New Teacher Orientation: Working with Second Language Learners August 15, 2012

Why talk about ESL?

TIME (Hispanic Students 2 grade levels behind)

Diversity in the Classroom (Trends in NC)

Cabarrus County Trends

So what’s a teacher to do?

Preparation: Essential Questions What do I do when I have ESL students in my class? What strategies can I incorporate that will help ESL students access the content? How do I know what Modifications or Accommodations are appropriate?

Preparation: Essential Understandings ESL students can add diversity to any classroom. ESL students have a plan for learning just as EC students do. ESL students need to be taught the same curriculum as regular ed students but need support to access the content. (graphic, sensory, interactive) The Can Do Descriptors are an important tool to differentiate learning and assessment.

Building Background: Activating Prior Knowledge How well do you know……… ESL ELL Newcomer LEP ACCESS Proficiency Level P-Form polleverywhere.com Keep it simple!! There are a whole list of terms and acronyms but keep it to 6-8 terms or vocabulary. Use PollEverywhere.com to assess 1=I haven’t seen this before 2=I have seen this but not sure what it means 3=I can explain it to someone else

PollEverywhere.com Directions 1. Open up Text App. 2. Compose a new message. 3. Recipient is 225740 4. Wait for a Notification Message. 5. Now type in the answer choice. 6. Send. 7. Watch the graph bars change.

Building Background: ESL Is it ESL or ELL? It is ESL if you are talking about the program.

ELL ELL talks about the student. ELL is English Language Learner.

Newcomer A newcomer is new. A newcomer is new to the United States and usually has no or very limited English.

LEP LEP is an acronym used by the Federal Government. LEP stands for Limited English Proficient.

ACCESS LEP students take a test in February. The test is called ACCESS. It measures English proficiency in Listening, Speaking, Reading, Writing.

Proficiency Level 6=Reaching 5=Bridging 4=Expanding 3=Developing 2=Emerging 1=Entering Performance definitions describe the levels of English Proficiency. The levels range from 1-6.

P-form Program Plan--tells type of service, classroom and testing mods an ESL student receives and proficiency levels.

Can Do Descriptors

What they ARE NOT and DO NOT: CAN DO Descriptors: What they ARE and DO: What they ARE NOT and DO NOT: Expectations for ELLs for: Each of the four language DOMAIN (listening, speaking, reading, writing) Five levels of English language PROFICIENCY 1=Entering, 2=Emerging, 3=Developing, 4=Expanding, 5=Bridging) A collective representation of WIDA’s five English language proficiency standards Social and Instructional Language The Language of English Language Arts The Language of Mathematics The Language of Science The Language of social Studies A _____________-____________ resource tool A collaborative tool for _________________ Expand the Performance Definitions Gives suggested indicators—not a ____________ set for each language domain (listening, reading, writing, speaking) Used to plan _____________ lessons or unit plans Facilitate ELLs’ __________ to __________ Offer a range of student ______________ within a designated English Language Proficiency (ELP) level of the WIDA ELD Standards Exemplars of what ELLs may do to demonstrate: C_____________—Listening and Reading ______________—Speaking and Writing Mention the presence of _____________, graphic or interactive support A ________________ for the English Language Development (ELD) Standards Instructional or assessment ________________ ______________ from one ELP level to the next—each ELP level is to be viewed independently _____________________________________________________

Support Sensory Support Graphic Supports Interactive Supports Real-life objects (realia) Manipulatives Pictures and Photographs Illustrations, diagrams & drawings Magazines & newspapers Physical Activities Videos & films Broadcasts Models & figures Charts Graphic organizers Thinking Maps Tables Graphs Timelines Number lines In pairs or partners In triads or small groups In a whole group Using cooperative group structures With the Internet (Web sites) or software programs In the native language (L1) With mentors

Meet Angela Use for high school/middle school

Practice & Application Listening = 5.0 Speaking=6.0 Reading=3.8 Writing=4.2

Resources ESL WIKI: www.eslstaff.pbworks.com ESL Teachers: at most Elementary, Middle and High Schools Can Do Name Charts: http://esl.ncwiseowl.org/w_i_d_a/support_documents ELD Standards: http://www.dpi.state.nc.us/curriculum/esl/scos/ WIDA: www.wida.us NC ESSENTIAL STANDARDS INSTRUCTIONAL SUPPORT TOOLS http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/esl/esl.pdf

Review/Assessment What will you do when you see you have an ESL student/s in your class? How will you make sure the ESL students in your class have access to the content? What will you do if an ESL student is struggling? What resources or tools can you use for ESL students?

Questions/Comments? Carey Haney, K-12 ESL Instructional Specialist, Cabarrus County Schools carey.haney@cabarrus.k12.nc.us Ana Perez, ESL Student Services and Accountability Coordinator, Cabarrus County Schools ana.perez@cabarrus.k12.nc.us Ben Allred, Director of Title III, Cabarrus County Schools benjamin.allred@cabarrus.k12.nc.us