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ESL Program: Serving ELLs Judy Barylske, Supervisor of English as a Second Language Program and Peggy Ayers, ESL Teacher What is ESL? A program designed to assist students in communicating effectively in English, both in and out of school. Resources and services available to teachers and schools to help LEPs demonstrate their ability to understand, read, and write English in order to function and be successful in school and in American society. Program Structure Program components designed ◦ to be grade-level appropriate; ◦ to be proficiency-level appropriate; ◦ to implement specific teaching strategies to support the learner; and ◦ based on scientific research and recommended best practices Instructional Services Each school chooses the type of service delivery that best meets the needs of its students. Delivery models include: ◦ ◦ ◦ ◦ sheltered instruction; push-in (in-class support) and/or pull-out; small group (based on proficiency levels) one-on-one tutoring Content Content-based ELL instruction is used at all grade levels (WIDA) ◦ Varying levels of support Instructional materials Learning tasks Classroom techniques Elementary ◦ direct language development (Rosetta Stone for some Gr. 3-5) ◦ varying instructional time ◦ ancillary materials may be used Middle and High ◦ delivery options depend on language level. Lower level vs. higher level ESL students clustering Rosetta Stone “jump start” WIDA Consortium States WIDA Standards Standard Definition Proficiency Standard 1 ELLs communicate for Social and Instructional purposes within the school setting. Proficiency Standard 2 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Language Arts Proficiency Standard 3 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. Proficiency Standard 4 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Science. Proficiency Standard 5 ELLs communicate information, ideas and concepts necessary for academic success in the content area of Social Studies WIDA MPIs and the Perfect World Choose the WIDA standard and content area. Choose the grade level(s) and language proficiency level(s) the lesson will address. Look at VA SOL objectives that fit the content area you have chosen. Write a content objective from the appropriate VA SOL objectives. Choose the domain(s) to address (reading, writing, listening, speaking) Write a language objective from the content objective using an MPI. Use a lesson plan template for the lesson. Write the lesson. What does that really look like? Goal: Geography VA SOL 3.6 The student will be able to (SWBAT) read and construct maps, tables, graphs, and/or charts. Content Objective: Essential Understandings, Knowledge, and Skills The student will be able to (SWBAT) create a world map showing the 7 continents and 5 oceans in proper position and with proper labeling WIDA Proficiency Standard 5 Writing Reading Speaking Listening ELLs communicate information, ideas and concepts necessary for academic success in the content area of Social Studies ◦ What’s the language function: ◦ What’s the topic or genre: develop map skills ◦ What’s the support (scaffolding): graphic, sensory, or interactive? Create and label a world map Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Identify continents and oceans from pictures and oral statements in small groups. Identify continents and oceans from pictures and detailed oral descriptions in small groups. Match pictures of continents and oceans by location with illustrated oral scenarios in small groups. Re-enact Columbus’s travels based on illustrated oral readings, videos or movies. Dramatize one part of Columbus’s travels based on illustrated oral readings, videos or movies. Locate and show continents and oceans on map (e.g., “Here is Africa.”) in L1 or L2. Define locations of continents and oceans on map (using relational language; e.g., “Africa is below Europe and Asia.”) in L1 or L2. Detail locations of continents and oceans on map (e.g., using descriptive language). Give directions from one continent/ocean to another on map (e.g., using sequential language). Give explanations for continents/oceans on map (e.g., “I can find Africa on the map by reading the longitude and latitude for its location.” Trace Columbus’s routes on a map or globe. Match Columbus’s routes on a map or globe to text. Organize Columbus’s routes based on investigation using graphic or visual support. Compare information on Columbus’s various trips based on investigation (e.g., websites, newspapers, libraries) using graphic or visual support. Identify reasons or explanations for Columbus’s various trips based on investigation using grade-level multicultural texts. Reproduce historical highlights from Columbus’s voyages using timelines or visually supported headlines. Create phrases or short sentences about Columbus’s highlights from timelines or visually supported headlines. Make journal or log entries of related sentences about Columbus’s voyages based on timelines or visually supported text. Produce a report of Columbus’s voyages by summarizing information (e.g., using first person) Compose historical documentaries of Columbus’s voyages from multiple sources (e.g., using third person) Effective classroom practices LEP Plan Modifications Instructional Setting Instructional Tasks Reading/Writing Tasks Assessment Assessment Setting ELLs and other Identifiers ELLs can have multiple identifications: ◦ LEP (Limited English Proficient) ◦ Gifted Special ◦ Special Education Education LEP Gifted Foundation for Working with Students Who are English Language Learners (ELLs) Public schools within the Commonwealth of Virginia are committed to ensuring a free and appropriate public education for students with disabilities who are ages 2 by September 30th of the current school year through 21 in accordance with the Code of Virginia, at §22.1-213 and 22.1-254, and the Regulations Governing Special Education Programs for Children with Disabilities in Virginia, at 8 VAC 20-80-10. This commitment includes providing equal access to appropriate educational services for students who are English Language Learners (ELLs), who may also have disabilities. Handbook for Educators of Students Who Are English Language Learners with Suspected Disabilities, Virginia Department of Education, December 2009. Retrieved October 6, 2011, from http://www.doe.virginia.gov/instruction/esl/standards_resources/resources/han dbook_educators.pdf Staff Development Professional Development for Staff that work with ELLs can be offered: Competencies include: ◦ Understanding the principles of language acquisition, ◦ Understanding the characteristics of ELLs, including cultural differences, ◦ Understanding and application of a variety of educational models, teaching methods, and strategies for working with ELLs, ◦ Understanding and application of theories and principles of differentiating curriculum designed to match the distinct characteristics of ELLs to the programs and curriculum, and ◦ Understanding the WIDA ELP standards and how to use them in instruction. Montgomery County Public Schools English as a Second Language Program Mission Statement Our purpose is to help limited English proficient (LEP) students to 1. learn English as quickly as possible through meaningful English as a Second Language (ESL) instruction; 2. succeed academically and socially, and 3. adjust to the culture of the United States.