does not
improve so that progress is similar to the cohort *, then the intervention should be changed.
 For students at language level of a “high” 3 and above, use the decision rules as for English only
students.
If the student does not make progress after two interventions, move to the individualized stage.
3. For students who need an individualized intervention:
 Complete, with the ELL teachers and the parents, the Developmental History and the Individual Problem
Solving Worksheet.
 Use the information from these two documents to design intervention(s) in the area of concern.
 For students at language level 1-3, monitor for 8 to 10 weeks. If the student’s trend line does not improve
so that progress is similar to the cohort, then the intervention should be changed.
 For students at language level of a “high” 3 and above, use the decision rules as for English only students.
*Cohort Group
A cohort group is defined as at least three students with similar language levels, educational experiences, and cultural
backgrounds (such as length of time in country, language in the home, language of instruction, and length of time in
ELL).
Planning for English Language Learners
Intervention Approaches by Area
For English Language Development:
1. Increase the amount of practice of target language.
a. have teacher “require” language output by student multiple times per day
b. small group “talk group” w/ instructional assistant or volunteer using target language
c. change size of ELD group and increase opportunities for student to respond orally and in writing
2. Double dose ELD
3. Change size of ELD group.
4. Increase specificity of ELD instruction (For Example, use Language for Learning)
For Acculturation:
1. Consider how the student’s culture may cause instruction to be “out of step” with the student. For example, if the
student comes from a culture where girls are expected to not speak to boys, consider this in creating groupings. If the
culture emphasizes co-dependence and teamwork, de-emphasize individual grades or competitive games. Review
curriculum materials for examples, pictures, and vocabulary that may cause confusion.
2. Work with the parents. Find out what the family’s expectation is for involvement in school, student independence
in schoolwork, and understanding of the American school system. Increase home to school communication to help
adapt the child’s educational experience to those understandings.
3. Be more explicit with the student about “how school works.”
For Academics:
1. In general, follow the district protocols for Reading, Math, and Written Language.
2. To decide if a student should have a reading intervention:
a. Do your best to find out if the student has strong academic skills in his or her native language. (Check the
record, talk to the parent, see if an adult native speaker can informally assess).
b. If the student has good skills in native language, place in the core.
c. If the student does not have good skills, place in core AND start interventions.