ESL: Meeting the Needs of our LEP & Struggling Students

District LEP Population (3 Year Trend)

Pull-OUt Guidelines for Language Instruction 5 th and 4 th Grade Pre-functional 3 rd Grade Pre-functional 5 th 3 rd Grade Beginner 2 nd Grade Pre-functional and Beginner 1 st Grade Pre-functional and Beginner 5 th 1 st Intermediate Kind.* Pref. + Beg. Most Instructional Time Least Instructional Time *Note: The lower grade levels have the language broken down for them in their classrooms already

Lab and Sheltered Core Sheltered Core Sheltered Core or Gen Ed Gen Ed (Per ODE)

Differentiation means starting where the kids are! - Carol Ann Tomlinson

When thinking differently about learners, consider … Readiness Information, concepts, and skills students demonstrate at entry point of learning experience Interests Topics, problems, and processes of personal relevance to students (passion learning) Learning Profile Combination of students’ emotions, cultures, modality preferences, and intelligences that affect learning

Indicators of Differentiation Consistent use of pretesting Decrease in the frequency of large group activities Increase in Small group teaching activities Flexible small group learning activities Increase in individual alternatives: Centers Homework Contracts The National Research Center on the Gifted and Talented, 2002

Scaffold Instruction by: Activate prior knowledge Pique student interest Break complex task into “doable” steps Model thought processes (think aloud) Offer hints or possible choices Use graphic organizers Explicitly teach vocab. up front Ask questions throughout reading Model the activity

Proficiency Level Proficiency Level CharacteristicsTeacher Prompts/Questioning Very Low Pre- Functional Minimal comprehension Does not verbalize Nods “Yes” and “No” Draws and points Show me… Circle the… Where is…? Who has…? Higher Pre- Functional / Low Beginner Limited comprehension Produces one- or two-word responses Participates using key words and familiar phrases Uses present-tense verbs Yes/no question Either/or questions One- or two-word answers Lists Labels High Beginner/ Low Intermediate Has good comprehension Can produce simple sentences Makes grammar and pronunciation errors Frequently misunderstands jokes Why…? How…? Explain… Phrase or short-sentence answers High Intermediate/ Advanced Has excellent comprehension Makes few grammatical errors Advanced student has a near-native level of speech Decide if… Retell…

Evidence Topic: First, I… to find… “I told you to slow down.” I knew he was right. I just couldn’t help it. My blood was boiling! This quote tells us… Add carry equals sum plus tens First… Next…

The Importance of Context 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…

Tier 3: glossary word: Multisyllabic Specific to a subject area Latin or Greek-based topography, photosynthesis, isosceles triangle, sedimentary, oxygenated, cartographer Tier 2: Words of education, business, government, religion: Components: Prefix, root, suffix Latin-based elevation, formation, protrude, expansive, isolated, remote Tier 1: Basic conversational words: Friends & family 1 or 2 syllables Learned naturally, through exposure hills, grass, rocks, land, sky, clouds, fly, climb, green, high…

Vocabulary Words WordDefinitionSymbolExample 1. Right Angle An angle of 90 degrees The corners of a square are right angles. 2. Force A push or pull on an object The force from the punch knocked him out. 3. Imperialism When one country dominates other countries Europe took Africa’s natural resources by force. 4. personification Giving human characteristics to objects The flower was crying for rain.

Is the student literate in their first language? Give student the quick reading comprehension test in their language ESL Department webpage under Staff… “Reading Comprehension L1” If they are, is it the same alphabet? If it is, teach sound differences, blends, etc

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: ________________

Ohio’s Academic Content Standards - Extended

researchers focused on the role of language in content-area classrooms.

Title III Compliance English Learner Plan (ELP)  Each student will have specific modifications and accommodations based on their English Language Level, grade level, and Reading level from the State tests LEP Building Plan  Buildings without ESL units must write a building LEP plan and monitor the progress of the ESL students  The ESL department provides training and professional development On-Line Resources Updated ESL Handbook and Links ESL On-line PD’s for Building Use ESL PD Offerings Calendar

Other ESL Services Assessment Central Enrollment Assess incoming students for English proficiency level Place and enroll students in schools with ESL services Nurse Family Service Center Links ESL families to school resources Translation/interpretation services Parent Literacy Program Curriculum Coaches Professional development (on-line too!) Resources and strategies for teachers Analyze data trends Mediate ESL issues OGT, College & Career Readiness Program Program for Non-Grad ESL students Small group tutoring for OGT Career development (grades 6-12 too) Resources for college ESL OGT Summer Institute ESL 10 th -12 th graders 2 weeks intensive OGT Prep Summer OGT administration Career Center Support Bilingual Assistants assist LEP students ESL Call Center Spanish, Arabic, Somali and Nepali M-F 7:30-3:00 at (614)

Contact Us Director of ESL: Michael Sain – ESL Supervisor: Kenneth T. Woodard - ESL Curriculum Coaches: Kerri Gonzalez- Scheduling, Push-In & Writing Initiative Mark Paskert- Leveled Literacy Intervention & ESL Career Center Initiative Myra Talley- ESL Career Focus & ESL OGT Summer School John Michael- Spatial Temporal Math Program, ESL Math Office # (614)