1. What to Expect When Expecting ESL Students: Practical Suggestions for Accommodating English Language Learners in the Regular Classroom Created by Jenny Shickley

2. Let’s clarify a few acronyms ELL - English language learner (the student) ESL - English as a second language (the program) L 1 - first language L 2 - second language

3. Interesting to know… A student can be considered eligible for an ESL program if another language other than English is spoken at home (L 1 ), even if the student only speaks English (L 2 ). Despite only speaking English, this student’s English language acquisition can still be affected by the L 1 home language.

4. BICS vs. CALP BICS - Basic Interpersonal Communication Skills or social language--the language of everyday conversation and social interaction learned in 6 months to 3 years (hallway language) CALP - Cognitive Academic Language Proficiency or academic language--the language of academic settings learned in 5 to 7 years--or longer (classroom language)

6. Can Do Descriptors (ESL Levels): Teachers should use the “Can-Do” descriptor chart when planning activities and assessments for ELLs. Level I – Entering Level II – Beginning Level III – Developing Level IV – Expanding Level V – Bridging

7. Level I - Entering Listening – point to picture and words; follow one-step directions Reading – match symbols to words Speaking – name objects, people, pictures; answer Wh- questions Writing – label and draw objects and pictures; produce symbols and words to convey messages

8. Level II - Beginning Listening – sort pictures and objects; follow two-step directions Reading – locate information; identify facts Speaking – describe objects, people, pictures; ask Wh- questions; re-state facts Writing – make lists; produce drawings and short sentences; give information

9. Level III - Developing Listening – locate/sequence information; follow multi-step directions Speaking – make predictions; describe process and retell stories Reading – Identify main ideas; use context clues to determine meaning Writing – simple compare/contrast; simple descriptions and narratives

10. Level IV - Expanding Listening – compare/contrast relationships, analyze, and identify information from oral instruction Speaking – discuss class topics; give speeches; offer solutions Reading – Find supporting details; interpret information; identify figures of speech Writing – summarize notes; edit and revise; create original ideas.

11. Level V - Bridging Listening – make connections and draw conclusions from class discussion Speaking – Debate; give examples; express point of view Reading – acquire information from many texts; infer. Writing – author multiple forms of writing

12. What can teachers to do to help ELLs succeed in the classroom?

13. Checking for Comprehension Avoid simple “yes/no” comprehension questions like, “Do you understand?” Pay attention to non-verbal cues (confusion/attention/action). Ask open-ended questions regarding comprehension. - Ask them to complete the sentence. - Ask them to show you. - Ask them to repeat/explain your instructions. End with review. Repeating your instructions can reinforce the student’s comprehension.

14. Use MULTIPLE accommodations! Highlight key words Use old tests for review Reduce length of test as appropriate Provide review sheet with answers Reduce language complexity Reduce number of choices (no less than PSSA) Provide a word bank for fill-in-the-blank Testing Accommodations

15. Reduce essay requirements or assign a specific writing topic prior to the test Divide essays into separate parts Read the test aloud to students with more basic English proficiency Provide extended time to complete the test Give the option of writing or speaking answers rather than multiple choice Provide students with a language dictionary

16. Modifying the Language for Assignments Provide a word bank Assign fewer questions Choose questions that get at the “big idea” Evaluate for content only - the message and not the means Provide models, examples, and outlines

17. Strategies for Grading Assessments Highlighter Method – identify areas affected by language acquisition and limit your deductions to non-highlighted areas Talk-it-out – when language interferes with teacher comprehension initiate a conference and ask the student to explain themselves; make needed corrections and continue Make allotments for effort and participation