1

There’s a Newcomer in My Class.

Now What?

A Teacher’s Preliminary Guide to Serving New Arrivals

and Non-English Speakers

2

Dear Teacher,

This week a Newcomer joined your classroom. As a new arrival to the US, he or she is currently in

the Pre-Production Stage of language acquisition, also known as the Silent Period. This student

will be communicating in gestures and actions, and relying on his or her peers to translate if they

can. Please do not forbid this student from using his or her native language at this time, as it is the

student’s only method of oral communication. The level of comfort this student has at your school

will determine the risks he or she is willing to take in attempting the English language, so take the

time to encourage even small gains. Keep in mind how overwhelming moving to a new country

and learning a new language must be. Your first task should be to ensure the student can have his

or her basic needs met. You can use the picture card located in this guide on page 7 to help you

communicate things like the need to use the restroom, convey illness etc.

This Silent Period could last six months or longer. Although you may see your newcomer rapidly

gain language, keep in mind this is often deceiving, as social language develops first and is often

very shallow. Academic language requires much deeper knowledge and understanding of

vocabulary and language structures and can take anywhere from 5-10 years to develop! Please

encourage your newcomer to participate as much as possible, but don’t force them. Use pictures

and visual aids whenever possible. Pair him or her with student that shares the same native

language if possible, and if not, a native English speaker who can be trusted to be patient and

remain on task. Consider having low level content-related books available for this student when

needed. You may also use online resources such as language learning resources, some of which

you will find in this guide on page 14.

Pursuant to Winston-Salem Forsyth County School board policy AR5122.3 please asses your

newcomer based upon, “effort and participation as they relate to potential achievement…(He or

She) should not be expected to accomplish the same objectives in the same amount of time as the

English-proficient student.” In other words, please modify assignments as much as possible to

make them accessible to your Newcomer, and modify your grading to reflect their efforts to join

in. You can indicate that you have done so in the comments section of the report card.

If you have an ESL teacher at your school, they may need to pull your newcomer for individualized

instruction. Please be flexible and patient in the coming weeks as you determine more specifically

what your newcomer’s needs are and get to know him or her on a personal level. Collaborate

together in working to meet his or her needs. Thank you for your help and for embracing a new

challenge!

Have a great day!

Rebecca Olsen, SIOP Coach

3

Common Acronyms and Terms for Teachers Working with Second Language Learners

Newcomer: Any non-English speaking student who has never attended American schools and is new to this country. Home Language Survey (HLS): The HLS is a form that every parent must complete at the time of initial enrollment that tells the language(s) spoken at home. It is a federal requirement. National Origin Minority student (NOM): A NOM is one who lists a language other than English on his or her Home Language Survey (HLS), which means that he or she must be assessed with the state-mandated English proficiency test within 30 calendar days of enrollment. Limited English Proficient (LEP): LEP is the identification given to students who score below Level 5, Bridging in at least one domain on the English proficiency test. WIDA ACCESS Placement Test (WAPT) and Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS): The WAPT (initially) and ACCESS (annually) assessment are the State-mandated proficiency tests for determining Limited English Proficiency status. Title III: Tittle III is a part of the No Child Left Behind legislation passed in 2001 which specifically addresses language acquisition programs for Limited English Proficient (LEP) students. This legislation is also commonly referred to as the Elementary and Secondary Education Act (ESEA). World Class Instructional Design and Assessment (WIDA): THE WIDA consortium is comprised of 36 US State Education agencies and/or US territories. Their research team has created comprehensive English language development standards and assessments to determine English language proficiency. Bilingual Instruction: Instruction using two languages, usually the student’s first language and a second language. These programs include Developmental Bilingual Programs (DBE), Transitional Bilingual Programs (TBE), Single Immersion and Dual Immersion Programs. English as a Second Language (ESL): ESL a method of instruction for students who are learning English as a new language; usually involves pulling students out of the regular class or “pushing in” for a period of time for specific English instruction. Sheltered Instructional Observational Protocol (SIOP): SIOP is a research based teaching methodology that helps teachers make their classrooms more comprehensible for English language learners. Sheltered Instruction: An approach in which students develop knowledge in specific subject areas through the medium of English. Teachers adjust the language demands of the lesson in many ways, such as modifying speech rate and tone, using context clues and models extensively, relating instruction to student experience, adapting the language of texts or tasks, and using certain methods familiar to language teachers (e.g., demonstrations, visuals, graphic organizers, or cooperative work) to make academic instruction more accessible to students of different English proficiency levels.

4

Basic Interpersonal Communication Skill (BICS): The simple "playground talk" that students learn first which allows them to interact in social settings; research has typically said these take 1-2 years to develop. Cognitive Academic Language Proficiency (CALPS): The more difficult, academic language students experience in school; research has typically said it takes 5-7 years to develop. Culture: The sum total of the ways of life of a people; includes norms, learned behavior patterns, attitudes, and artifacts; also involves traditions, habits or customs; how people behave, feel and interact; the means by which they order and interpret the world; ways of perceiving, relating and interpreting events based on established social norms; a system of standards for perceiving, believing, evaluating, and acting. Native Language: Primary or first language spoken by an individual. Language Proficiency: The level of competence at which an individual is able to use language for both basic communicative tasks and academic purposes. Realia: Concrete objects used to relate classroom teaching to real life (e.g., use of actual foods and supermarket circulars to develop the language related to foods or food purchasing). Comprehensible Input: The language the learner already knows plus a range of new language that is made understandable by the use of planned strategies. Accommodations: Changes allowed in the administration of state mandated testing. These accommodations are allowed only if corresponding modifications and strategies are routinely employed in the classroom. Accommodations include: testing in separate room; scheduled extended time; test administrator reads test aloud in English; use of glossary, etc. Modifications: The way in which the classroom teacher differentiates instruction to make content accessible for LEP students.

5

12 Guidelines for Supporting Newcomers in the Classroom

1. Sensitize mainstream students to the newcomers’ challenges. Prepare English speaking peers for the arrival of a newcomer. Ask your students to imagine that their parents took them to another country to live. Brainstorm with them how they would feel and how they can make the student feel comfortable in their classroom. 2. Be aware of the effects of culture shock and trouble adjusting. Children may demonstrate physical ailments or display a wide variety of unusual behavior such as tantrums, crying, aggression, depression, tendency to withdraw, and sleeplessness as they adjust to their new surroundings. 3. Familiarize yourself with the developmental proficiency stages of second language

acquisition and know the English language proficiency levels of your students. In order to

meet the language needs of any second language learner, it is important to know what stage

of second language acquisition the student is in for each of the four domains (reading, writing,

listening, and speaking). This information allows teachers to be more successful in delivering

instruction, modifying content, and setting realistic expectations for student achievement.

4. Create a stress free, nurturing environment. The classroom climate should be welcoming

and accepting. Students will be slower to acquire a second language where they are afraid or

anxious and reluctant to make mistakes. Learn to pronounce the student’s name correctly.

Teaching through songs and games, providing scaffolding and support, will bolster student

confidence. Expect errors, but don’t focus on them. Instead use rephrasing or questioning to

give the student a chance to self-correct.

5. Establish regular routines. At first, everything will be chaotic to your newcomer. Give him or her help in organizing time, space, and materials. Provide a copy of the daily schedule. Have a designated place for things and a designated way of doing routine things like getting in line, putting materials away. The more routine your day is, the easier it will be for your Newcomer to pick on appropriate behaviors and participate fully. 6. Be respectful of the silent period. Being “silent” in the first stage of language acquisition is

very common. Students in a new, unfamiliar environment are often overwhelmed, nervous,

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and confused. Silent newcomers are still learning,

observing their new culture, building receptive

language, and taking in valuable information that will

aid them in future. Allow students to point, show, or

draw when necessary to communicate, but don’t

force the student to participate unless he/she is

ready.

7. Accept speech that is different from the teacher, but used by peers of the learner. Initially,

and for an undetermined period of time, the focus should be on the message being conveyed

and not upon the linguistic form. There is time for refinement later after the student has built

vocabulary and gained confidence. Focusing on correcting grammar or syntax too soon can act

as a deterrent to the student and keep them from taking the risks necessary to learn. Instead,

be a language model for all your students.

8. Maximize student’s exposure to natural communication. Encourage situations where the

second language learner can interact socially with students of the target language (peer

helpers, small groups, cooperative learning, drama etc.) Social interaction is a strong motivator

for language acquisition.

9. Model the language through repetition, rephrasing, and routine. Use the same vocabulary

over and over again (for example, “Take out your books.”). Using repeated language,

especially with contextual and visual support, can accelerate language learning. Use the

language students’ know to create a bridge to new language by rephrasing.

10. Use concrete referents. Accompany language with visuals, models, drawings, photos,

diagrams, gestures, and realia to enhance comprehension and the acquisition of vocabulary

and concepts.

11. Keep in mind that while all students must pass through the stages of second language

acquisition, they will not pass through them at the same rate. There are many factors which

impact second language acquisition and student learning. Each child is unique and will

progress at their own rate. Moreover, children may be in different stages of development in

each of the four domains (reading, writing, listening, and speaking) and may show proficient in

some settings, such as those that are familiar, while not in others.

12. Be patient. Learning a language, even in optimal conditions, takes many years and can be

a frustrating process. Be patient with your Newcomer and encourage even the smallest

progress.

References: ESL/Bilingual Resource Guide for Mainstream Teachers http://www.pps.k12.or.us/curriculum/PDFs/ESL_Modifications.pdf

7

I need…

the bathroom the water fountain

to call home the bus a pencil

my mom my dad help a tissue

Newcomer Communication Card

Rebecca Olsen, SIOP Coach

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Example Regular Classroom Modifications for LEP Students

Student’s Name __________________ Teacher __________________ Year________

PACING: ___ Extend time requirements ___ Omit assignments ___ Other: __________________________ ENVIRONMENT: ___ Assign preferential seating ___ Assign peer buddy ___ Other: __________________________ REINFORCEMENT AND FOLLOW THROUGH: ___ Use positive reinforcement ___ Use concrete reinforcement ___ Check often for understanding/review ___ Arrange for peer tutoring ___ Plan cooperative learning experiences ___ Provide language experience ___ Give immediate feedback ___ Have student repeat directions ___ Make/use vocabulary files ___ Teach study skills ___ Use study guides to organize materials ___ Repeat/review/drill ___ Other: __________________________ ASSIGNMENTS: ___ Lower reading level ___ Give directions in small, distinct steps ___ Allow copying from paper/book ___ Use written backup for oral directions ___ Lower difficulty level ___ Shorten assignment ___ Read directions to students ___ Give oral clues or prompts ___ Record or type assignments ___ Adapt worksheets, packets ___ Use alternate assignments ___ Other: __________________________

PRESENTATION OF SUBJECT MATERIAL: ___ Use individual/small group instruction ___ Use specialized curriculum ___ Simplify language ___ Tape lectures for playback ___ Demonstrate concepts ___ Use manipulatives ___ Emphasize critical information ___ Use graphic organizers ___ Pre-teach vocabulary ___ Other: ________________________________ MATERIALS: ___ Provide taped textbooks ___ Highlight textbooks/study guides ___ Use supplementary materials ___ Give assistance in note taking ___ Type handwritten teacher materials ___ Use bilingual dictionaries, language learner dictionaries and electronic translators ___ Use adapted/modified textbooks ___ Allow use of computer/word processor ___ Other: _______________________________ TESTING ADAPTATIONS: (Please see the WSFCS form) ___ Allow students to answer orally ___ Use multiple-choice format ___ Read test to student ___ Modify format ___ Write a different test ___ Shorten test length ___ Require only selected test items ___ Create alternative assessment ___ Other: _________________________________ GRADING: ___ Modify grading system: ____________ ___ Modify weights of course components ___ Modify course objectives/outcomes ___ Other: _________________________________ http://www.gustine.esc14.net/users/0001/docs/Accommodations%20Checklist%20from%20TEA%20from%20TELL-IT.pdf

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Best Practices for the Limited English Proficient Students in Your Classroom

Classroom Organization and Procedures

-Write the date (day and month) and day (A/B) on the board each day. -Utilize student agendas and or calendars to help students plan ahead for assignments, holidays, and school events. -Set clear expectations. Post them in your room and refer to them daily. -Establish daily routines which promote student responsibility. -Have a place for everything and teach students to put everything in its place. -Break tasks into smaller assignments. -Celebrate and praise as each step is completed. -Set realistic goals based on students’ proficiency levels. -Get to know your students and the communities they come from. -Be consistent.

Listening Skills

-Speak clearly and slowly. -Repeat and rephrase directions for clarity. -Simplify whenever possible. -Put directions on the board in writing for student reference. -Use a variety of non-linguistic clues to make content concepts clear such as modeling, visuals, sketches, teacher-created examples, demonstrations, gestures, and body language. -Give ample opportunities for students to clarify key concepts in LI as needed with aide, peer, or LI text. -Stop to check frequently for understanding.

Speaking Skills

-Offer frequent opportunities for interaction. -Provide students a chance to talk about what they are learning. -Use a variety of grouping configurations. -Use wait-time. -Use cooperative learning strategies, which give students frequent opportunities for interaction and time to practice English. - Provide scaffolding, such as a word box or sentence stems, for oral discussions that promote higher level academic language practice.

Comprehension Skills

-Activate background knowledge by explicitly linking new concepts to students’ background knowledge and experiences. -Emphasize/preview key vocabulary (e.g. introduce, write, repeat, and highlight) for students. -Use graphic organizers which help students derive meaning, focus on text structure and provide students with tools they can use to examine and show relationships in a text. These include: tree-diagrams, webs, outlines, comparison charts, Venn diagrams, flow charts, sequence chains, cycles and semantic maps. -Teach students to reread for clarity and meaning.

Reading Skills

-Explicitly teach decoding strategies. -Explicitly teach vocabulary using word maps/word webs, crossword puzzles, Frayer Models, word associations and cognates. -Set a purpose for reading. -Encourage student to develop their first language. Reading skills will transfer to the second language. -Stop and check frequently for understanding. -Make connections to prior experience and learning. -Model fluent reading. -Find texts that are motivational and connected to students’ interest. -Establish reading as a daily expectation.

Rebecca Olsen, SIOP Coach

10

English Language Proficiency Levels

• The student is proficient in all contexts and able to navigate new ones. 6- Fluent

• The student can speak and write in connected, unified paragraphs.

• The student is fluent in all contexts.

•The student may still have an accent and confuse idiomatic expressions

• Skills are near that of a native speaker.

5- Advanced Fluency

• Speech is fluent in social or familiar settings.

• New contexts and academic language are still a challenge due to gaps in the student’s vocabulary.

• First language can be used as a resource.

• Student can demonstrate higher order thinking skills.

4- Intermediate Fluency

• The student speaks or writes in longer phrases and sentences.

• The student relies heavily on context clues and familiar topics.

• The student’s vocabulary increases and he or she begins to generalize.

• Many errors still present.

3- Speech Emergence

• The student begins speaking and writing using single words or short phrases.

• Many errors are still present.

• The student will repeat often heard phrases.

• Stage last 6 months or more.

2- Early Production

• This stage is also called the silent period.

• Student communicates with gestures and actions.

• The student is building receptive vocabulary and refining listening skills.

• Stage lasts 6 months to 1 year.

1- Pre-Production

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11

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el

even

Stu

den

t ca

n a

sk t

o g

o t

o t

he

bat

hro

om

letter

names

writes

sound

letter

names

writes

sound

letter

names

writes

sound

number

names

write

number

names

writes

number

names

writes

number

names

writes

number

names

writes

A

J

S

1

10

1

9

28

3

7

B

K

T

2

1

1

20

2

9

38

C

L

U

3

1

2

21

3

0

39

D

M

V

4

13

2

2

31

4

0

E

N

W

5

1

4

23

3

2

41

F

O

X

6

1

5

2

4

3

3

4

2

G

P

Y

7

1

6

25

3

4

43

H

Q

Z

8

1

7

26

3

5

44

I

R

9

18

2

7

36

4

5

Reb

ecca

Ols

en, S

IOP

Co

ach

Newcomer’s Vocabulary Checklist

13

Seas

on

s

Sch

oo

l

Fam

ily

Fo

od

s

Bo

dy

Par

ts

C

loth

ing

Ho

use

spri

ng

d

esk

m

om

/mo

ther

ham

bu

rger

hea

d

sh

irt

ch

air

sum

mer

chai

r

dad

/fat

her

ho

t d

og

sh

ou

lder

s

pan

ts

ta

ble

fall/

autu

mn

tab

le

b

roth

er

p

izza

eyes

jack

et

co

uch

win

ter

b

oo

k

sist

er

ri

ce

m

ou

th

co

at

ru

g

pen

cil

b

aby

sa

lad

ears

sock

s

sin

k

Day

s

p

aper

gran

dm

oth

er

sp

agh

ett

i

hai

r

jean

s

toile

t

Mo

nd

ay

n

ote

bo

ok

gr

and

fath

er

sa

nd

wic

h

n

ose

skir

t

bat

htu

b

Tues

day

teac

her

aun

t

taco

s

sto

mac

h

b

lou

se

d

ress

er

Wed

nes

day

stu

den

ts

u

ncl

e

bre

ad

ar

ms

d

ress

bed

Thu

rsd

ay

d

oo

r

cou

sin

s

be

ans

h

and

s

sho

es

cl

ose

t

Frid

ay

w

ind

ow

rela

tive

wat

erm

elo

n

fin

gers

san

dal

s

stai

rs

Satu

rday

flag

stra

wb

err

ies

fe

et

te

nn

is s

ho

es

la

un

dry

Sun

day

glo

be

W

eath

er

p

eac

h

to

es

sh

ort

s

was

her

bo

ard

sun

app

le

b

ack

co

llar

d

rye

r

Mo

nth

s

bo

ok

bag

win

d

b

lueb

err

y

elb

ow

s

po

cket

atti

c

Jan

uar

y

rug

ra

in

gr

apes

knee

s

zip

per

po

rch

Feb

ruar

y

ph

on

e

clo

ud

s

pin

eap

ple

teet

h

gl

asse

s

yard

Mar

ch

b

us

sl

eet

le

ttu

ce

le

gs

h

at

st

ove

Ap

ril

h

om

ewo

rk

h

ail

to

mat

o

sh

ins

ca

p

re

frig

erat

or

May

frie

nd

s

sno

w

b

rocc

oli

el

bo

ws

b

oo

ts

m

icro

wav

e

Jun

e

b

us

dri

ver

co

ld

cu

cum

be

r

ches

t

p

ajam

as

m

irro

r

July

pri

nci

pal

coo

l

ora

nge

bel

ly

sw

im s

uit

win

do

w

Au

gust

off

ice

w

arm

carr

ots

eyeb

row

swe

ater

curt

ain

s

Sep

tem

ber

secr

etar

y

h

ot

ca

ke

ey

elas

hes

flo

ors

Oct

ob

er

lu

nch

ro

om

tem

per

atu

re

ic

e c

ream

chin

Gre

etin

gs

d

oo

r

No

vem

ber

art

m

uff

in

H

ello

!

roo

f

Dec

emb

er

sc

ien

ce

V

erb

s

pie

Eati

ng

P

leas

e

chim

ney

mat

h

si

t

tea

n

apki

n

Th

ank

you

Pro

no

un

s

read

ing

st

and

juic

e

pla

te

M

y n

ame

is…

He

so

cial

stu

die

s

jum

p

w

ate

r

cup

Ho

w a

re y

ou

?

She

b

ath

roo

m

w

ait

so

da

sp

oo

n

H

ow

old

are

yo

u?

It

la

b

go

milk

knif

e

Excu

se m

e!

him

com

e

egg

s

fork

You

’re

wel

com

e!

her

tell

b

ow

l

Go

od

bye

!

14

Websites to Learn English

Starfall: http://www.starfall.com

Story Line Online: http://www.storylineonline.net

Brementown: http://www.brementownmusicians.com/

Kiz Club: http://www.kizclub.com/reading3.htm

Speakaboos: http://www.speakaboos.com/stories

ABCYA: http://www.abcya.com/

BBC Schools: http://www.bbc.co.uk/bitesize/ks1/literacy/

National Geographic for Kids: http://kids.nationalgeographic.com/kids/

Learning Chocolates: http://www.learningchocolate.com/

Highlights Kids: http://www.highlightskids.com/#

Back issues of National Geographic Kids: http://www.nationalgeographic.com/ngyoungexplorer/moreissues.html

Reading Planet: http://www.rif.org/kids/readingplanet/bookzone/read_aloud_stories.htm

Harcourt Naming: http://www.harcourtschool.com/activity/trophies/posters/toc.html

Word Pairs http://www.do2learn.com/games/wordpairs/index.htm

Sesame Street Word Games: http://pbskids.org/sesame/index.html

Literacy Center: http://www.literacycenter.net/play_learn/english-language-games.php

Click and Learn English: http://clicknlearn.net/

Kindersay: http://Kindersay.com

Language Guide: http://www.languageguide.org/english/vocabulary/

USA Learns: Lessons for older ESL learners: http://www.usalearns.org/index/

Rebecca Olsen, SIOP Coach

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