2. ›https://www.schooltube.com/video/8d94448e0ba3a3 f756b9/https://www.schooltube.com/video/8d94448e0ba3a3 f756b9/ ›2:43-5:05

3. http://www.bas-k12.org/mmmep

4. The Title III program is designed to assure speedy acquisition of English language proficiency, assist students to achieve in the core academic subjects, and to assist students to meet State standards. It also provides immigrant students with high quality instruction to meet challenging State standards, and assists the transition of immigrant children and youth into American society. http://www.michigan.gov/mde/0,1607,7-140-6530_30334_40078---,00.html Title III - Language Instruction for Limited English Proficient and Immigrant Students

5. ›Help migrant and EL students become more fluent in the English Language which will in turn help the student learn the grade level content.

6. 1. MDE Home Language Survey. If parents, guardians, and/or host families mark “yes” to one or more of the questions see number 2. 2. MMMEP staff will look for historical data (WIDA data or W-APT Screener) or administer the W-APT Screener. 3. If the student scores less than a 5.0 (in all four domains) on the W-APT Screener or WIDA, then the student will receive state mandated EL services. *Parents may sign a waiver to deny services but the student will still be required to take the WIDA assessment.

7.  Individual basis  Alternative Language Plan  mandated range of minutes for services  WIDA proficiency level  grade level  Push-in or Pull-out  based on needs of student  Language development is critical to learning content.  Request for service time  large caseloads  multiple schools and/or districts Migrant & EL services are required!

8. ›1. Know your ELs’ level of English language development with attention to what each EL can do with reading, writing, listening and speaking ›2. Know how other important background factors influence EL student learning and achievement ›3. Identify appropriate assignments/assessments for students at different English language proficiency levels ›4. Support student success with instruction differentiated according to your students’ stage of English language development and other important background factors

9. Provide oral or bilingual texts (check with text book provider, text2speech.org, moodle.org, voice dream app $, notability $) Provide highlighted text and materials (keep one text book just for ELs) Provide additional directions (written directions, paraphrased directions, partners to check in with) Extended time on assignments Provide modified texts (rewordify.com) Accommodations

10. Permit the use of bilingual dictionaries/ translators (phone, tablet) google translate Pre-teach vocabulary Give modified tests (multiple choice, word banks, less multiple choice answers ) Allow use of notes/text for assessments Accommodations

11. ›Need to be done on an individual basis –ELs differ from one another in their levels of academic achievement and English proficiency. ›The way that the tests are designed may make it difficult for some students to demonstrate their achievement of the standards. –The format of a test could prevent ELs from being able to demonstrate their knowledge with respect to what is intended to be measured. –Ex. Although a mathematics test may include concepts and skills understood by EL students, it may feature questions and directions to these students that cannot be read.

12. ›Give short answer tests (multiple choice preferred for lower language proficiency) ›Try to use the shorter, more common word in favor of its less frequent equivalent ›Be aware of the difficulties of semi-technical vocabulary. particularly of idioms and phrasal verbs. ›Avoid complex syntax in question prompts. ›Be aware of the potential difficulty of negatives. › ESL students are often helped by the direct repetition of a noun. ›Avoid using different nouns (synonyms or hypernyms) to refer to the same thing. ›Take care with vague or ambiguous instruction words.

13. › State Mandated English language proficiency test. –W-APT ›Given shortly after an EL student had been identified by the language survey ›Used to place or exit students into/from EL services ›Helps determine mandated service time –WIDA ›Given in February and March ›Determines mandated service time for following year ›Used to start exit process ›MMMEP staff administer this test in multiple districts

14. ›WIDA gives you key information about the language that an English Learner can handle for grade-level learning. ›The WIDA levels describe the difficulty of the language we can reasonably expect a students to be able to use for grade-level content learning. -How hard-how difficult, how challenging- can that language be?

15. Is this too hard? How do I know I’m not lowering my expectations? He should be able to do this right? What can ELs do while other kids are answering these questions?

16. WIDA’s Theory of Language Development 1– Entering 2– Emerging 3– Developing 4– Expanding 5– Bridging Linguistic Complexity Single words Phrases, short sentences Series of related sentences Moderate discourse Complex discourse Vocabulary Usage Most common vocabulary High frequency vocabulary General and some specific vocabulary Specialized & some technical vocabulary Specialized & technical vocabulary Language Control Memorized language Errors inhibiting communication Meaning overrides errors Language w/minimal errors Language comparable to English peers Control as Cohesion Opportunistic (you say what you have words for) Increasingly Planful (You have enoughlanguage that you can organizeand hold ideas in your head.)

18. Sensory Supports Real-life objects (realia) Manipulatives Pictures & photographs Illustrations, diagrams & drawings Magazines and newspapers Physical activities Videos & films Broadcasts Models & figures Graphic Supports Charts Graphic organizers Tables Graphs Timelines Number lines Interactive Supports In pairs or partners In triads or small groups In a whole group Using cooperative group structures With the Internet (Websites) or software programs In the native language (L1) With mentors

19. ›Gabriela was born in the continental United States into a Puerto Rican family that speaks mostly Spanish at home. Gabriela has attended school in the US since kindergarten, and she has been in a pull-out EL program each year. There is no bilingual program at the school, and Gabriela has not learned to read and write in Spanish. According to the WIDA ACCESS for ELs, Gabriela is a level 5 Listening, level 4 Speaking, Level 3 Reading, and a level 2 Writing.

20. http://www.bas-k12.org/mmmep/home/el-resources/