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Knowing the stages of development (proficiency levels) and what to expect at each level
Where can you find this
information?
wida.us
WIDA Performance Definitions
WIDA Can-Do Descriptors
ESL Teacher
Margo K. Machuga, M.Ed., 2016
2
Basic
Interpersonal
Communication
Skills (BICS)
Cognitive
Academic
Language
Proficiency (CALP)
3 Margo K. Machuga, M.Ed., 2016
Many factors impact development educational background/interrupted
schooling
SES
proficiency in first language
family language proficiency
home life
refugee scenarios
emotional needs
physical needs or disabilities
health, nutrition
learning disabilities, etc.
And the list goes on…
Where can you find this
information?
student cumulative file
Home Language Survey
ESL teacher
4 Margo K. Machuga, M.Ed., 2016
Knowledge of language acquisition can help
determine typical language development versus
a learning disability
ESL students can have learning disabilities too, but not fully knowing a language is not a disability
ESL teacher input is imperative during the intervention process. The ESL teacher is the language specialist- always collaborate with him or her.
5 Margo K. Machuga, M.Ed., 2016
L1- a student’s home language
L2- a student’s new language (English)
HLS- Home Language Survey
Getting to know your ELLs, not only as a student in your
classroom, but also learning about their background, can truly make the difference in terms of acclimation to and success in your classroom. This frontloaded research is time well spent.
6 Margo K. Machuga, M.Ed., 2016
When a New Student Arrives:
1. Learn the Basics
How do I pronounce the child’s name?
What country is this child from?
How long has he or she lived in the U.S.?
Where and with whom is the child living?
What language(s) is spoken in the home? (on HLS)
Does either parent speak English?
If the child is an immigrant, what were the circumstances of immigration? (possible traumatic event)
7
Margo K. Machuga, M.Ed., 2016
2. Research Student’s Prior Schooling Experiences
Examine student’s cumulative file for evidence of prior schooling
Look for your school district’s English language proficiency test
Speak with your ESL teacher or other colleagues for assistance
Is the student literate in their home language?
Keep in mind that some students will come to you with no
previous schooling from their home country, others with interrupted
schooling, and others with uninterrupted schooling. This cannot be
determined by their age. It is imperative that you determine if the student
is literate in their home language. Students who are literate in their L1 will
more easily acquire L2.
8 Margo K. Machuga, M.Ed., 2016
3. Research Basic Features of Home Culture Religious beliefs/customs, food preferences/restrictions
Roles/responsibility of children and adults
This information will help you interact with the child (what is
culturally frowned upon, etc.) and help you determine how to
best help the student acclimate to your classroom, school, and community.
9 Margo K. Machuga, M.Ed., 2016
First Things First: Safety and Security
• Assign a personal buddy (who speaks L1 if possible)
• Bus number, bus stop, how to get to and from school
• Where you can find the bathroom, cafeteria, nurse
• Classroom and School Rules and Procedures
• Culturally specific rules about how to eat certain foods
• Predictable routine (provides stability and security)
As newcomers are adjusting to your classroom’s predictable routine, you want to foster a sense of belonging. This not only makes them feel more comfortable, but provides social and academic language learning opportunities.
Creating a Sense of Belonging
• Home group (desks/tables) remains unchanged for a long time
• Seat new students toward the middle or front of classroom
• Context-embedded language (“Quiet tables may line up first.”)
• Integrating newcomers into cooperative groups
Margo K. Machuga, M.Ed., 2012 10
Maslow’s Hierarchy of Human Needs
Program design is in accordance with the BEC (Basic Education
Circular) (education.pa.gov)
Structure lesson development using the standards as a framework
(PA Core, PA ELP Standards, WIDA, etc.)
Pull-out versus push-in instruction—varies based on population,
district, etc.
Giving the appropriate number of instructional hours based on LEP
Level
Use a curriculum that is developmentally appropriate yet still
rigorous
Using appropriate assessments to measure student language level
and development (WIDA APT, WIDA ACCESS)
11 Margo K. Machuga, M.Ed., 2016
Providing visuals/ non-linguistic
representations (pictures, realia, etc.)
Using appropriate graphic organizers across
the content areas
Activating prior knowledge and clearing up
any misconceptions
Modeling and providing examples that are
meaningful to students
Using quality literature/ trade books to
enhance instruction (making connections)
12 Margo K. Machuga, M.Ed., 2016
Providing cooperating learning
opportunities (Kagan models, etc.) The use of manipulatives and
hands-on activities (foldables, etc.) The use of TPR (total physical
response) to enhance
comprehension Using materials and assessments
that are fair and not culturally-biased
13 Margo K. Machuga, M.Ed., 2016
Scaffolding instruction (sentence
frames, leveled support, etc.)
Addressing all language
domains—Reading, Writing,
Speaking, and Listening
Explicit language and vocabulary
instruction, not just literacy
instruction (language objectives,
language structures, vocabulary
development, etc.)
Incorporating explicit writing
instruction (Interactive Writing,
Writer’s Workshop, etc.)
14
Margo K. Machuga, M.Ed., 2016
Providing accommodations and
modifications as needed in curriculum
and assessments
Differentiating instruction (tiered
instruction, multiple intelligences,
leveled texts, etc.)
Checking for understanding and
engagement on an ongoing basis
Meeting the needs of all students, not
just academically but emotionally as
well
15 Margo K. Machuga, M.Ed., 2016
Putting It Into Practice:
How I Tried to Make Learning
Comprehensible and My Classroom
Inviting to all ELLs
A Virtual Academic Tour of My 2nd Grade Classroom in Virginia
and Examples of Curriculum that I Created for That Classroom
By Margo Machuga 17
Margo K. Machuga, M.Ed., 2016
Some Additional Examples by Margo:
How I Tried to Make Learning Comprehensible to all ELLs
Lots of labeling and picture support across content areas
Language Arts 18 Margo K. Machuga, M.Ed., 2016
Some Additional Examples by Margo:
How I Tried to Make Learning Comprehensible to all ELLs
Lots of labeling and picture support across content areas
Math 19
Margo K. Machuga, M.Ed., 2016
Some Additional Examples by Margo:
How I Tried to Make Learning Comprehensible to all ELLs
use of manipulatives and cooperative learning
Math
20 Margo K. Machuga, M.Ed., 2016
Some Additional Examples by Margo:
How I Tried to Make Learning Comprehensible to all ELLs
Lots of labeling and picture support across content areas
Simplified definitions of content area vocabulary
Science 21
Margo K. Machuga, M.Ed., 2016
Some Additional Examples by Margo:
How I Tried to Make Learning Comprehensible to all ELLs
use of graphic organizers
Science 22 Margo K. Machuga, M.Ed., 2016
Some Additional Examples:
How I Tried to Make Learning Comprehensible to all ELLs
use of foldables
Social Studies
Created by
Fairfax County
Public Schools,
Fairfax, Virginia 23
Margo K. Machuga, M.Ed., 2016
Some Additional Examples by Margo:
How I Tried to Make Learning Comprehensible to all ELLs
Lots of labeling and picture support across content areas
tests that include pictures, simplified vocabulary, fewer answer
choices, sorts, drawing your answer, etc.
Social Studies
25
Margo K. Machuga, M.Ed., 2016
Some Additional Examples by Margo:
How I Tried to Make Learning Comprehensible to all ELLs
Modify tests as needed
Social Studies
Students had to picture sort
what they knew about each
Indian tribe. I made two sorting
templates based on ability level.
unit test on Native Americans
26 Margo K. Machuga, M.Ed., 2016
Adaptations: Accommodations and Modifications
27 Margo K. Machuga, M.Ed., 2016
Accommodations-
change how a student learns the material
Modifications–
change what a student is taught or expected
to learn
Some Additional Examples by Margo:
How I Tried to Make Learning Comprehensible to all ELLs
Lots of labeling and picture support in the classroom
Establishing predictable routines 28
Margo K. Machuga, M.Ed., 2016
Some Additional Examples by Margo:
How I Tried to Make Learning Comprehensible to all ELLs
Lots of labeling and picture support in the classroom 29
Margo K. Machuga, M.Ed., 2016
Some Additional Examples by Margo:
How I Tried to Make Learning Comprehensible to all ELLs
teaching
routines
learning together 30
Margo K. Machuga, M.Ed., 2016
Some Additional Examples by Margo:
How I Tried to Make Learning Comprehensible to all ELLs
use of technology use of manipulatives 31
Margo K. Machuga, M.Ed., 2016
Some Additional Examples by Margo:
How I Tried to Make Learning Comprehensible to all ELLs
use of Writer’s Workshop, picture
prompts, and interactive writing 32
Margo K. Machuga, M.Ed., 2016
Some Additional Examples by Margo:
How I Tried to Make Learning Comprehensible to all ELLs
Use of Total Physical Response
Total physical response (TPR) is a
language teaching method developed by
James Asher, a professor emeritus of
psychology at San José State University. It
is based on the coordination of language
and physical movement. (Wikipedia)
33 Margo K. Machuga, M.Ed., 2016
Margo K. Machuga, M.Ed., 2015
Most Importantly– Build a Community of Learners
Let Your Students Know That You are Invested in Them as People,
Not Just in Their Learning
Responsive Classroom is a great approach
www.responsiveclassroom.org
A great resource to suggest to
classroom teachers to promote
community and inclusion of
ELLs in their general education
classroom
• Morning meetings/Closing Circles
• Interactive Modeling
• Energizers (brain breaks)
• Songs
• Building a community of learners
34 Margo K. Machuga, M.Ed., 2016
Most Importantly– Build a Community of Learners
Let Your Students Know that You are Invested in Them as People,
Not Just in Their Learning
we posted
compliments
to each other
on our
compliment
board
As the
school year
progressed,
we grew like
a little
educational
family.
35
Margo K. Machuga, M.Ed., 2016
Most Importantly– Build a Community of Learners
Let Your Students Know that You are Invested in Them as People,
Not Just in Their Learning
36
Margo K. Machuga, M.Ed., 2016
PA Department of Education (PDE) — www.education.pa.gov
WIDA Website— www.wida.us
TESOL— www.tesol.org
The SIOP Model— www.siop.pearson.com
Dr. Kate Kinsella—http://pubs.cde.ca.gov/tcsii/prolearningtoolkit/kinsellaindex.aspx
Colorin Colorado— www.colorincolorado.org
Kagan Cooperative Learning— www.kaganonline.com
Responsive Classroom— www.responsiveclassroom.org
CultureGrams— www.culturegrams.com
Website Resources
37
Margo K. Machuga, M.Ed., 2016
Text Resources The More-Than-Just-Surviving Handbook: ESL for Every Classroom Teacher,
Barbara Law and Mary Eckes.
Meeting the Needs of Second Language Learners: An Educator’s Guide, Judith
Lessow-Hurley.
Reading, Writing, and Learning in ESL: A Resource book for K-12 Teachers,
Suzanne F. Peregoy and Owen F. Boyle.
Classroom Instruction that Works with English Language Learners, Jane D. Hill and
Kathleen M. Flynn.
Making Content Comprehensible for English Learners: The SIOP Model, Jana
Echevarria
How the ELL Brain Learns, David A. Sousa
Content-Based Second Language Teaching and Learning: An Interactive Approach
(2nd Edition) (Pearson Resources for Teaching English Learners), Marjorie Hall
Haley, Theresa Y. Austin
Building Academic Vocabulary, Marzano and Pickering
How Languages are Learned, Fourth Edition, Patsy Lightbown and Nina Spada 38
Margo K. Machuga, M.Ed., 2016
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