Basics of the ESL Program & Strategies to Reach These

Students in Your Classroom

By Deborah L WerstlerESL Specialist

Schuylkill Valley Elementary

 The Language Proficiency Levels and Performance Definitions

~The five language proficiency levels outline the progression of language development implied in the acquisition of English as an additional language. *Levels 1 through 5 represent levels in the process of language

acquisition. *Level 6 represents parity with native English

speakers1-Entering 2- Beginning 3- Developing 4- Expanding 5- Bridging 6- Reaching

10 Things Mainstream Teachers Can Do For the ESL Student

1. Enunciate clearly, but not raise your voice. Add gestures, point directly to objects, or draw pictures when appropriate.

2. Write clearly, legibly, and in print. Many ELL students have difficulty reading cursive.

3. Develop & maintain routines. Use clear and consistent signals for classroom instructions.

4. Repeat information and review frequently. Rephrase, paraphrase in shorter sentences or simpler syntax. Check for understanding, but do not ask, “Do You Understand?” Have students demonstrate their learning to show comprehension.

5. Try to avoid i0dioms and slang words.

6. Present new information in the context of known

information

7. Announce the lessons objectives & activities and list instructions step by step.

8. Present Information in a variety of ways

9. Provide frequent summations of the salient points of a lesson, and always emphasize key vocabulary words.

10. Recognize student success overtly and frequently. But, also be aware that in some cultures, overt individual praise is considered inappropriate and can therefore be embarrassing or confusing to the student.

How to Develop a Lesson Plan that Includes ELLs

*ELLs often have trouble understanding literature and mastering science, math and social studies concepts because they cannot comprehend the textbooks of these subjects.

*They need explicit instruction of comprehension strategies (see below), along with other skills that a well designed lesson can address.

*Teacher- student interactions and peer interactions are critical for learning.

Teacher PreparationSurvey the text :

~determine your standard or objective~eliminate unnecessary information that

does not meet your objective~ select the concepts to teach~ choose specific vocabulary to pre-teach~ develop assessments to test that

content

Build Background Knowledge

~Create interest in the subject by using pictures, real objects, maps, or personal experiences.

~Say the names of objects as often as you can so ELLs can remember them.

~ Relate material to students lives when possible.

~Build text specific knowledge beforehand. For example if there are 6 main topics on the animal kingdom, highlight them beforehand.

~Develop concept background by explaining difficult concepts and labeling them with key words that ELLs can remember.

~ Establish a purpose for reading.

~ Select a specific comprehension strategy for students to use. For example: main idea, cause & effect or compare & contrast.

Pre-teaching Vocabulary~Select Tier A, Tier B and Tier C words from the

text. Write an ELL Friendly definition for each and post them where they can be seen throughout the lesson.

~Choose different strategies to teach each word. Use different ways of engaging the students to hear and produce each word in context.

Introducing Text~ Read an introductory portion aloud to show

students how to read context text. Model thinking aloud about what you are reading, how you figure out difficult words, and how to summarize what you have read.

Peer Reading

~Assign reading partners, pair ELLs with friendly fluent Readers . Ask partners to read aloud to each other, alternating sentences or pages. After partner reading ask them to summarize what they have read.

~For variety, use choral reading once in a

while. Assign different sections to each team, ask them to rehearse, and then ask teams to read chorally.

Writing~A way for ELLs to demonstrate and extend

their understanding of a text and its contents.

~ Give cooperative learning teams questions to answer to study for a test.

~Or ask teams to compose questions about the content and use those questions for the test.

~ Ask students to practice writing short simple summaries of what they have read.

~ give non-fluent or low readers a graphic organizer to fill in. Use a symbol or 1 or 2 words for each category.

Other Ideas~Graphic organizers can be used for pre-

teaching and post-teaching to introduce or reinforce key concepts and how they are related.

~ The more connections ELLs make to the overall content and organization of the content before reading, the easier it will be to focus on and understand what is important.

~Develop study guides to guide the ELL through their content area textbook reading by focusing their attention on the major ideas presented. They may include graphic organizers, key vocabulary and guiding questions.

Communication Strategies for all Classrooms:Focusing on ELLs

~Speak slowly, clearly and naturally *short simpler sentences * can be a fast pace making sure each syllable is

clear * create a signal that students can give if you are speaking too quickly

~ Face your students and do not put your hand in front of your face

* They want to see the face & lips of those that they are

struggling to understand

~ Turn off background noises (when possible) * ie- neon lights or keep the door to the hallway

closed

~Be careful when you use idioms (clarify them) * they might take them literally or have reactions to these sayings that are specific to their culture

~ Tone of voice, facial expression and gestures might be misunderstood

* Could have another meaning in their culture

* Avoid sarcasm- misunderstand intended meaning * Use words to reinforce your body language when the

class needs to know how you feel.

~ Allow silent periods between your questions and their answer

* A secret signal that says the next question is theirs * They need time to hear the words in order, translate

them to meaning and form their thoughts.

~Try to involve the 5 senses in your lessons * Supplement language with pictures, manipulatives and kinesthetic activities

~ Signal important information_ “A key point is…” * Use the same/ similar phrase, tone of voice and gesture every time * Allow/ encourage the tape recording your classes –

they can listen and review for main points

~Provide a written outline ( of your lecture) beforehand

* Helps the ELL to be prepared for class and know where to place

their listening focus.

Assessment

*** Properly identify potential LEP students and their

proficiency levels using W-APT Tier test for WIDA

ACCESS test or a placement assessment that your

school has decided on such as IDEA Proficiency Test

(IPT)

*** PA’s AYP assessment is given each January-

February to all LEP students and recorded in

PIMS.

~ age appropriate oral, reading and writing skill assessment

~ place students in appropriate level of instruction based on results from IPT, teacher recommendations, previous achievement, etc.

***see Basic Education Circulars (BEC) (Pennsylvania Code)

for instruction time guidelines * non-English speaking: 2-3 hours daily * Beginner: 2 hours daily * Intermediate: 1-1 ½ hours daily * Advanced: 1 hour

~monitor students’ progress during placement in ESL program

~ if a student experiences difficulty in regular classroom, he/she will be

assessed again~ alter instruction according to each student’s

needs~ determine when ESL instruction is no longer

necessary- must meet PDE’s exit criteria * score of Basic on the PSSA in Reading and Math

* score of 5.0 or higher on Tier C of Wida Access * 1 of these 2: final grades of C or better in

core subjects basic scores on district wide

assessments that are comparable to basic on the PSSA

~ monitor the students progress for 2 years after exiting the ESL program

PLEASE REMEMBER…It takes a lot of physical and emotional

energy to learn a new language and culture.The ELL student is tired all the time.

~~~ Jo Gusman

“ One of the things that binds us all together is the use of the story and while each of our stories is unique, there are certain themes that run through all Cultures.”

~~~ Deryl Johnson Speech and Theater KU Professor

More Information on Pennsylvania Department of Education English as a Second language Website

http://www.pde.state.pa.us/esl/cwp/view.asp?A=3&Q=105598

Language Proficiency Standards for ELLs PreK-12

http://www.pde.state.pa.us/esl/cwp/view.asp?a=3&Q=110015&eslNav=|6449|&eslNav=|6449|

Thank You Very Much For Your Interest

& Cooperation with My English as a Second Language

Presentation

??? I will be Happy to entertain any questions that you might

have at this time ???