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The World is in Our Hands

The World is in Our Hands. Rose Tree Media School District ESOL Program 2007-08. But what does all that mean in Rose Tree Media?. ESOL Instruction. 102 ESOL students new students enter often throughout the year Indian Lane Elementary – 9 Glenwood Elementary – 18 Media Elementary – 16

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The World is in Our Hands

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  1. The World is in Our Hands Rose Tree Media School District ESOL Program 2007-08

  2. But what does all that mean in Rose Tree Media?

  3. ESOL Instruction • 102 ESOL students • new students enter often throughout the year • Indian Lane Elementary – 9 • Glenwood Elementary – 18 • Media Elementary – 16 • Rose Tree Elementary – 14 • Springton Lake Middle – 16 • Penncrest High School - 29 • Students with 29 different languages • Students from 34 different countries

  4. Asian Languages Gujarati Malayalam Marathi Oriya Hindi Cantonese Mandarin Burmese Tagalog Korean Vietnamese Persian (Farsi) Pashtu Thai World Languages Western Languages • Spanish • French • Russian • Swedish • Romanian • Italian • Portuguese • Albanian • Greek • Ukrainian • Dutch • Swiss German • German • African Languages • Tonga • Swahili

  5. Europe: Belarus France Italy Latvia Romania Russia Sweden Ukraine Greece Netherlands Germany Switzerland Asia: South Korea Taiwan Vietnam China Iran Myanmar Pakistan Philippines Uzbekistan Hong Kong India Countries of Origin Latin America: • Brazil • Colombia • Argentina • Puerto Rico • El Salvador • Mexico • Venezuela • Africa: • Liberia • Tanzania • Ghana • Zambia

  6. Identification of Students • Registration packet includes a “Home Language Survey” with 3 questions about language and 1 question about schooling: • What is/was the student’s first language? • Does the student speak a language(s) other than English? If yes, what? • What language(s) is/are spoken in your home? • Has the student attended any US school in any 3 years during his/her lifetime?

  7. The Typical Process of Identification • HLS indicates student speaks another language or it is spoken in the home • Student is tested • No parental permission • NCLB requirement • Parents are notified if student qualifies for ESOL (NCLB requirement) • We now notify parents if students do not qualify (not an NCLB requirement)

  8. ESOL Testing Instruments W-APT – Wida-ACCESS Placement Test • Pennsylvania requirement • Placement test for new students whose HLS lists any other language • Individual administration in one sitting (with short breaks) • Similar to PSSAs • Tests English Language Proficiency in listening, speaking, reading and writing across the curriculum • Administration window – within 2 weeks of entrance into RTMSD (30 days at beginning of year) ACCESS for ELLs – Assessing Comprehension and Communication in English State to State for English Language Learners • Pennsylvania requirement to meet NCLB • Annual test given to ALL ESOL students (including any just arrived in US) • Not given to monitored students • Similar to PSSAs • Tests English language proficiency in listening, speaking, reading and writing across the curriculum • Administration window – January, 2008

  9. English Language Acquisition 101 Second Language Acquisition is similar to first language acquisition…but different!

  10. BICS & CALPS

  11. Basic InterpersonalCommunicative Skills • Universal aspects of language proficiency that are normally acquired by all native speakers of any language • Usually by ages 5-6, all children have developed BICS in their first language • Language skills needed for every face-to-face communication (personal and social situations) • Contexts are clear and generally concrete • Not necessarily related to academic success • May take up to 2 years to develop in a second language (L2)

  12. Cognitive Academic Language Proficiency • Those language skills associated with literacy and cognitive development • Language skills required to go beyond ordinary social communication • Cognitively demanding, decontextualized • Language skills needed for reasoning, problem solving, or other cognitive processes required for academic achievement in subject matter • CALP development in a first language (L1) contributes to the development of CALP in a second language (L2) • May take 5-7 years to develop in a second language (sometimes 9-11 years, depending upon L1 CALP, age and other variables)

  13. CAN DO Descriptors for the Levels of English Language Proficiency

  14. Reading Comprehension For English Language Learners

  15. Brogalat Nubisch Ruguloma gildinks with tobrich brogalat nubisch for gablotson to hiont. Kondlik, klirtms of gablotson snrlug binkili in a deslotrm to brogal nubisch. A deslotrm brugoldun many nubisch before it gildinks brogalat something. For skartns, a hirlkuta deslotrm brugoldun what toget and gibig its hirlkutas will be. Txen, gablotson dnik to be tlagas to brogal the hirlkutas. A deslotrm dniks flugila to pay these lezotum. The deslotrm also dniks flugila to hiont slutikas, brgunud se lobmns for the hirlkuta wligns and zelong for the fogurelta. Tlirgen, the lezotum have to drilig the lobmns and zelong into the lugnes dlotkkers. Grelli, the lezotum put the dlotkkers binkili to brogal hirlkutas. Source: Hiebert, E.H. (2002). QuickReads: A Research-Based Fluency Program. Modern Curriculum Press: Parsippany, NJ. Level C, Book 2.

  16. What was this story mostly about? What does the word “deslotrm” mean? Tell me this story in your own words. Comprehension Check

  17. What was this story mostly about? What does the word “deslotrm” mean? Tell me this story in your own words. 50% English vocabulary Few BICS No CALPS Language Level: 0 to 2.0 –Entering Comprehension Check

  18. Making Nubisch Ruguloma starts with tobrich making nubisch for gablotson to buy. Usually, groups of gablotson work together in a deslotrm to make nubisch. A deslotrm brugoldun many nubisch before it starts making something. For example, a bike deslotrm brugoldun what size and color its bikes will be. Next, gablotson need to be hired to make the bikes. A deslotrm needs flugila to pay these lezotum. The deslotrm also needs flugila to buy slutikas, such as steel for the bike frame and rubber for the tires. Then, the lezotum have to drilig the steel and rubber into the right parts. Finally, the lezotum put the parts together to make bikes. Source: Hiebert, E.H. (2002). QuickReads: A Research-Based Fluency Program. Modern Curriculum Press: Parsippany, NJ. Level C, Book 2.

  19. Comprehension Check • What was this story mostly about? • What does the word “deslotrm” mean? • Tell me this story in your own words.

  20. What was this story mostly about? What does the word “deslotrm” mean? Tell me this story in your own words. 80% English Vocabulary All of BICS Some CALPS Language Level: 2.7 – 3.9 Developing Comprehension Check

  21. Making Things Ruguloma starts with someone making things for gablotson to buy. Usually, groups of gablotson work together in a deslotrm to make things. A deslotrm decides many things before it starts making something. For example, a bike deslotrm decides what size and color its bikes will be. Next, gablotson need to be hired to make the bikes. A deslotrm needs money to pay these lezotum. The deslotrm also needs money to buy materials, such as steel for the bike frame and rubber for the tires. Then, the lezotum have to shape the steel and rubber into the right parts. Finally, the lezotum put the parts together to make bikes. Source: Hiebert, E.H. (2002). QuickReads: A Research-Based Fluency Program. Modern Curriculum Press: Parsippany, NJ. Level C, Book 2.

  22. Comprehension Check • What was this story mostly about? • What does the word “deslotrm” mean? • Tell me this story in your own words.

  23. What was this story mostly about? What does the word “deslotrm” mean? Tell me this story in your own words. 90% English Vocabulary All of BICS Many CALPS Language Level: 4 – 5.5 Expanding to Bridging Promotes from ESOL to be monitored for two full years Comprehension Check

  24. Making Things Economics starts with someone making things for people to buy. Usually, groups of people work together in a company to make things. A company decides many things before it starts making something. For example, a bike company decides what size and color its bikes will be. Next, people need to be hired to make the bikes. A company needs money to pay these workers. The company also needs money to buy materials, such as steel for the bike frame and rubber for the tires. Then, the workers have to shape the steel and rubber into the right parts. Finally, the workers put the parts together to make bikes. Source: Hiebert, E.H. (2002). QuickReads: A Research-Based Fluency Program. Modern Curriculum Press: Parsippany, NJ. Level C, Book 2.

  25. What was this story mostly about? What does the word “deslotrm” mean? Tell me this story in your own words. 100% English Vocabulary All of BICS CALPS (grade level/age appropriate) Language Level: 5.6 – 6.0 Bridging to Reaching Near-native fluency Monitored status Comprehension Check

  26. Strategies for Increasing Comprehension of Content Instruction • Paraphrase • Repeat • Slow Down • Explain • Demonstrate • Use visuals, realia, rich context • Provide meaningful practice • Use variety of techniques & materials • Use all modalities (learning styles)

  27. Initial levels ESL ( i.e., T.P.R.) Telephone Conversation Following Directions Note on the Refrigerator Face-to-Face Conversation Written Directions, Instructions Getting Absence Excuse (No diagrams or illustrations) Buying popcorn Oral Presentations Content Classes (Art, Music) Context A C Context Embedded Reduced B D Demonstrations, Experiments Standardized Tests A-V Assisted Lessons CTBS, SAT9, CAP Basic Math Computations Reading/Writing Plane Geometry Math Concepts and Applications Health Instruction Explanations of New Abstract Concepts Social Studies Lecture with few Illustrations Science Experiments Social Science Texts Projects and Activities Mainstream English Texts Most Content Classes Cognitively Demanding (CALP) Dr. Jim Cummins’ Quadrant Cognitively Undemanding (BICS)

  28. Academic Language • Academic language • Language that is used in academic situations • Classroom appropriate language • Specialized language • Highest level of language • Vocabulary • Sentence structure There are MANY resources on the Internet in most disciplines. Just google “Academic Language.”

  29. Some Helpful Tools • ESOL Department Website • Many teacher resources and articles • Activities for ESOL students • NetTrekker • Supplied to all schools in PA by PDE • Internet search tool • Readability levels • English Language Learners • Dictionary • Safe Internet sites for students

  30. More Helpful Tools • The Rosetta Stone Online Language Learning • Lower level students • May be used during time independently after student learns the program • May need help from an aide or teacher • All domains • Student must be a registered user • ESOL teacher gets reports on usage, success

  31. AND…More Helpful Tools • One More Story • Children’s literature read aloud • Useful for all primary students • Older students with learning difficulties • ELL students at lower levels • District currently has 100 seats for use with ELLs • Password protected

  32. Academic Word Lists • Academic Word List • offers academic word lists of various types to help instructors identify AL • Web Vocabulary Profiler • Web Vocabulary Profiler • Type in text and find out the academic language that is included • Free!

  33. Communication Tools • Language Line • A “conference call” • District supplied through AT&T • Place the call to LL, tell them the language of the person, their name and phone number • Explain what you will be talking about and any specialized vocabulary you will be using • Translator places the call to the parent • Talk to the parent, giving time for the translator to translate for you. • IT’S EASY!!

  34. Communication Tools • TransACT • A new data base coming to RTMSD soon • Includes all required NCLB forms in many languages • Includes some “housekeeping” forms schools often need

  35. If you get nothing else… • You MUST differentiate learning for ELLs (NCLB). • Please think of your students as a RESOURCE for you and your classes • Students are not coming in with a DEFICIT just because they do not speak English. • Students come with a broader WORLD VIEW and EXPERIENCES your native speakers most likely do not have. • American students can LEARN from the ESOL students as they HELP the newcomers learn English. • ELLs are the SHARED RESPONSIBILITY of all of us. You are not alone in trying to help your ELLs succeed.

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