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In collaboration with partnering schools, Project ELITE2 developed and refined an instructional model to enhance core language and literacy instruction for students in grades 3–5. As part of this instructional system, teachers strategically set reading groups of four to five students, select culturally relevant texts that are appropriate for their...
This flip book presents a routine for teachers to use in their classrooms. There also is a K–3 version of the flip book. For more information about this tool, contact Project Director Leticia Romero Grimaldo.
Project ELITE2 developed professional development and tools to support Del Valle ISD in implementing structured data meetings at key assessment points throughout the year (Beginning-, Middle-, and End-of-Year) for all educators serving ELs, as well as monthly for core (Tier I) classroom teachers. The materials include guides and protocols for...
Accelerating Language Acquisition for Secondary English Language Learners is an approximately 2-hour online course that provides self-paced professional development training for content area teachers in secondary classrooms. The course develops teachers’ skills and strategies for teaching academic language to facilitate the content learning of English language learners. ...
Project ELITE worked with K–3 teachers at Del Valle Independent School District to implement a new way of reading books aloud to enhance students' vocabulary and comprehension. This flip book presents a routine for teachers to use in their classrooms. For more information about this tool,...
During the 2012–2013 school year, Project ELITE worked with K–3 teachers at Baty Elementary School in Del Valle Independent School District to implement a new way of reading books aloud to enhance students' vocabulary and comprehension. This bookmark presents a routine for parents to use with their children....
Society for Research on Educational Effectiveness (March 2010) Sharon Vaughn, Leticia R. Martinez, Colleen K. Reutebuch, Coleen D. Carlson, University of Houston, Sylvia L. Thompson, David J. Francis: Enhancing Social Studies Vocabulary and Comprehension for 7th Grade English Language Learners: Findings From Two Experimental Studies
International Reading Association (April 2010) Desirée Pallais, Marty Hougen, Lisa Drummond: Supporting Spanish-Speaking Students With Reading
Center for Research on the Educational Achievement and Teaching of English Language Learners (November 2011) Sharon Vaughn, Colleen Reutebuch, David Francis: Keynote Address
Center for Research on the Educational Achievement and Teaching of English Language Learners (November 2011) Colleen Reutebuch, Letty Martinez, Ledell Maynor, Craig Powell: CREATE Social Studies
Center for Research on the Educational Achievement and Teaching of English Language Learners (November 2011) Colleen Reutebuch, Vanessa Cortez: Supporting Evidence-Based Instructional Practices Through Coaching
Center for Research on the Educational Achievement and Teaching of English Language Learners (November 2011) Colleen Reutebuch, Vanessa Cortez: CREATE Coaching: Supporting Evidence-Based Instructional Practices
Society for the Scientific Study of Reading (July 2010) Sharon Vaughn, Colleen Reutebuch, Amory Cable, David Francis, Coleen Carlson: Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings From Three Experimental Studies
Pacific Coast Research Conference (February 2011) Colleen Reutebuch, Leticia Martinez: Enhancing Social Studies Vocabulary and Comprehension for 7th Grade ELLs: Findings From Three Experimental Studies
These lessons incorporate instructional practices for English learners in seventh-grade social studies identified and investigated during a 5-year period and associated with improved outcomes in content knowledge and vocabulary acquisition.
This report provides a review of high school completion rates for limited English proficient (LEP) students in Texas, discusses evidence-based dropout prevention strategies for LEP students, and makes recommendations for expanding and enhancing Texas’ efforts to promote high school completion and success for LEP students. What follows are highlights...
Researchers conducted two experimental studies to improve vocabulary knowledge and comprehension in seventh-grade social studies classes with English language learners (ELLs). The researchers randomly assigned two different, nonoverlapping samples of classes of seventh-grade students (N = 381 and N = 507) at the classroom (i.e., section) level to a social studies intervention or...
To improve content area achievement outcomes for English language learners (ELLs) in middle schools, a team of researchers from across the country proposed a focused program of research that would develop and rigorously test interventions that focus on teachers' instructional practices, peer-assisted learning, vocabulary development, and the Sheltered Instruction Observation...
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