SomeFIRST 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) 2011-12Standards 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 DomainsListening ─ 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

Listening Reading Writing Speaking

Composite Scores

Oral Language Literacy 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• Student Referral and Placement Form•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 Instructional Strategies

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

when possible.

Some SCAFFOLDING suggestions

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

Working with inclusion helpersCOMMUNICATION: 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.

•Provide us with class materials.• Tell us what is coming up next, •What students will be expected to produce, and•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.• 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.

• 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.