Past & Present ELL Inclusion Models

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Presentation transcript:

Past & Present ELL Inclusion Models Mariluz Torres & Francesca Petrucci-Cardona

Overview of Past ELL Program Kindergarten through Fourth Grade Pull Out Services Groups leveled by Language Proficiency Levels.

Features of Past ELL Program Books, books, books, & more books used as resources for instruction. Lack of guidelines for lesson plans making planning confusing & frustrating. Educators lines of communication where isolated regarding ELL’s language development. Assessment was based on the development of language objectives only.

Tools of Past ELL Program ESL resource books Visuals Manipulatives Songs Games

Overview of Present ELL Program Kindergarten through Fourth Grades Pull Out and In Class Support Services Avenues Series ELL groups can easily be scheduled by grade level or proficiency levels.

Features of Present ELL Program In Class Support Guided Reading Vocabulary Development Writing & Reading Skills Centers Hands on Activities Individualized Learning Content Area Based Pull Out Avenues Objectives Correlated with New Jersey Standardized Tests & Objectives. Objectives Aligned with Core Curriculum Content Standards. Multi-Level strategies in every lesson providing differentiated Instruction

Tools of Present Program Avenues Series Picture Cards Big Beautiful Picture Book Reader Alouds Leveled Readers Consonant & Vowel Tools Textbooks & Workbooks Manipulatives Song Charts Writing Web Charts Teacher Manuals

Comparisons of Past & Present Programs Knowledge of ELL reading levels. Variety of materials organized according to grade level meeting all content area objectives. Lesson plans available online & clearly outlined in teacher’s manuals. Assessment addresses all language & standard objectives. Great need for communication among educators resulting in the want for collaboration. Past Unaware of actual reading levels of learners. Resources and Materials available however not aligned with learners needs & standards. Lesson planning frustrating and very time consuming. Assessment addressed only language objectives Lack of communication among ELL educators and classroom educators.

Conclusion Learners gaining a great amount of vocabulary. Learners self esteem and motivation levels are thriving. Knowledge being applied in classroom environments. ELL educators feel instruction is meaningful & constructive. Collaboration among all school community members is increasing.