Some FIRST QUESTIONS Who are the ELLs I am teaching? What can they do? Will they understand?

An English Language Learner is not DISABLED. (ANY MORE THAN YOU WOULD BE -LEARNING SPANISH, URDU, OR MANDARIN) They just know a DIFFERENT language and culture. At THS many ELLs are Hispanic from various Central American countries. We also have students from African, Asian, & Middle Eastern countries.

WIDA ELP Standards Providing Educational Equity to ELLs through Language Development

Alabama Alaska Delaware District of Columbia Georgia Hawaii Illinois Kentucky Maine Maryland Minnesota Mississippi Missouri Montana New Hampshire New Jersey New Mexico North Carolina North Dakota Oklahoma Pennsylvania Rhode Island South Dakota Vermont Virginia Wisconsin Wyoming Where is WIDA? 27 WIDA states represent over 920,000 English Language Learners (ELLs) Standards Adoption - Colorado & Utah

Criteria for Performance Definitions Linguistic Complexity: Expectations of the quantity and organization of the student’s verbal response Vocabulary Usage: Expectations of the student’s use of appropriate vocabulary for grade level and proficiency level; refers to language quality Language Control: Expectations of the student’s control of English grammar, word choice in context, and the English sound system; refers to language quality

The WIDA ELP Standards Standard 1 – Social & Instructional Language (SIL) English language learners communicate for social and instructional purposes in the school setting. Standard 2 – Language of Language Arts (LoLA) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Standard 3 – Language of Mathematics (LoMA) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math. Standard 4 – Language of Science (LoSC) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. Standard 5 – Language of Social Studies (LoSS) English language learners communicate information, ideas and concepts necessary for academic success in th content area of Social Studies.

Four 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

ACCESS for ELLs Scores Domain Scores ListeningReadingWritingSpeaking Composite Scores Oral LanguageLiteracy Comprehension Overall

Composite Scores Listening (50%) Reading (50%) Listening (30%) Listening (15%) Speaking (50%) Writing (50%) Reading (70%) Reading (35%) Speaking (15%) Writing (35%) = = = = Overall Score Oral Language Score Literacy Score Comprehension Score

Criteria for Performance Definitions Linguistic Complexity: Expectations of the quantity and organization of the student’s verbal response Vocabulary Usage: Expectations of the student’s use of appropriate vocabulary for grade level and proficiency level; refers to language quality Language Control: Expectations of the student’s control of English grammar, word choice in context, and the English sound system; refers to language quality

The documents you will receive Teacher’s ACCESS (or MODAL)test report Teacher’s ACCESS (or MODAL)test report Student Referral and Placement Form Student Referral and Placement Form Classroom Accommodations for ELLs-- Classroom Accommodations for ELLs-- (if the student has not EXITED to the MONITORING phase)

Teacher Report (top)

Teacher Report (bottom) Raw Scores by Standard

TOOLS  TOOLS  Instructional Strategies Your speech Use good diction, slowing rate of speech if needed. Use good diction, slowing rate of speech if needed. Be aware of using idioms and slang. Be aware of using idioms and slang. Re-phrase in simpler terms if needed. Re-phrase in simpler terms if needed. Add visual or action to directions or instruction, when possible. Add visual or action to directions or instruction, when possible.

Some SCAFFOLDING suggestions Provide models or examples. Provide models or examples. Use visual support in lecture. Use visual support in lecture. Teach and/or practice with “hands-on” activity. Teach and/or practice with “hands-on” activity. Work in cooperative learning groups. Work in cooperative learning groups. Provide Assisted note-taking pages. Provide Assisted note-taking pages. Use graphic organizers. Use graphic organizers.

Working with inclusion helpers COMMUNICATION: We are there to assist our students, you and others whenever possible. Please Discuss placement of students in the room—this will vary according to situation and student language skill level. Discuss placement of students in the room—this will vary according to situation and student language skill level. Provide us with class materials. Provide us with class materials. Tell us what is coming up next, Tell us what is coming up next, What students will be expected to produce, and What students will be expected to produce, and How we can best work with you and our ELLs in various phases of a lesson. How we can best work with you and our ELLs in various phases of a lesson.

A few other helpful tips We will need a place to sit. We will need a place to sit. With the lower level students--we need to be next to them. With the lower level students--we need to be next to them. When possible allow time us to move around helping students with individual, pair, or group work. When possible allow time us to move around helping students with individual, pair, or group work. We will not force our ideas on you; it would be very helpful if you periodically ask for our input. We will not force our ideas on you; it would be very helpful if you periodically ask for our input.

It’s a great year to be a WARRIOR! We look forward to working with each of you. Our ELL team has high hopes for our ELLs and their futures Our ELL team has high hopes for our ELLs and their futures.