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ERIC Number: EJ1001496
Record Type: Journal
Publication Date: 2012-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 71
ISBN: N/A
ISSN: ISSN-1547-1888
Enhancing Instruction for English Learners in Response to Intervention Systems: The PLUSS Model
Sanford, Amanda K.; Brown, Julie Esparza; Turner, Maranda
Multiple Voices for Ethnically Diverse Exceptional Learners, v13 n1 p56-70 Sep 2012
This paper proposes a model of effective instruction and intervention for English Learners (ELs) within a Response to Intervention (RTI) framework. First, we review literature on effective instruction for ELs and how RTI can address the needs of these students. Then, we describe the PLUSS model, which integrates research on effective instruction for ELs, tiered models of support, and teacher practices. The model includes the following elements: Pre-teaching critical vocabulary; Language modeling and opportunities to use academic language; Using visuals and graphic organizers; Systematic and explicit instruction; and Strategic use of native language and teaching for transfer. Finally, we provide an example of a PLUSS model lesson for Tier 2 instruction within an RTI framework. (Contains 2 tables and 3 figures.)
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://ddelcec.org/Publications.php
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A