Presentation on theme: "¨ Any student born outside the United States or whose parent was born abroad ¨ Any student who has been living outside the United States for a significant."— Presentation transcript:
¨ Any student born outside the United States or whose parent was born abroad ¨ Any student who has been living outside the United States for a significant amount of time ¨ Any student born and living in the United States whose primary home language is not English
¨ All four language skills LISTENING SPEAKING READING WRITING
Level I – Prefunctional Level II – Beginner Level III – Intermediate Level IV – (“Trial Mainstream’’) Level V – Proficient (“tested out”)
Title III- Report from ODE
BICS Basic Interpersonal Communication Skills social language speaking/listening smaller vocabulary, rote phrases, contextualized speech develops in first two years CALP Cognitive Academic Language Proficiency academic language reading/writing specialized vocabulary, less contextualized takes 5 to 10 years
ESL services until ELL’s pass OTELA: pull out, self- contained, push-in, sheltered, monitored, etc. Lesson modification by the classroom teachers Support from the ESL Dept.
Pull-OUT Guidelines for Language Instruction 5 th and 4 th Grade Pre-functional 3 rd Grade Pre-functional 5 th 3 rd Grade Beginner 2 nd Grade Pre-functional and Beginner 1 st Grade Pre-functional and Beginner 5 th 1 st Intermediate Kind.* Pref. + Beg. Most Instructional Time Least Instructional Time *Note: The lower grade levels have the language broken down for them in their classrooms already
Proficiency Level CharacteristicsTeacher Prompts/Questioning Very Low Pre- Functional Minimal comprehension Does not verbalize Nods “Yes” and “No” Draws and points Show me… Circle the… Where is…? Who has…? Higher Pre- Functional / Low Beginner Limited comprehension Produces one- or two-word responses Participates using key words and familiar phrases Uses present-tense verbs Yes/no question Either/or questions One- or two-word answers Lists Labels High Beginner/ Low Intermediate Has good comprehension Can produce simple sentences Makes grammar and pronunciation errors Frequently misunderstands jokes Why…? How…? Explain… Phrase or short-sentence answers High Intermediate/ Advanced Has excellent comprehension Makes few grammatical errors Advanced student has a near-native level of speech Decide if… Retell…
Use visuals and model/use body language when you are teaching give the student a picture related to the activity to have them label things (word bank - vocabulary) and write sentences using those words (if possible) Have student draw lines from pictures to words or easy sentences Lowest students can copy vocabulary, excerpts, etc. and then read it to another student, or have it read to them. Have student draw a picture from a story they heard or about a topic discussed Ask the librarian, ESL teacher, or Special Ed teacher for lower level materials (books, handouts) on subject matter you are teaching A star student who works quickly can help the struggling student Incorporate games for the whole class to practice vocabulary While working on the computer, have students use Read and Write Gold so that they can have things read to them Use Rosetta Stone, lower levels of Plato, Starfall and more
Tier 3: glossary word: Multisyllabic Specific to a subject area Latin or Greek-based topography, photosynthesis, isosceles triangle, sedimentary, oxygenated, cartographer Tier 2: Words of education, business, government, religion: Components: Prefix, root, suffix Latin-based elevation, formation, protrude, expansive, isolated, remote Tier 1: Basic conversational words: Friends & family 1 or 2 syllables Learned naturally, through exposure hills, grass, rocks, land, sky, clouds, fly, climb, green, high…
WordDefinitionSymbolExample 1. Right Angle An angle of 90 degrees The corners of a square are right angles. 2. Force A push or pull on an object The force from the punch knocked him out. 3. Imperialism When one country dominates other countries Europe took Africa’s natural resources by force. 4. personification Giving human characteristics to objects The flower was crying for rain.
Pacing: ____ Extended Time ____ Longer “wait time” for answering questions ____ Other: ________________ Environment: ____ Assign peer buddy ____ Provide one on one support ____ Flexible seating ____ Work alone ____ Other: ________________ Reinforcement & Follow Through: ____ Student-teacher goal setting ____ Build confidence with positive comments ____ Have student restate directions ____ Check often for understanding/review ____ Re-teach / extend skills ____ Use games (for review and mastery) ____ Arrange for peer tutoring ____ Plan cooperative learning experiences ____ Make/use vocabulary files/ personal dictionaries ____ Teach organizational & study skills ____ Provide outline for content materials ____ Use study guides to organize materials ____ Other: ________________ Presentation of Subject Material: ____ Use individual/small group instruction ____ Simplify language ____ Tape lectures for playback ____ Show and discuss video clips ____ Demonstrate concepts ____ Provide explicit vocabulary instruction ____ Use manipulatives ____ Post graphics, charts & visual aids ____ Emphasize critical information ____ Use graphic organizers ____ Pre-teach vocabulary ____ Other: ________________ Materials: ____ Provide recorded texts / readings (check with Hudson) ____ Use supplementary materials ____ Highlighted textbooks / study guides ____ Use adapted textbooks / easier readings ____ Allow use of computer ____ Varied computer programs ____ Daily assignment student notebook ____Other: ________________
Headphones or noise buffers Magnification/ enlargement Pop-up glossary Spell checker Text-to-speech for Math test, also Sci and SS * General administration directions read aloud Blank paper Answer masking * General masking * Line reader tool Highlight tool Eliminate answer choices Flag items for review Audio amplification Background/Font color Writing Tools + Features in yellow are the only ones that must be activated manually for select students. The others are already available. * Recommended for all LEP
Pre-functional is considered Beginner on PARCC Pre-functional is considered Beginner on PARCC Extended time (* ALL LEP) Extended time (* ALL LEP) Word-to-word dictionary (No definitions or pictures allowed) (* ALL LEP…make sure student can read) Word-to-word dictionary (No definitions or pictures allowed) (* ALL LEP…make sure student can read) General administration directions read aloud in student’s native language (possibly) General administration directions read aloud in student’s native language (possibly) Scribe or Speech-to-text (in English only) responses dictated for Math, Sci & SS Scribe or Speech-to-text (in English only) responses dictated for Math, Sci & SS – Not recommended by the ESL department First year ELA test does not count (like before)….district credit for participation??? First year ELA test does not count (like before)….district credit for participation???
More rigor in language and understanding Subtle language in test questions will make them confusing Some questions will have multiple correct answers Questions will have multiple parts and will take a lot of concentration because of their complexity Students may have limited computer skills
From ODE’s Third Grade Reading Guarantee FAQ Document (Oct. 15, 2012) The following students may be promoted even if they do not reach the required score on the Ohio Achievement Assessment: Limited English proficient students who have been enrolled in US schools for less than three full school years and have had less than three years of instruction in an English as a Second Language program; Special education students whose IEPs specifically exempt them from retention under the third grade guarantee.
Call Center Interpreter/Translator Professional Development Materials (adapted texts, dictionaries) Parent Literacy Program OGT, College & Career Readiness Program ESL Department Webpage LEP Data