Transcript ESOL Workshop Brought to you by

Differentiation for
Diverse Classrooms:
ESOL TEAM
FACILITATOR’S MEETING
November 10, 2009
Hall County Schools
Training Objectives
Review responsibilities and protocol for
the ESOL Team.
ELL Instructional Accommodations and
how they work with GPS and RTI.
Review resources available to support
ESOL Team.
How the Team Works
ESOL Facilitator’s Responsibility
1. ESOL Facilitator meets with school administration to form the ESOL
team and plan tentative meeting dates based on progress report
times.
2. Clarify team members’ responsibilities.
3. Obtain the following documentation:
- Spring Exited ESOL Student- Monitoring Roster from ESOL
teachers or Assistant Principals.
- ELL Monitoring Form (Exited ESOL Students) –ESOL teacher will
complete the top section of the form at the beginning of the year
and homeroom teachers will maintain/update the form throughout
the year.
NOTE: Separate form is used for high school.
How the Team Works
4. Meet at least every 6/9 weeks to monitor ELL student
progress.
Exited Students
- Grade level/content representative brings ELL Monitoring
Form completed by mainstream teacher to the team
meeting. After discussion and recommended
accommodations, the grade level/content representative will
return the ELL Monitoring Form to the classroom teacher.
- If student is failing in any area, ELL Accommodation
Checklist should be provided to appropriate teachers.
ESOL team members will conference with mainstream
teachers if necessary.
How the Team Works
ESOL Teacher’s Responsibility
1. ESOL teachers are a member of the team
2.
See Responsibilities of the ESOL Team
3.
ESOL teacher completes:
-Exited ESOL Students-Monitoring Roster each spring
and provides a copy for AP and ESOL Team Facilitator.
-The top section of the ELL Monitoring Form and
forwards to ESOL Team Facilitator for distribution to
mainstream teachers. Note: The attached form is a new
version. If you have already completed the top of the old
form, forward it to be used for this year.
How the Team Works
4. ESOL Teacher Role:
- ESOL teachers are a part of the team to review exited student
progress at the ESOL Team meetings every nine weeks.
- ESOL teachers are a valuable resource for recommending
accommodations that might help ELL’s be successful in the classroom.
- Review progress/report cards of students.
- Meet with mainstream teachers of students who are not being
successful to suggest accommodations that might help ELL’s be
successful in the classroom.
5. ESOL teacher must file monitoring forms in ESOL Students Portfolio at
the end of the monitoring period. Make sure that permanent folders
are marked for any student exiting the monitoring process.
Flowchart
Flowchart
Title III/State Requirements
All educators working with ELLs must use
WIDA Standards to differentiate instruction.
What is WIDA?
WIDA is a consortium of states dedicated to the
design and implementation of high standards and
equitable educational opportunities for English
language learners.
The acronym stands for “World Class
Instructional Design and Assessment”.
Georgia joined the consortium in November 2005.
Making Connections
ACCESS/
WIDA
Standards
GPS
RTI
Student Achievement
Pyramid of Interventions
Tier IV
Tier III
Tier II
Tier I
WIDA Standards –
Differentiation Tool
RTI Tiers and ELL Intervention
ESOL eligible students are at Tier 4 and Tier I
simultaneously.
With exception, students can also be at Tier II
and III if additional intervention are needed.
ELL Monitored Students are at Tier I
unless additional intervention are needed.
ESOL Team & RTI
Support with RTI for current ELL
(including Parent Waivered Students) and
ELL-M students.
Include WIDA “CAN DO Descriptors” in
ESOL Team Notebook.
ACCESS Proficiency Levels
6
1
ENTERING
2
3
4
5
BEGINNING DEVELOPING EXPANDING BRIDGING
Annual ACCESS for ELLs®
Tier A
Tier B
Tier C
W-APT™
R
E
A
C
H
I
N
G
Levels of English Language Proficiency
Entering, Level 1
Limited or no understanding of English
Responds non-verbally at first to simple words, phrases
Begins to speak in simple words and short phrases
Constructs meaning from text mostly through visual and
graphic supports.
Beginning, Level 2
Understands phrases and short sentences
Communicates limited information (social and academic
language)
Reads simple words or phrases.
Writes with errors that often hinder communication.
Levels of English Language Proficiency
Developing, Level 3
Understands more complex speech, but needs repetition
Speaks and writes sentences, with restricted vocabulary
and structures.
Constructs meaning from text, with background info.
Expanding, Level 4
Has language skills adequate for school communication
Reads and comprehend independently, but still has
challenges with complex texts or structures.
Has minimal errors in writing, but do not impede meaning
Levels of English Language Proficiency
Bridging, Level 5
Speaks fluently and spontaneously on social and academic
topics.
Errors in speaking and writing are minimal
Reads grade level materials, with some modification
needed
Works with native speaking peers with minimal language
support.
Not yet fully proficient
Reaching, Level 6
Close to proficient as native speaking peers
CAN DO Descriptors for the Levels of
English Language Proficiency
For the given level of English language proficiency level, English language learners can:
Level 1Entering
Level 2Beginning
Level 3Developing
Level 4Expanding
Level 5Bridging
Listening
Point to stated pictures,
words, phrases
Follow one-step oral
directions
Match oral statements to
objects, figures, or
illustrations
Sort pictures, objects
according to oral
instructions
Follow two-step oral
directions
Match information from
oral descriptions to objects,
illustrations
Locate, select, order
information from oral
descriptions
Follow multi-step oral
directions
Categorize or sequence
oral information using
pictures, objects
Compare and contrast
functions, relationships
from oral information
Analyze and apply oral
information
Identify cause and effect
from oral discourse
Draw conclusions from
oral information
Construct models based on
oral discourse
Make connections from
oral discourse
Speaking
Name objects, people,
pictures
Answer wh- questions
Ask wh- questions
Describe pictures, events,
objects, people
Restate facts
Formulate hypotheses,
make predictions
Describe processes,
procedures
Re/ tell stories or events
Discuss stories, issues,
concepts
Give speeches, oral reports
Offer creative solutions to
issues, problems
Engage in debates
Explain phenomena, give
examples, and justify
responses
Express and defend points
of view
Reading
Match icons and symbols
to words, phrases, or
environmental print
Identify concepts about
print and text features
Locate and classify
information
Identify facts and explicit
messages
Select language patterns
associated with facts
Sequence pictures,
events, processes
Identify main ideas
Use context clues to
determine meaning of
words
Interpret information or
data
Find details that support
main ideas
Identify word families,
figures of speech
Conduct research to glean
information from multiple
sources
Draw conclusions from
explicit and implicit text
Writing
Label objects, pictures,
diagrams
Draw in response to oral
directions
Produce icons, symbols,
words, phrases to convey
messages
Make lists
Produce drawings,
phrases, short sentences,
notes
Give information
requested from oral or
written directions
Produce bare-bones
expository or narrative
texts
Compare/ contrast
information
Describe events, people,
processes, procedures
Summarize information
from graphics or notes
Edit and revise writing
Create original ideas or
detailed responses
Apply information to new
contexts
React to multiple genres
and discourses
Author multiple forms of
writing
Level 6- Reaching
Language
Domain
What are the features of WIDA standards?
Language Domains
Grade Level Clusters
Levels of Language Proficiency Standards
Sample Performance Indicators
WIDA standards address the four
language domains (L, S, R, W)
Language Domains
Listening – process, understand, interpret, and
evaluate spoken language in a variety of situations
Speaking – engage in oral communication in a variety
of situations for a variety of purposes and audiences
Reading – process, interpret, and evaluate written
language, symbols, and text with understanding and
fluency
Writing – engage in written communication in a variety
of forms for a variety of purposes and audiences
What are
Sample Performance Indicators?
Exemplars of what English language learners can do
Measurable indicators of the four language domains (L,S,R,W).
Presented in a developmental sequence across language
proficiency level and grade clusters.
Developmental and additive; they scaffold from lower to higher
levels of language proficiency
Exception: Teachers may adapt lower grade cluster for students
with educational gaps.
Organization of ELP Standards’ Matrix
Organization of ELP Standards’ Matrix
Support is Essential for
English Language Learners
Types of support for ELLs include: (Gottlieb, 2006)
Sensory Support
Graphic Support
Interactive Support
•Real objects (i.e., maps,
coins, rocks)
•Manipulatives (i.e. cubes,
Cuisenaire rods)
•Photographs
•Pictures, illustrations
•Diagrams
•Models (i.e., displays)
•Magazines, newspapers
•Videos
•Multimedia, including
Internet
•Charts (i.e., pie, T)
•Tables (i.e. histogram)
•Timelines, number lines
•Graphs
•Graphic organizers
(i.e.,Venn diagrams,
semantic webs)
Use of native language
Definition of key terms
within sentences
Modification of sentence
patterns (i.e. avoiding
passive voice)
Use of redundancy or
rephrasing
Opportunities to interact
with proficient English
models
Student’s Scale
Score by
Domain
Student’s
Scale
Composite
Scores
Student’s
Comprehension
by Standard
Student’s Writing
Performance by
Standard
Demographic
Information About
the Student
Student’s ELP
Level by
Domain
Student’s
Composite
Scores
Student’s Speaking
Performance by
Standard
Description of the
ELP Levels
27
Lesson Plan: Content and language Objectives
Content Standards/Objectives: I can
Language Standards/Objectives: (L, S, R, W)
Key Vocabulary:
Visuals/Resources/Supplementary Materials:
H.O.T.S./Essential Question (E.Q.):
Connections to Prior Knowledge/Building Background:
Preparation
___Adaptation of Content
___Links to Background
___Links to Past Learning
Practice
___Strategies Incorporated
Input
Grouping Options
Processes
___Whole Class
___Small Groups
___Partners
___Independent
Application
___Hands-on
___Meaningful
___Linked to Standards
___Promotes engagement
Scaffolding
___Modeling
___Guided Practice
___Independent
___Comprehensible
Integration of
___Reading
___Writing
___Speaking
___Listening
Assessment
___Individual
___Group
___Written
___Oral
Meaningful Activities:
*Review Lesson Standards: Key Vocabulary, Key Content Concepts
*Assess Lesson Standards: Restate EQ, Content and Language Standards to
check student
understanding.
Lesson Plan:
Content and language Objectives
Content Standards/Objectives: I can
Language Standards/Objectives: (L, S, R, W)
Key Vocabulary:
Visuals/Resources/Supplementary Materials:
H.O.T.S./Essential Question (E.Q.):
Connections to Prior Knowledge/Building Background:
Students’ Academic and Linguistic
Success Depends on…
Collaboration between all to ensure that
language and GPS instruction
is congruent throughout the
entire school day.