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English Language Learners In Our Classrooms

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Page 1: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

English Language LearnersIn Our Classrooms

Page 2: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

The Face of ESL – An Overview

Introduction of ESL TEACHERS:Joyce Metallo

Michelle Wesbrook

Page 3: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Precedent for ServicesIn the Law

• The Civil Rights Act of 1964—prohibits discrimination (race, color, national origin, etc.) in programs receiving federal funds.

• EEOA of 1974 (Equal Educ. Opportunities Act)—States must provide equal opportunity and take action to overcome language barriers in school.

• NCLB Act 2001 (No Child Left Behind)—States must offer programs of intensive ESL instruction and test annually for language proficiency progress.

Page 4: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Information from the US Dept. of Education’sNCELA (National Clearinghouse for English Language Acquisition)

• What do we know about ELLs?• There are 5 – 6 million ELLs in US public schools (10.5% of

the school population) US Dept. of Educ. ‘Doing What Works’

• Who is teaching ELLs?• ESL teachers AND content area teachers• The majority of teachers will encounter an ELL in the

course of their career.• 25-30% of teachers have had training addressing the

needs of ELLs.• More than half of all teachers believe they need more

training in working effectively with ELLs.• Many states have preservice requirements (CA, NY, FL, PA)

Page 5: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Interesting Fact:

As of 2011, 75% of English Language Learners (ELLs) are born in the US; however, another language other than English is used at home and in their communities. When they enter school, English is a foreign language to them.

Page 6: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Acronym Soup

• ELL=English language learner• ESL= English as a second language• ELP=English language proficiency• ACCESS for ELLs= Assessing Comprehension

and Communication in English State to State• W-APT=WIDA ACCESS Placement Test• WIDA= World-Class Instructional Design

and Assessment• LAP= Limited Acronym Proficient (just

kidding!)

Page 7: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Definition of an ELL

• any student whose native language is not English or who comes from an environment where a language other than English is used,

• AND• whose difficulties speaking, reading, writing, or

understanding English may deny him/her the ability to:• meet the state’s proficient level of

achievement on state assessments;• achieve successfully in classrooms where

the language of instruction is English; or• participate fully in society.

Page 8: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Where are our ELL Students?(as of September, 2011)

78%

8%

14% Forest Zone = 115

Liberty Zone = 12

Staunton River Zone = 21

Page 9: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Languages of ELLs and Bilingual Students in Bedford County

Arabic Chinese Dutch French German Hindi Hungarian Italian Japanese Korean

Kriol Laotian Romanian Russian Spanish Thai Tagalog Telugu Urdu Vietnamese

Page 10: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Who are the Students? DISCUSS AT YOUR TABLES . . . .

Some Cultural Observations

• Academic Culture—abilities in literacy vs. oral communication

• Family literacy and academic expectations• Behavior and Discipline• Social and medical needs• Religious/cultural norms and identity• Group orientation vs. independent learning

• following vs. competing• cooperative learning vs. cheating

Page 11: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Identification of Limited English Proficient Students

• Federal law requires that a home/primary language survey must be completed as part of the initial identification of LEP students at the time of enrollment.

• School divisions must assess students who have been identified with a home language survey for English language proficiency.

• Based on the results of the assessment, the students may be placed in a program designed to improve their English language proficiency.

Page 12: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Adoption of WIDA• Virginia has joined 27 other states in the

WIDA consortium. • There are new

• ESL standards (SOLs), • instructional procedures, and • year-end assessments.

• ESL instruction is more than teaching a social or foreign language.

• ESL teachers collaborate with classroom teachers for language learning of both social and core content areas.

Page 13: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Guidelines for Determining K-12 World-Class Instructional and Design (WIDA)

English Language Proficiency (ELP) Levels(Instructional Levels)

WIDA® ELP Levels ACCESS for ELLs® Scores

Level 1 Composite Score of 1.0 through 1.9

Level 2 Composite Score of 2.0 through 2.9

Level 3 Composite Score of 3.0 through 3.9

Level 4 Composite Score of 4.0 through 4.9

Level 5 Composite Score of 5.0 through 6.0 and a Literacy Score less than 5.0

Page 14: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Guidelines for Determining K-12 World-Class Instructional and Design (WIDA®) English Language Proficiency

(ELP) LevelsFormerly LEP (Monitored Levels)

WIDA® ELP Levels ACCESS for ELLs® Scores

Level 6 Year 1(Formerly LEP)

For kindergarten students: Accountability Proficiency Score;Composite Score of 5.0 or above; and Literacy Score of 5.0 or above.

For students in Grades 1-12:Tier C; Composite Score of 5.0 or above; and Literacy Score 5.0 or above.

Level 6 Year 2(Formerly LEP)*Note: Level 6, Year 1, and Level 6, Year 2, Formerly LEP students do not take the annual ELP assessment and are only included in the calculation for AMAO 3 (Adequate Yearly Progress) for reading/language arts and mathematics.

For kindergarten students: Accountability Proficiency Score;Composite Score of 5.0 or above; and Literacy Score of 5.0 or above.

For students in Grades 1-12: Tier C;Composite Score of 5.0 or above; and Literacy Score 5.0 or above.

Page 15: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Recommended Accommodationsfor Classroom and Testing

• Lower levels of English Language Proficiency

(WIDA ELP levels 1-3) • Read-aloud or audio*• Dictation in English to a scribe**• Plain English mathematics test• Flexible schedule• Visual aid• Mark in test booklet* except for the reading test unless the LEP student has

a qualifying disability** writing test, short-paper component only

Page 16: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Recommended Accommodations Intermediate levels of English

Language Proficiency (WIDA ELP levels 3-5)

•Read-aloud or audio* (as needed)•Bilingual dictionary•English dictionary•Flexible schedule

•*except for the reading test unless the LEP student has an qualifying disability

Page 17: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Plain English Mathematics and the Virginia Grade Level Alternative (VGLA)

Reading Assessment

• Plain English is an accommodation available for grades 3-8 mathematics and Algebra I tests.

• VGLA reading is an alternative assessment, not an accommodation.

• LEP student’s WIDA overall English language proficiency (ELP) levels must be within the following ranges to participate in either assessment:

• Grades 3-5: 1.0 to 3.5• Grades 6-8: 1.0 to 3.3• Grades 9-12: 1.0 to 3.5 (Algebra I only)

Page 18: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Instruction of ELLS vs. SpEd, & Remediation

• ELLs—Instructional need for vocabulary and language mechanics taught within a framework of the Four Skills that make up Oral Communication and Literacy: (Speaking & Listening) & (Reading & Writing]• social and content learning• US academic standards• US cultural setting

• Disabilities—Physical, Learning, or Behavioral• Need for Remediation—Content Specific

Page 19: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

BICS vs. CALP

Basic Interpersonal Communication Skills

* Conversational Proficiency* Usually developed in 1-2

years

Cognitive Academic Language Proficiency

* Grade-level appropriate academic language

* May take 5-10 years to develop

(Jim Cummins)

Page 20: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Role of the Classroom Teacher

The main objective is to teach an SOL-based curriculum in content area subjects.

• Simplifying and breaking down content subjects through “scaffolding instruction” to ELLs

• Collaborating with the ESL teacher in an inclusion classroom setting

Page 21: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Role of the ESL Teacher

• The Main Objective is to teach an ESL curriculum which follows the Standards of Learning for English Language Proficiency adopted by the VDOE. Virginia adopted the WIDA (World-class Instructional Design and Assessment) model for standards and testing in 2009. ESL Instruction is done through pullouts or inclusion.

• Support classroom teachers by teaching content vocabulary in the ESL curriculum, joining the general education classroom through inclusion, and coaching teachers as they work with ELLs in their classrooms.

Page 22: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Other Duties of ESL Teachers

• Diagnose and monitor language proficiency of ELLs• Create ELLP and implement w/in committee• Liaison with parents, classroom teachers, guidance

counselors and test coordinators, school nurses, social services, school administrators, and county supervisors

• Keep ESL student records for VDOE audit• Assist teachers with supplemental materials• Translation—phone calls, parent conferences, SCT & IEP

meetings, correspondence, etc.• Administer year-end English Proficiency Test and proctor

district-wide and SOL assessments for LEP students• Supervise practicum students, interns, student teachers,

etc., from area colleges • Revise teaching schedule as student population changes• Itinerant travel to all schools served

Page 23: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

About the ELP standards

“By developing the ELP standards, the WIDA Consortium has responded to demands to link language learning with state academic content standards and to address educators' needs in three different areas: 1). pedagogy, 2). assessment, 3). educational policy.” RG-6

The Standards focus on the language students need to learn for social and content instruction.

Page 24: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

The Five WIDA ELP Standards• Standard 1: ELLs communicate for SOCIAL AND

INSTRUCTIONAL purposes within the school setting.

• Standard 2: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.

• Standard 3: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

• Standard 4: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

• Standard 5: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.

Page 25: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Assessment: ACCESS and SOL

• WIDA has developed a test (ACCESS for ELLs) to assess students’ English proficiency

• ACCESS for ELLs assesses students’ proficiency in social and academic language; the Standards of Learning (SOL) Assessments test academic content knowledge.

• All LEP students participate in Standards of Learning testing, including:• “Recently Arrived” LEP students;• LEP Students in grades 3 through 8; and • LEP Students enrolled in high school courses

with End-of-Course (EOC) assessments.

Page 26: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Test Practice !!!

Page 27: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Solve this Math Problem

메리는 그녀의 집에 많은 사과 나무가 있다 . 1 일 그녀는 5 개의 사과를 모은다 . 다음날에 , 그녀는 3 개의 사과를 모은다 . 마지막 일에 그녀는 7 개의 사과를 모은다 .

얼마나 많은 사과를 메리는 3 일 후에 가 ?

Page 28: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Now Solve This One

María tiene muchos manzanillos en su casa. Un día ella recoge 5 manzanas. Al día siguiente, ella recoge 3 manzanas. En el último día ella recoge 7 manzanas.

¿Cuántas manzanas recogió María después de los 3 días?

Page 29: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

How About This One?

Mary has many apple trees at her house. One day she collects 5 apples. The next day, she collects 3 apples. On the last day she collects 7 apples.

How many apples does Mary collect after 3 days?

Page 30: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Practical ideas for educators

• Use the “differentiating for ELLs” tips found in the margins of text books.

• Use the simplified reading passages from the CD accompanying the text book.

• Reduce amount of work required for ELLs.• Reduce multiple choice options from 4 to 2• Refer to accommodations listed in ELLP.• Emphasize important vocabulary from

lesson.

Page 31: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Scaffolding for Instruction

• How do we help ELLs learn the vocabulary needed to access the content?

• Examples based on what ELLs “can do” at different levels of language proficiency

Page 32: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Example:

Math SOL 7.9“The student will compare and contrast the following quadrilaterals: parallelogram, rectangle, square, rhombus, and trapezoid. Deductive reasoning and inference will be used to classify quadrilaterals.”

Page 33: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Math SOL 7.9 transformed:To scaffold your instruction:• Topic: All students are studying the same

topic, comparing and contrasting quadrilaterals.

• Language function: A student with ELP Level 1 may be able to “record and label” quadrilaterals but not “detail possible combinations” (level 4).

• The Support: Level 1 ELLs may need realia and manipulatives whereas Level 4 students work much more independently.

• Examples of scaffolding activities – Math, Science, Reading, Writing

Page 34: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

As we collaborate with classroom teachers and other support staff our ELLs will

acquire the English language and content knowledge to be successful in school.

Page 35: English Language Learners In Our Classrooms. The Face of ESL – An Overview Introduction of ESL TEACHERS: Joyce Metallo Michelle Wesbrook

Contact Information for ESL Teachers

• Joyce Metallo -- [email protected]• Based @ Forest Elementary School

• Michelle Wesbrook -- [email protected]• Based @ Forest Middle School