Regular, careful monitoring of students’ progress (including
students’ behavior and attitudes) should occur to ensure that
instructional approaches and interventions are appropriate and
effective. Formative assessment—assessment conducted in the
moment in the immediate context of instruction—can prove very
valuable for informing instruction. (See chapter 8 for more on
formative assessment as an integral part of instruction.)
Of critical importance is the monitoring of children’s acquisition
of foundational skills in the early grades because acquisition of
these skills is fundamental to progress in literacy achievement.
Children experiencing difficulty with the code, including building
fluency, should be provided immediate support. Intensifying
instruction, increasing instructional time, reducing group size,
and providing ample practice with text in meaningful contexts are
crucial for these students.
Given the complex nature of English language arts and literacy, it is imperative that teachers
recognize the many ways students may experience difficulty. Among them are difficulties with the
code, difficulties making meaning, language limitations (e.g., limited vocabulary), and inadequate
relevant content knowledge. In addition, students may not be engaged for any number of reasons,
including that they are not motivated by the curriculum, instruction, or texts or that they do not
perceive themselves as having the potential to achieve at the same level as their peers in the
classroom context. Any of these areas may need to be the target of support. In addition, it is also
important for teachers of ELs to recognize that, by definition,
ELs are learning English as they are also engaging in literacy
tasks in English. What may appear to be a reading difficulty
may, in fact, be normal English language development.
For additional information on determining appropriate
instruction and intervention approaches for ELs, see A
Cultural, Linguistic, and Ecological Framework for Response
to Intervention with English Language Learners (Brown and
Doolittle 2008).
As noted in the report by Vaughn and others (2012a)
previously summarized, systematic instruction includes
breaking down complex tasks into smaller segments. As
they plan for and implement instruction, teachers may find
it helpful to analyze the CA CCSS for ELA/Literacy and,
as appropriate, the CA ELD Standards, to identify what
students need to be able to do. Figure 9.13 identifies some
components of a sampling of the CA CCSS for ELA/Literacy.
Regular, careful
monitoring of students’
progress (including
students’ behavior
and attitudes) should
occur to ensure that
instructional approaches
and interventions
are appropriate and
effective.Given the complex nature of
English language arts and
literacy, it is imperative that
teachers recognize the many
ways students may experience
difficulty. Among them are
difficulties with the code,
difficulties making meaning,
language limitations (e.g.,
limited vocabulary), and
inadequate relevant content
knowledge.Access and Equity Chapter 9 | 923