Transcript ESL for General Ed. Teachers 11/11/2014

Levels for Ell’s in Ohio
1. Prefunctional
2. Beginner
3. Intermediate
4. Advanced
5. Proficient
www.elpa.21.org
researchers focused on the role of language in content-area classrooms.
Ohio’s Academic Content Standards - Extended
In The Elementary Schools
• Pull Out Program- ESL teacher pulls small groups of students
to work on language acquisition; bilingual assistants and
some teachers provide reading intervention as well
• Push In Program- Bilingual instructional assistants and/or
ESL teachers go into general education classrooms to work
with ESL students
In The Middle & High Schools
• ESL are scheduled with ESL teacher for English 9, 10, 11 & 12
• Additional support through ESL Elective, Academic Assist
• The other classes are taken with mainstream students (ex. Briggs,
Hilltonia)
• A few M.S. & H.S. have sheltered courses (Northland, Mifflin M.S.
& H.S.)
• Others have no ESL teacher or Bilingual Assistant (ex. Centennial)
– Note: Regardless of if a school has ESL staff or not, services must be
provided by the classroom teacher and the school must monitor their
progress providing additional support as needed.
Annual Measureable
Achievement Objectives (AMAOs)
1. % of LEPs making progress on OTELA
2. % of LEPs attaining proficiency on OTELA
3. Meeting AYP in Reading & Math on OAA/OGT
LEP Improvement Plan 2013-2014
• Provide Reading intervention for LEP students not
On-Track (LLI Kits)
• Push-In to General Ed classrooms (Bilingual
Assistants and/or ESL teacher)
• Provide increased support for lower level students
(based on Reading levels and OTELA)
• Provide Math literacy intervention
• Begin a new Writing initiative to support growth in
Reading
Title III- Report from ODE
Teacher Share
Classroom Supports
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: ________________
Shift 1
Access to Text Complexity
www.achievethecore.org
Comprehensible Input
Students learn by hearing and reading
English that is slightly above their current
English level. This is called comprehensible
input. Also give students opportunity for
comprehensible output – to show what they
know through pictures, simple English, etc.
Layer/Staircase Approach for Text
Complexity
Appropriate Text
District Text
Adapted Text
Content Statement
5. Places are distinctive because of their
physical characteristics (landforms and
bodies of water) and human
characteristics (structures built by
people).
Name______________________________
Period_____ Date______
Directions: Circle the letter that identifies each picture, then write a sentence using the word.
A. An Ocean B. A Lake C. A Creek
D. A Sea
A. An Ocean B. A River C. A Stream D. A Sea
This is a photo of a creek.
____________________________________________
____________________________________________
____________________________________________
A. An Ocean B. A River C. A Stream D. A Sea
____________________________________________
____________________________________________
A. An Ocean B. A Lake C. A Stream D. A Pool
____________________________________________
____________________________________________
If the basic accommodations
allowed by ODE on Ohio’s
State Tests are _________ and
______ _______.
Then… the basic
accommodation allowed
in the classroom should
be _______ and ______
_______.
Accessibility Features
PARCC / New State Tests
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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
for ALL students
• 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
+ Features in red are the only ones that must be activated manually for select
students. The others are already available.
* Recommended for all LEP
ELL Accommodations
• *Prefunctional is considered Beginner on PARCC
• Extended time (* ALL LEP)
• Word-to-word dictionary (No definitions or pictures
allowed) (* ALL LEP)
• 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
– Not recommended by the ESL department
• First year ELA test does not count (like before)….district
credit for participation???
Shift 2
Building Knowledge: Building knowledge
Through Content-Rich Readings
• The procedure is actually
quite simple. First, you
arrange things into different
groups depending on their
makeup. Of course, one pile
may be sufficient depending
on how much there is to do.
If you have to go somewhere
else due to lack of facilities
that is the next step,
otherwise you are pretty well
set…(see packet for rest of
text)
• Passages should be of high quality so
that they are worthy of close reading
• Text complexity and text quality share
powerful links:
• Only by reading a complex text is one
able to increase reading proficiency
• CCSS-aligned questions cannot be
asked of passages lacking complexity
and fully developed ideas
Shift 3
The ability of students to cite
evidence from the text to
answer questions
LEP Highlights from the State
LEP Highlights from the State