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English as a Second Language. In-service October 10, 2008 Mrs. Liz Milo Mrs. Patty Wilson. SCSD ELL. Immigration Then and Now. The Law. Best Practices. Research and Theories. Immigration Then and Now. “Give me your tired, your poor, - PowerPoint PPT Presentation
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English as a Second Language
In-service
October 10, 2008
Mrs. Liz Milo
Mrs. Patty Wilson
“Give me your tired,
your poor,
your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me.
I lift my lamp beside the golden door.”
America: The Melting Pot/Salad Bowl
New York
Russian
Italian
German
Scottish
Irish
African
Chinese
Polish
French
Michigan
Scottish
Polish
African
California
Japanese
Scottish
Chinese
Danish
German
Norwegian
Swedish
African
Irish
French
Russian
Mexican
Ohio
Slovak
German
Utah
Danish
Wisconsin
Norwegian
German
Polish
Texas
Mexican
Massachusetts
French
Irish
Pennsylvania
Slovak
Irish
Russian
African
Minnesota
Swedish
Norwegian
Rhode Island
French
Hawaii
Japanese
Chinese
Washington
Norwegian
Danish
SwedishIllinois
Irish
Norwegian
Swedish
Polish
Italian
Mexican
German
Danish
Slovak
Russian
African
What is your ancestry?
America: The Land of Opportunity
SCSD
Jordan
Speak Arabic
Kindergarten
Grades 1,2,4,6
China Mandarin Chinese and Fujianese Grade 6
Serbia
Grade 4
Serbian
Sharon Middle School/High School
Jordan
China
Puerto Rico
Guyana
Mexico
Grades
7-12
SCSD Planned Instruction for Listening and Speaking
Level 1• Tell name and age• Identify family, school personnel, classroom
objects, basic body parts, common pets, fruits• Use present tense of verb “to be”• Use regular plurals• Answer simple yes/no questions appropriately• Follow simple directions involving basic positions
in space
Listening and SpeakingLevel 2
• Identify common occupations, clothing, farm animals and food
• Expression using present progressive tense of common verbs
• Use negative and subject pronouns correctly• Use mass pronouns appropriately• Follows teacher’s directions related to identifying
positions on a page• Repeat simple sentences correctly• Comprehend and remember major facts of a
simple story
Speaking and ListeningLevel 3
• Identify modes of transportation and household items• Name the days of the week• Describe common weather conditions• Use possessive nouns correctly• Ask simple future tense questions• Understand and express comparative and qualitative
concepts• Follow teacher’s directions involving movement in space• Repeat complex sentences correctly• Understand and identify moods in a simple story• Expression using present and future tenses• Express creative thoughts in complete sentences
Speaking and ListeningLevel 4
• Identify content area vocabulary• Use superlatives and past tense correctly• Understand and name opposites of key words• Ask past tense questions• Discriminate the difference in closely paired
words• Describe and organize the main properties of
common objects• Identify main ideas and descriptive details of a
story or show
Speaking and ListeningLevel 5
• Identify seasons and unusual occupations• Use conditional tense of verbs• Discriminate the difference in closely paired
words• Expression using past tense correctly• Comprehend and predict the outcome of a story• Recall and retell main facts of a story• Explain positive and negative attributes of
friendship• Share meaningful, personal experiences
Writing
• Is intelligible• Addresses the topic• Expresses complete thoughts• Makes sense and organization of ideas is logical• Uses vocabulary and syntax that are appropriate
for student’s grade level• Uses writing conventions with few errors• Satisfactory quality and sufficient quantity to
meet grade level expectations
ReadingVocabulary
• Given a visual stimulus the student will select the most appropriate label, descriptive word or action
• Inference
• Sight vocabulary includes nouns, adjectives and verb forms
ReadingVocabulary in Context
• Given a sentence, the student will select the most appropriate word to complete it correctly
• Inference
• Comprehension
• Vocabulary includes nouns, adjectives, adverbs, verb form
ReadingReading for Understanding
• Given a paragraph to read the student will complete a statement which:
• Demonstrates comprehension
• Expresses/describes feelings
• Notes details and infers
• Elicits cause and effect relationships
• Predicts behavior
ReadingLanguage Use
• Given a phrase, the student will select that form which completes it correctly:
• Verbs-regular and irregular past form, progressive past and present
• Pronouns-possessive and contractions
• Nouns-irregular and possessive
• Adverbs
ReadingReading for Life Skills
• Given a representation of a book the student will:• Use a table of contents• Identify the topic• Note details• Identify the author• Given a representation of an invitation, the student will• Infer from details• Draw conclusions• Given a time schedule, the student will:• Use a schedule• Infer and predict from details
• Communication with Parents
Federal regulations require districts to provide information about assessment, academic achievement and related issues to parents in their native language or in their preferred mode of communication. This means that it is the district's/charter school's responsibility to provide for translation and interpretation services
Federal Law
OCR Title VI Civil Rights Act(1964)
• “No person shall on the grounds of race, color or national origin, be denied the benefits of or subjected to discrimination under any program or activity receiving Federal Financial assistance.”
Federal Law
Equal Educational Opportunities Act(1974)
• Schools need to take appropriate measures to overcome language barriers that impede students’ participation in programs.
Federal law
No Child Left Behind (2001)
• This act makes federal funding for states dependent on student progress. According to the act: “States that do not meet their performance objectives for LEP students could lose up to 10 % of the administrative portion of their funding for all ESEAS state administered formula grant programs.”
Classroom teachers provide content area instruction
Aligned to the
PA Academic Standards
And adapted to meet the needs of Limited English Proficient
students
State Code
22 Pa. Code §4.26, BEC (2001)
• Every school district shall provide a program for each student whose dominant language is not English for the purpose of facilitating the student’s achievement of English language proficiency and the academic standards under §4.12(relating to academic standards). Programs under this section shall include appropriate bilingual-bicultural or English as a Second Language (ESL) instruction.
Second Language AcquisitionResearchers and Theories
Basic
Interpersonal
Communication
Skills
Cognitive
Academic
Language
Proficiency
Affective Filter
Comprehensible
Input
Applying Tiered Questions
Preproduction--Show me the wolf. Where is the house?
Early Production:--Did the brick house fall down?
Speech Emergence:--Explain why the third pig built his house out
of bricks. What does the wolf want?
Intermediate Fluency:--Why do you think the pigs were able to
outsmart the wolf?
Advanced Fluency--Accurately summarize the story
What should I do if an ELL uses incorrect English?
Word-MES–Provide vocabulary Words–Model correct usage–Expand by using adjectives, adverbs,new vocabulary–Help students “Sound like a book”(use academic language)
Model (Restate with correction)
What student says. What teacher says.
He runned. Oh, he ran. (grammar error)
I like eschool. I’m glad you like school.(pronunciation error)
They bought a carro. That’s nice they bought a (vocabulary error.) car.
Contextualize
Use realia
Technology
Charts
Diagramselectron
neutron
proton
Resources
• Pictures:
www.google.com (select images)Microsoft Word-insert picturewww.Altavista.com (select image)•Diagrams www.enchantedlearning.com
Build Vocabulary
• Introduce new vocabulary.
• Provide time and activities to read, write, speak and listen to new vocabulary.
• Review vocabulary.
• Arrange authentic learning activities for students to interact using new vocabulary.