In the Reading Expert column of this issue, you will find the first of a two-part series on reading interventions, where we discuss some new developments in the intervention research and how this can be applied to your schools. In this issue, we address some advances in interventions for reading comprehension.
In the Marvelous Mathematician column, we tackle addressing language barriers for English learners in mathematics.
The Leadership Corner provides four great resources for improving reading instruction.
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From Education Week
States and school districts that get federal funding to support students who are English-language learners, can use that money to support long-term ELLs and ELLs in special education, as well as to help figure out how those students are progressing, according to new Every Student Succeeds Act guidance released by the U.S. Department of Education Friday.
The guidance also makes it clear that districts and states can use their English Language Acquisition grants — provided through a $737 million program also known as Title III of — for many of the same purposes as they did under No Child Left Behind. That’s true even though schools’ accountability for ensuring ELLs progress in their English-proficiency has moved to Title I of the law, along with accountability for all other groups of kids
That means that states are allowed to use their Title III funds to help identify ELLs who are struggling, make sure their English-language proficiency tests match up with English-language proficiency standards, and align state content standards with English-language proficiency standards. And districts can use Title III funds to help notify parents that their child is an English-learner.
States and districts can also use their Title III money to help meet some new transparency and reporting requirements in ESSA that are aimed at getting a better understanding of ELLs and former ELLs.
Aligned with Common Core State Standards related to vocabulary and language, Word Intelligence provides teachers with all the tools they need to explicitly teach struggling students and English learners important academic words, specific content words tied to U.S. and world history, and efficient word-learning strategies to apply to new words as they are encountered.
Many, if not most, adolescents who struggle with content-area reading comprehension can decode and even read with some fluency but lack vocabulary and background knowledge. The Word Intelligence curriculum is designed for those students. It fits comfortably into an added period of between 40 and 50 minutes to supplement a regular English class but is flexibly designed to be completed in shorter periods spread throughout the year. All reading passages are from informational text, with passages linked to world history and U.S. history, in order to build knowledge.
Click here to visit the Word Intelligence website for more information about the curriculum.