According to WIDA, which is what we use in Kentucky to guide instruction for ELLs, there are 4 key uses of language which must be addressed when planning instruction for ELLs. These key uses are: recount, explain, argue, and discuss. Each of the key uses tells things that students at proficiency levels 1-5 should be able to do for each of the 4 domains: listening, reading, writing, speaking.
The key use of recount tells what a student can do when it comes to displaying knowledge or narrating experiences or events. When using recount, we expect students to be able to tell us something or understand something which has been told to them. So according to the WIDA Can Do Descriptors grades 6-8, a student with a proficiency level of 3, in the domain of writing, can recount by producing short paragraphs with main idea and some details. This means that a student with a level 3 English proficiency level in a science class could describe an experiment using a topic sentence and two supporting details describing how the experiment was done and what the out come was.
For more information, view the following documents and the Can Do Descriptors
Expectations for ELLs in Writing
Narratives: Key Use-Recount
Can Do Descriptors Grade K
Can Do Descriptors Grade 1
Can Do Descriptors Grade 2-3
Can Do Descriptors Grade 4-5
Tuesday, January 17, 2017
Tuesday, October 18, 2016
Strategies for ELLs that Work for All Students
One of the most popular questions that I get asked by general education teachers is How can I help my ELL students during whole group instruction? Although differentiation and assignment modification is essential to the learning process of our ELLs, there are many things that teachers can do during instruction that will help ELLs, but also all other students in their classroom.
1. The first thing that teachers can do is have strong classroom management. This ensures that students know procedures and expectations that are consistent and predictable. Students will pick up on the language you use during these routines and will learn to apply them during other activities. Also, it will help students to know what to do in your class, when, and why.
2. Another thing general education teachers can do for all of their students that is particularly beneficial to ELLs is introduce your topic, teach your topic, and then review your topic. This repetition of what is important can help ELLs grasp the content and stay focused because they will hear the key points three times. It can do the same for all other students in the classroom.
3. Add visuals to your lessons. This can include photographs, pictures, charts, diagrams, realia, etc. These can be things that you present to the class or give to your students to look at at their seats. It helps students to visualize the words and concepts more easily.
4. Explicitly teach vocabulary. This is something that I have talked about in other posts. It is important to make sure that you don't assume that students know the key terms and that you spend some time working on them. A great way to reinforce vocabulary is to add pictures or show videos of the vocabulary words. This is also helpful because sometimes we don't realize that ELL students do not understand the words in the definitions that we give them. This will help all students visualize the terms and give them a picture to connect to the terms. It is also helpful to keep a word wall in your classroom and even allow students to play charades with the key terms.
5. Model for students. Most every assignment that you do with students should be modeled. We should be giving students examples of work which received high scores and work which received low scores in order to show them what is expected of them. This can also clear up any confusion they have from oral instructions to an assignment due to limited listening skills. Oftentimes, even native English speakers need this modeling to feel confident about how to complete an assignment or activity.
These are just some of the suggestions that I think can be most easily worked into daily lessons. For more ideas look at this article titled ELL Strategies that Work for the Whole Class.
1. The first thing that teachers can do is have strong classroom management. This ensures that students know procedures and expectations that are consistent and predictable. Students will pick up on the language you use during these routines and will learn to apply them during other activities. Also, it will help students to know what to do in your class, when, and why.
2. Another thing general education teachers can do for all of their students that is particularly beneficial to ELLs is introduce your topic, teach your topic, and then review your topic. This repetition of what is important can help ELLs grasp the content and stay focused because they will hear the key points three times. It can do the same for all other students in the classroom.
3. Add visuals to your lessons. This can include photographs, pictures, charts, diagrams, realia, etc. These can be things that you present to the class or give to your students to look at at their seats. It helps students to visualize the words and concepts more easily.
4. Explicitly teach vocabulary. This is something that I have talked about in other posts. It is important to make sure that you don't assume that students know the key terms and that you spend some time working on them. A great way to reinforce vocabulary is to add pictures or show videos of the vocabulary words. This is also helpful because sometimes we don't realize that ELL students do not understand the words in the definitions that we give them. This will help all students visualize the terms and give them a picture to connect to the terms. It is also helpful to keep a word wall in your classroom and even allow students to play charades with the key terms.
5. Model for students. Most every assignment that you do with students should be modeled. We should be giving students examples of work which received high scores and work which received low scores in order to show them what is expected of them. This can also clear up any confusion they have from oral instructions to an assignment due to limited listening skills. Oftentimes, even native English speakers need this modeling to feel confident about how to complete an assignment or activity.
These are just some of the suggestions that I think can be most easily worked into daily lessons. For more ideas look at this article titled ELL Strategies that Work for the Whole Class.
Tuesday, September 20, 2016
Language Objectives in the General Education Classroom
Good Afternoon,
I have been recently learning about the SIOP Model of teaching English language learners. SIOP stands for Sheltered Instruction Observation Protocol and has been extensively researched and proven to help English learners succeed in the general education classroom. SIOP has 30 features that should be implemented into the classroom (not all at once) in order to help ELLs succeed. This model is actually being integrated into many larger districts in the state and will become the required format for lesson planning in several districts.
The following article discusses the SIOP Model and the first step to integrating it into your classroom: creating language objectives. Even though we do not use this model, creating language objectives is a great way to ensure that all students know what is expected out of them as far as the language that they need to learn or use in order to succeed in your lesson. The article gives an overview of language objectives and gives ideas on how to implement them.
If you are interested in doing creating language objectives in your classroom, which I highly recommend, it may be beneficial to you to look through some of the links in the article and the videos.
Language Objectives: The Key to Effective Content Area Instruction for English Learners
*If you have any suggestions for what you would like to see next week, fill out the contact me form at the bottom of the blog.
I have been recently learning about the SIOP Model of teaching English language learners. SIOP stands for Sheltered Instruction Observation Protocol and has been extensively researched and proven to help English learners succeed in the general education classroom. SIOP has 30 features that should be implemented into the classroom (not all at once) in order to help ELLs succeed. This model is actually being integrated into many larger districts in the state and will become the required format for lesson planning in several districts.
The following article discusses the SIOP Model and the first step to integrating it into your classroom: creating language objectives. Even though we do not use this model, creating language objectives is a great way to ensure that all students know what is expected out of them as far as the language that they need to learn or use in order to succeed in your lesson. The article gives an overview of language objectives and gives ideas on how to implement them.
If you are interested in doing creating language objectives in your classroom, which I highly recommend, it may be beneficial to you to look through some of the links in the article and the videos.
Language Objectives: The Key to Effective Content Area Instruction for English Learners
*If you have any suggestions for what you would like to see next week, fill out the contact me form at the bottom of the blog.
Wednesday, September 14, 2016
Building ELL Vocabulary Skills
Even if a student seems to speak perfect English, you may often find that they really struggle with reading and writing. ELLs, especially at the elementary level, typically develop proficient conversational speaking skills well before they develop proficient literacy skills. One reason is that students do not typically use vocabulary terms necessary for success in school or literacy development in everyday language, especially language with their peers.
In the following article, 10 Ways to Build ELL Vocabulary Skills, you will find ways to engage students in vocabulary in order to help them build their vocabulary. This will be helpful for content words and general academic vocabulary words students will see in your classroom regularly.
10 Ways to Build ELL Vocabulary Skills
In the following article, 10 Ways to Build ELL Vocabulary Skills, you will find ways to engage students in vocabulary in order to help them build their vocabulary. This will be helpful for content words and general academic vocabulary words students will see in your classroom regularly.
10 Ways to Build ELL Vocabulary Skills
Tuesday, September 13, 2016
EL FAQs
Good afternoon,
Hope everyone has had a chance to check out the blog! Today I am adding a document from our district ESL Consultant with some frequently asked questions about the EL program and EL students in our district.
Remember, if there is anything specific that you would like to get more information about to better help your students, fill out the contact me form on the blog and I will find resources on the topic.
Hope everyone has had a chance to check out the blog! Today I am adding a document from our district ESL Consultant with some frequently asked questions about the EL program and EL students in our district.
Remember, if there is anything specific that you would like to get more information about to better help your students, fill out the contact me form on the blog and I will find resources on the topic.
Kenton County EL (English Language) Program
FAQs
What is LEP/ELL/EL?
All of the above acronyms refer to students whose parents have indicated on a home language survey that there is a language in the home in addition to English and have been tested in English proficiency. The results indicate that the students qualify for the English Learners (EL) program. Each district is required to assist their English Language learners (ELL), limited English Proficient (LEP) students or English learners (EL).
How does the EL Consultant help my school with their EL Program?
The EL Consultant works with schools to help provide services to their ELs. The EL Consultant helps schools to properly identify, document, assess and place ELs into the EL program. The Consultant is available to help teachers learn how best to accommodate the needs of their particular students and provide professional development opportunities and informational meetings about the needs of English learners.
As a teacher, how can the EL Consultant help me?
The Consultant provides the teacher with a copy of each student’s Program Service Plan (PSP). The plans are distributed at the beginning of the year and they outline data as well as classroom accommodations and modifications recommended for each student. The Consultant is able to meet to answer any questions/concerns regarding the students and is available during team meetings and classroom time to explore EL strategies.
What do I have to do as a teacher of an EL student?
The teacher needs to follow the student’s PSP by providing appropriate accommodations and modifying material for that student so that he/she can be successful in your classroom. The teacher is legally required to implement the accommodations in the classroom in order for the student to receive them during testing. The teacher completes a Teacher Evaluation three times a year for each EL student to provide feedback for the EL program to help meet both the teacher and student needs.
Should I retain an EL student?
Typically, no. EL students may not be retained based solely on their level of English language proficiency. Since academic success is dependent on English language proficiency, academic difficulties may not be justification for retaining an EL student. If you are considering suggesting that an EL student repeat a grade, please contact the EL Consultant and he/she can guide you through the decision and documentation process.
What if I suspect a student has a learning disability? Should I refer them to Special Education?
Not yet. We must take every precaution to ensure that an EL student is not misdiagnosed as having a learning disability. This requires the combined expertise of the EL and Special Education professionals. Together, discussion should include implementation of appropriate interventions along with careful documentation. If the ARC determines that a Special Education referral is appropriate, the EL staff and Special Education should work together as a team through every step of the process.
Should I insist that the family/parents of my English language learner speak English at home?
No. Second language acquisition relies heavily on first language proficiency. If students are being taught skills in their first language, they will learn those same concepts in English more effectively and possibly more quickly. Also many times parents will try to help their child in English even though their English is not proficient, thereby exposing their child to a poor example of English rather than a good example in their native language. Please encourage your student’s parents to teach their children the skills they need to be successful in whichever language.
Why doesn’t my EL student talk in the classroom or with me?
The research shows that most EL students experience a “silent” period. This is a time in which they absorb the English language but do not feel confident enough to speak it. Do not assume that they do not understand what you are asking. Please do not force EL students to speak when they are not ready yet. The time for the “silent” period differs for each student. It may last for an entire school year. The EL students may feel more comfortable speaking with peers. It takes between 1-3 years for EL students to acquire social language and 5-7 years to acquire academic language.
Teacher responsibilities
*Have copies of EL students’ PSPs on file in your classroom
*Implement instructional and assessment accommodations/modifications outlined in PSPs.
*Contact the EL Consultant if you have questions/concerns
Tuesday, September 6, 2016
Can Do Descriptors
WIDA Can Do Descriptors are useful in determining students ability levels in reading, writing, speaking, and listening in English. Kenton County now uses the WIDA key uses descriptors to determine what students can do. Each student is given a level on the yearly ACCESS test in each of the four domains: reading, writing, speaking, and listening. The Can Do descriptors are broken into categories based on these domains. Each category also has numbers 1-6.
In order to determine what your students can do, you take their ACCESS score in a single domain and round that down to the nearest whole number. For example, a student who received a 2.2 in listening will be able to do what is listed under the Level 2 on the Can do Descriptors. Instruction should then be scaffolded to help students reach the next level of English proficiency.
The Can Do Descriptors are organized by grade levels. In order to find the Can Do Descriptors for your students, please click the link to their corresponding grade level.
Kindergarten
Grade 1
Grades 2-3
Grades 4-5
In order to determine what your students can do, you take their ACCESS score in a single domain and round that down to the nearest whole number. For example, a student who received a 2.2 in listening will be able to do what is listed under the Level 2 on the Can do Descriptors. Instruction should then be scaffolded to help students reach the next level of English proficiency.
The Can Do Descriptors are organized by grade levels. In order to find the Can Do Descriptors for your students, please click the link to their corresponding grade level.
Kindergarten
Grade 1
Grades 2-3
Grades 4-5
ESL Acronyms and Terms
ESL terminology differs from state to state, district to district, and often from school to school. Below you will find the meanings of acronyms and terms that you will most likely see for the ESL students in your classrooms in our district.
Academic Language
This is language that can be found across content areas and includes common vocabulary that students need to know in order to succeed academically. Academic language can be used across content and include words such as discuss, infer, predict, and analyze.
ACCESS
This is the name of the English proficiency test that all active EL students take in January or February. The test has 4 parts: reading, writing, listening, and speaking. It not only tests students' English abilities, but also tests that students can use English in academic contexts. Scores range from 1.0-6.0 in each of the four areas as well as in an overall score.
Can Do Descripters
Language learning goals determined by WIDA for EL's for each of the four domains: reading, listening, writing, and speaking. Each student's goals are determined by their ACCESS scores and tell what a student can do and should be working to achieve.
CBE
Content-based ESL: Content instruction is delivered to ESL students by an ESL teacher in an ESL classroom. Instruction is generally in English; however, content is taught such as math or social studies.
EFL
English as a foreign language
ELD
English language development
EL
English learner
ELL
English language learner
ESL
English as a second language
HLS
Home Language Survey: If parents mark on the home language survey that their child speaks a language other than English at home, we begin the ESL services screening process to see if the child qualifies for ESL services.
LEP
Limited English Proficent
Monitoring
The term monitoring is used to refer to previous ESL students who have exited the program within the last two years. ESL teachers monitor these students as Year 1 exited or Year 2 exited and keep up with their grades, test scores, and overall progress. Exited students may be brought back into the program if monitoring shows that they are struggling without ESL services.
POE
Pull Out ESL: This term is used to describe services that ESL students receive. POE students meet with an ESL teacher at least once a week, usually once a day to work on English skills and other necessary activities to ensure that ELs are succeeding in the classroom.
PSP
Program Service Plan: This is the document which shows what services students receive and which accommodations they receive in the classroom and in on assessments (K-PREP, MAP, etc.). All active ESL students receive these annually at the beginning of the school year and modifications/accommodations for students should be provided accordingly.
SEI
Sheltered English Instruction: English instruction that occurs in an ESL classroom with an ESL teacher with other ESL students. Instruction occurs in English and generally focuses on developing English skills.
SEN
Structured English Immersion: English instruction that occurs in the general education classroom with a general education teacher with students who are ESL and not ESL. Instruction occurs only in English. This is generally used for students who qualify for ESL, but are not receiving direct ESL services with an ESL teacher.
W-APT Screener
WIDA ACCESS Placement Test: Screener used for newcomers or students who have not previously received ESL services that determine a student's English proficiency. If a student is determined to have high English proficiency, he or she will not be given ESL services; however, kindergarten students are placed into ESL until 1st grade regardless to ensure that the academic vocabulary is there.
WIDA
World-class Instructional Design and Assessment: WIDA is a consortium of states dedicated to the design and implementation of high standards and equitable educational opportunities for English language learners. These standards are used by 15 states, including Kentucky. ELL's language learning targets come from WIDA as well as their Can Do Descriptors.
Academic Language
This is language that can be found across content areas and includes common vocabulary that students need to know in order to succeed academically. Academic language can be used across content and include words such as discuss, infer, predict, and analyze.
ACCESS
This is the name of the English proficiency test that all active EL students take in January or February. The test has 4 parts: reading, writing, listening, and speaking. It not only tests students' English abilities, but also tests that students can use English in academic contexts. Scores range from 1.0-6.0 in each of the four areas as well as in an overall score.
Can Do Descripters
Language learning goals determined by WIDA for EL's for each of the four domains: reading, listening, writing, and speaking. Each student's goals are determined by their ACCESS scores and tell what a student can do and should be working to achieve.
CBE
Content-based ESL: Content instruction is delivered to ESL students by an ESL teacher in an ESL classroom. Instruction is generally in English; however, content is taught such as math or social studies.
EFL
English as a foreign language
ELD
English language development
EL
English learner
ELL
English language learner
ESL
English as a second language
HLS
Home Language Survey: If parents mark on the home language survey that their child speaks a language other than English at home, we begin the ESL services screening process to see if the child qualifies for ESL services.
LEP
Limited English Proficent
Monitoring
The term monitoring is used to refer to previous ESL students who have exited the program within the last two years. ESL teachers monitor these students as Year 1 exited or Year 2 exited and keep up with their grades, test scores, and overall progress. Exited students may be brought back into the program if monitoring shows that they are struggling without ESL services.
POE
Pull Out ESL: This term is used to describe services that ESL students receive. POE students meet with an ESL teacher at least once a week, usually once a day to work on English skills and other necessary activities to ensure that ELs are succeeding in the classroom.
PSP
Program Service Plan: This is the document which shows what services students receive and which accommodations they receive in the classroom and in on assessments (K-PREP, MAP, etc.). All active ESL students receive these annually at the beginning of the school year and modifications/accommodations for students should be provided accordingly.
SEI
Sheltered English Instruction: English instruction that occurs in an ESL classroom with an ESL teacher with other ESL students. Instruction occurs in English and generally focuses on developing English skills.
SEN
Structured English Immersion: English instruction that occurs in the general education classroom with a general education teacher with students who are ESL and not ESL. Instruction occurs only in English. This is generally used for students who qualify for ESL, but are not receiving direct ESL services with an ESL teacher.
W-APT Screener
WIDA ACCESS Placement Test: Screener used for newcomers or students who have not previously received ESL services that determine a student's English proficiency. If a student is determined to have high English proficiency, he or she will not be given ESL services; however, kindergarten students are placed into ESL until 1st grade regardless to ensure that the academic vocabulary is there.
WIDA
World-class Instructional Design and Assessment: WIDA is a consortium of states dedicated to the design and implementation of high standards and equitable educational opportunities for English language learners. These standards are used by 15 states, including Kentucky. ELL's language learning targets come from WIDA as well as their Can Do Descriptors.
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