Presentation on theme: "ESOL Update 2014 Van Wert Elementary 2014/2015 School Year."— Presentation transcript:
ESOL Update 2014 Van Wert Elementary 2014/2015 School Year
Teaching Strategies for ELL students Link instruction to students’ cultures. Write key words/notes on the board. Use flashcards and pictures to build vocab. Use computer software to aid instruction. Use listening devices such as tape recorders to build vocab and listening comprehension. Develop reading skills by reading to students by matching materials to meet both language needs and student interests. Support vocab development by using books with built-in predictability. Use books that have illustrations that support and extend meaning as a springboard for discussions and writing assignments. Differentiate lessons within the classroom. As long as the same standards are covered, the assignment may differ.
Do Speak to the ELL student. Ask the student what will help him/her. Get to know the student. Involve the student in day-to-day activities. Remember that language acquisition is a process. Even if the student speaks English, that doesn’t mean he/she reads and/or writes English. Use different ways to get across a point. Trust your instincts. Many of the strategies you already use can be adapted for your ESOL student. Look at teaching an ESOL student as an opportunity to celebrate cultural diversity and to build awareness and tolerance.
SIOP Model Helping Educators Work Effectively with English Language Learners What Is the SIOP Model? The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States. The SIOP Model consists of eight interrelated components: Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment Using instructional strategies connected to each of these components, teachers are able to design and deliver lessons that address the academic and linguistic needs of English learners. Who benefits from SIOP instruction? As the number of English learners increases in schools across the United States, educators are seeking effective ways to help them succeed. Research shows that when teachers fully implement the SIOP Model, English learners' academic performance improves. In addition, teachers report that SIOP-based teaching benefits all students, not just those who are learning English as an additional language. SIOP instruction also benefits students learning content through another language.
ACCESS Testing ACCESS for ELLs is used to determine English Language proficiency levels and progress of ELLs in the domains of speaking, listening, reading, and writing. Results for ACCESS for ELLs is reported in the four domains and proficiency reported in six levels. The six proficiency levels are: Entering (level 1), Beginning (Level 2), Developing (Level 3), Expanding (Level 4), Bridging (Level 5) and Reaching (Level 6)
What are the WIDA Standards? These standards measure academic language development in English. Overall, these standards center on the language needed by ELLs to succeed in school. Proficiency Standard 1: ELLs communicate for social and instructional purposes within the school setting. Proficiency Standard II: English language learners communicate information, ideas and concepts necessary for academic success in the content area of language arts. Proficiency Standard III: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of math. Proficiency Standard IV: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of science. Proficiency Standard V: ELLs communicate information, ideas and concepts necessary for academic success in the content area of social studies. Each of the five general WIDA standards is organized by grade level cluster (example is grades 6-8) and by language domain (listening, speaking, reading, and writing)
WIDA Standards and who qualifies now Make sure you post the WIDA Standards in your classroom if you have an ESOL student in your class. Make sure you also put the WIDA Standard and can do descriptor for your subject area that you are covering in your lesson plans as well. Who is in ESOL at Van Wert? I have a total of 15 students who qualify for the program currently. I also have potential new kindergarten students to WAPT test.
What are the Can Do Descriptors? Describe how English Language Learners process and use language for each language domain and level of language proficiency by grade level cluster. The Can Do Descriptors apply to all five English Language Proficiency Standards. They provide an opportunity to link language development across all five academic content areas.
More on the Can Do Descriptors: These are general performance indicators that describe typical behaviors of ELLs in each language domain at each level of English proficiency. Within each grade level cluster and domain, there are five model performance indicators (MPIs), one for each language proficency level from 1, Entering, to 5, Bridging.
What services Do I provide? My role is to provide language support for English Language learners. At Van Wert, this is done with both the pull-out and push-in models. I also monitor for two years those who test out of ESOL. I test potential new ELLs on the WAPT and the ACCESS. The ACCESS is a standardized test specific to ELLs.
For potential new ELLs, please refer them to me for testing. I can be reached by email: firstname.lastname@example.org@polk.k12.ga.us
Interpreting an ACCESS Teacher Report Look at the overall score composite. If this score is 5.0 on Tier C, and the literacy composite score is 4.8 or higher, the student tests out of ESOL. To LAC a student out of ESOL, the student must score at least a 4.0-5.0 on the Tier C ACCESS and have a literacy composite score of at least 4.8 or higher. Student continues to qualify for the program if the composite score is below 5.0 and/or literacy composite is below 4.8.