2. Prince George’s County Public Schools ESOL Overview Min-Ah Kang University of Maryland Writing Project Summer Institute 2010 Adapted by Min-Ah Kang Originally made by Catherine Novak (PGCPS ESOL Instructional Specialist) & Karen Gibson (ESOL teacher in Anne Arundel County Public Schools )

3. Background Myself: I am an ESOL teacher at Rogers Heights Elementary School in Prince George’s County. I taught English in both middle and high schools in South Korea before I came to the U.S.A. to earn my M.A. in ISD- ESOL at UMBC. Upon my graduation from UMBC, I was offered a position as an ESOL teacher in PGCPS. I have been working with kindergarteners and first graders for past two years.

4. Background School Overview: Rogers Heights Elementary, located in Bladensburg, Maryland, is a comprehensive Pre-K~6, Title I school with a high English Language Learner (ELL) enrollment. The 635 students population of Rogers Heights is comprised of 31% African American, 5% White, 63% Hispanic, <1% American Indian and 1% Asian. 78.9% of our student population receives Free and Reduced Meals (FARMS). 2008-2009, SIP – Executive Summary

5. OBJECTIVES This training course offers information and practice activities in order to:  identify ESOL students  experience the feeling of ELLs in class  understand different syntax of other languages  modify content to accommodate an ELL

6. Alphabet Soup ESOL LEP ELL L1 ESL TESOL English for Speakers of Other Languages Limited English Proficient English Language Learner First or Native Language English as a Second Language Teachers of ESOL

7. What do you know about an ESOL Program ?

8. Do you know ………?  what the definition of English Language Learners is?  how many ESOL students have enrolled in PGCPS?  how many different languages our ESOL students speak?  how many elementary schools house ESOL Programs?  how many secondary schools house ESOL Programs?

9. Who are English Language Learners? Students who are from an environment where another language is spoken at home, who are US or foreign born, and who are not proficient in English

10. ESOL Enrollment Data (PGCPS) TOTAL ESOL POPULATION: 13,720 ELEMENTARY 10,563 MIDDLE 1,056 HIGH 2,101

11. ESOL Student Data(PGCPS) LANGUAGES ~118 COUNTRIES ~103 COUNTRY OF BIRTH UNITED STATES (54%) EL SALVADOR (15%) MEXICO (7%) CAMEROON (2.5%)

12. Elementary ESOL School 2009-2010 (PGCPS) ESOL Elementary Schools 116

13. Secondary ESOL School 2009-2010 (PGCPS) ESOL Middle Schools 15 ESOL High Schools 10

14. ESOL Levels ESOL 1 A/B Pre-Production/Early language production stage of language proficiency Students typically: –use one or two word phrases; might be in a “silent period” –listen and begin to respond by using nonverbal signals A= Low BeginnerB=High Beginner

15. Reading Comprehension – ESOL 1 _____ one _____ the boy _____ to the _____ and the _____ _____, “_____, Boy, _____ and _____ up my _____ and _____ from my _____ and eat _____ and _____ in my _____ and be _____.” “I _____ too big to _____ and _____,” _____ the boy. “I _____ to _____ _____ and _____ fun. I _____ _____ _____. Can you _____ me _____ _____?” “I’m _____,” _____ the _____, but I _____ no _____. I _____ _____ _____ and _____. _____ my _____, Boy, and _____ _____ in the _____. _____ you _____ _____ _____ and you _____ be _____.”

16. ESOL 2 A/B Speech emergence stage of language proficiency Students typically: –Begin speaking in phrases and short sentences –understand many stories read in class with the support of pictures –make many grammatical errors as they experiment with language A=Low IntermediateB=High Intermediate

17. Reading Comprehension – ESOL 2 _____ one day the boy _____ to the tree and the tree said, “_____, Boy, _____ and _____ up my _____ and _____ from my _____ and eat apples and play in my _____ and be happy.” “I am too big to _____ and play,” said the boy. “I _____ to _____ _____ and have fun. I _____ some _____. Can you give me some _____?” “I’m sorry,” said the tree, “but I have no _____. I have _____ _____ and apples. Take my apples, Boy and _____ them in the _____. _____ you will have _____ and you will be happy.”

18. ESOL 3 Advanced fluency stage of language proficiency Students: –begin to use more complex sentences when speaking and writing –communicate their thoughts more effectively –begin to develop more academic language

19. Reading Comprehension – ESOL 3 Then one day the boy came to the tree and the tree said, “Come, Boy, come and climb up my _____ and swing from my _____ and eat apples and play in my _____ and be happy.” “I am too big to climb and play,” said the boy. “I want to buy things and have fun. I want some money. Can you give me some money?” “I’m sorry,” said the tree, but I have no money. I have only _____ and apples. Take my apples, Boy, and sell them in the city. Then you will have money and you will be happy.”

20. Turn and Talk What challenges do you see in your classrooms for ELLs?

21. Put yourself in someone's shoes!

22. Comparing Languages Group Activity:  Guess each sentence (in Korean, Spanish, Chinese) in order to match the syntax of the languages.

23. I love you. 나는 사랑해 너를 [Na N’n] [Sa Rang Hae] [Nuh Lul] I love you Yo amo te I love you 我 爱 你 [wŏ] [ài] [nĭ] I love you Subject Verb Object

24. Comparing Languages Group Activity : ① In order to check the correct sentences, the presenter will read each sentence in Korean, Spanish, and Chinese. ② Participant will listen and find if the syntax of each sentence is correct. (If not, fix the sentences.) ③ Participants will be asked to read each sentence in English without changing word-order. ④ Participants will be asked to share other language syntax differences with English.

25. Original English: I love you. (s) (v) (o) Spanish version of English: Spanish version of English: I you love. (s) (o) (v) Korean version of English: Korean version of English: I you love. (s) (o) (v) Chinese version of English: Chinese version of English: I love you. (s) (v) (o)

26. Comparing Languages Individual Activity : ① Participants will be given cut-up sentences in Korean, Spanish, & Chinese and asked to make each sentence in order. ② Participants will be asked to copy each sentence on the lined paper in order to practice writing the sentences in different languages.

27. Write about…... How did you feel? What are the things that you didn’t know before & you know now?

28. Examples of Kindergarteners

29. Kindergartner student examples of cut-up sentences. After reading little books, students pull a sentence from the stories. Each child cutup the sentence, mixed the words, & rewrote the sentence after manipulating the word pieces.

30. More examples of Kindergarteners cut-up sentences.

31. How can I modify content to accommodate ELLs?

32. Let’s practice…… How can we modify the TIW lessons to accommodate ELLs?

33. 32 PRACTICE MODIFYING CONTENT for ELLs with lower proficiencies Shorten student tasks Increase comprehension by drawing a picture (or provide clip art) instead of explaining Allow students to create a poster instead of written tasks Use alternative readings (consult with your reading specialist or use websites such as http://www.readinga-z.com) Be realistic in your expectations

34. 33 Tips To Help ELLs Acclimate  Learn how to pronounce the student’s name properly.  Assign a buddy or buddies.  Encourage inclusion; look out for exclusion.  Respect student’s home language by asking student to translate for the class a word or phrase of classroom content

35. 34 More Tips To Help ELLs Acclimate  Create an alternate project and assessment when necessary.  Think visually and model EVERYTHING you teach.  Give examples and copies of all overhead materials and lecture notes.  Permit ELLs to share their culture (clothing, food, lifestyle) so that classmates can understand the ELLs background better.

36. 1 st grade – math (money)

37. 1 st grade- Comparative

38. 1 st grade- Skill (Predict)

39. 38 Tips from the Kids “Don’t laugh at us!” “Tell other students to be kind to us (talk slowly, don’t make fun of us and help us if we need it)”. “When the teacher finishes explaining to everybody, explain it again to the ESOL student more slowly.” “Give us lots of examples!” “Do not force ESOL students to read hard stuff aloud.” “Provide more sources of information to ESOL students to help them to understand such as cliff notes.” from Arundel Middle School (Ms. Gibson’s ESOL class)

40. Final Reflection

41. Write about…... How could these activities help you better address the needs of your ESOL students?

42. 41 Question Comment Time