some first questions who are the ells i am teaching? what can they do? will they understand?
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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%)
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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 helpers
COMMUNICATION: 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.