Resource Guide for Teaching English Language Learners

Chesterfield County Public Schools

Chesterfield County Public Schools Vision

In 2012, we envision that every Chesterfield school will be a thriving, dynamic and inspiring educational environment that produces self-directed learners and stimulates citizens of all ages to trust in, invest in and benefit from public education.

Mission

The mission of Chesterfield County Public Schools is to work in partnership with students, families and the community to ensure that each student acquires the knowledge, skills and core values necessary to achieve personal success and to enrich the community.

Goals

The Design for Excellence six-year strategic plan illuminates the path to achieving the School Board’s vision. The goals of the Design for Excellence are

Goal 1. Academic excellence for all students Goal 2. Safe, supportive and nurturing

learning environments

Goal 3. Knowledgeable and competent teachers

and administrators

Goal 4. Community investment in schools

Chesterfield County Public Schools Superintendent Marcus J. Newsome, Ed.D. chesterfield.k12.va.us (804) 748-1405  [email protected] P.O. Box 10, Chesterfield, VA 23832 May 2008 Chesterfield County Public Schools does not unlawfully discriminate on the basis of sex, race, color, age, religion, disability or national origin in employment or in its educational programs and activities. For more information, go to chesterfield.k12.va.us.

Contents Preparing for English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 3 ESOL Department of Chesterfield County Public Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 4 Setting Up Your Classroom to Work With English Language Learners. . . . . . . . . . . . . . . . . . . . . . pages 5-7 Stages of Second Language Acquisition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pages 8-12 Level 1 (Preproduction — Early Speech Emergence) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 9 Level 2 (Early Intermediate). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 10 Level 3 (Intermediate). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 11 Level 4 (Advanced) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 12 Building Your Lesson / Sheltered Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pages 13-14 25 Things You Always Wanted to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pages 15-16 Strategies for Teaching Language Arts and Content Areas. . . . . . . . . . . . . . . . . . . . . . . . . . . pages 16-20 Activities for Developing Reading Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pages 21-22 Activities for Developing Writing Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pages 22-23 Strategies for Teaching Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pages 24-26 Activities for Encouraging Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 27 Modifications and Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pages 28-29 Misconceptions About Culturally, Linguistically and Ethnically Diverse Students . . . . . . . . . . . . . . . page 30 Report Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 31 Elementary Report Card Comments in English and in Spanish. . . . . . . . . . . . . . . . . . . . . . . . . pages 32-38 Useful Web Sites. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 39 References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pages 40-41 Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pages 42-44

Resource Guide for Teaching English Language Learners

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Preparing for English Language Learners “Helping a student transition from a culture and language … despite its challenges can be the most rewarding experience for a teacher and school.” — a classroom teacher English is not the first language for more than 2,000 students enrolled in Chesterfield County Public Schools. However, English language learners (ELLs) are capable of high academic standards when provided appropriate learning environments and materials, as well as qualified teachers. For English language learners to learn effectively, there needs to be confirmation and respect of their cultural richness and linguistic advantages. Although there is sometimes a language barrier, families of ELLs greatly respect the educator’s role in a student’s life. Research supports the importance of the role that parents fill as active partners in their children’s academic performance. Additionally, research indicates that the more proficient ELLs are in their native language, the easier it will be for them to learn English. Therefore, it is a good practice to encourage parents to continue to read to students in their native language, when possible. This resource guide provides practical information on instruction, knowledge of language acquisition, scaffolding techniques and methodology proven to be effective with English language learners. It offers pragmatic strategies to bring together teachers and staff members to meet the needs of English language learners. Ongoing staff training in second language acquisition, cultural awareness and sheltering content for ELLs is essential for all staff members who implement instruction. It is imperative that English language learners be integrated into the overall learning community. Teachers provide many strategies to adjust the language demands for ELLs by modifying speech rate, using context clues, relating 2

instruction to student experience and using visual aids to help students understand content. Many of these same strategies are highly effective in working with all students. Many resources are available to teachers who want to explore the world of working with English language learners. Courses at Virginia Commonwealth University, University of Richmond and George Mason University allow teachers to earn college credits for recertification and may lead to endorsement in English for Speakers of Other Languages (ESOL). For the teacher who does not wish to take a college course, there are many CCPS staff development offerings. Teachers may take advantage of offerings in language arts and other content areas and may attend staff development programs offered by the ESOL Department. Strategies learned in these sessions will be effective in addressing the needs of all students. There are many resources available within individual schools, including collaboration with  the ESOL teacher  other grade-level teachers  the reading specialist, reading teacher and other support staff  the school psychologist and school counselor  the principal and assistant principal These web sites contain useful information and additional web sites are listed on page 39:

www.doe.virginia.gov/VDOE/Instruction/ESL

Virginia Department of Education’s ESOL web site

www.carla.umn.edu/esl/resources.html

Center for Advanced Research on Language Acquisition

www.readwritethink.org

highest quality practices and resources Chesterfield County Public Schools

ESOL Department Another resource is the English for Speakers of Other Languages (ESOL) Department, which is staffed by a specialist, an elementary liaison, a secondary liaison, an intake liaison and an interpreter/translator. ESOL staff members are available to answer questions and visit schools. We would like to thank the many ESOL teachers, classroom teachers and support staff members who reviewed this document and offered suggestions. Because this is our first edition, we are eager to receive feedback that could strengthen this resource guide. Please contact the ESOL Department at 743-7024 with comments or suggestions.

Director of Instructional Support Ed Walent  594-1679 ESOL Instructional Specialist Terry Franson  743-7024 Elementary Liaison Lolly Young  743-5614 Secondary Liaison Terry Hathaway  743-5614 Intake Liaison Lisa Thompson  743-7542 Interpreter/Translator Gloria Janer  743-5583

Resource Guide for Teaching English Language Learners

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Setting Up Your Classroom to Work With English Language Learners

Changes or additions to the mainstream classroom may be necessary to make the room user-friendly for English language learners. Many of these changes will benefit all students, not just English language learners. These strategies are not unusual, and you may find that you are already using them in a slightly different way.

Helpful Classroom Strategies Realia Strategies — “Realia” is a term for any

real or concrete object used in the classroom to create connections to vocabulary, stimulate conversation and build background knowledge. Realia give students the opportunity to use all of their senses to learn about a subject and are appropriate for any grade or skill level.

Sheltered Instruction — Sheltered Instruction

is a process of preparation, instruction and assessment that is centered on clearly communicated content and language learning targets. Instruction is delivered to English language learners through relevant, meaningful and comprehensible means. Sheltered Instruction differentiates based on language proficiency levels.

Culture Studies — The importance of including

a student’s home culture in the classroom is a well-documented, fundamental concept in the instruction of English language learners. Culture study, in this context, is a project in which students do research and share information about their cultural history. Such studies can be appropriate at any grade level and incorporate many skills, including reading, writing, speaking, giving presentations and creating visuals.

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Accessing Prior Knowledge — All students,

regardless of their proficiency in English, come to school with a valuable background of experience and knowledge. When teaching a new concept, the teacher can ask students what they already know about a subject. Creating a visual — such as semantic webs with the topic in the center and students’ knowledge surrounding it — is a good way to engage students in the topic and find out what they already know.

Academic Language Scaffolding — Scaffolding

describes the step-by-step process of building students’ ability to complete tasks on their own. It consists of several linked strategies, including modeling academic language; contextualizing academic language using visuals, gestures and demonstrations; and using hands-on learning activities that involve academic language.

Total Physical Response — Developed by James J.

Asher in the 1960s, Total Physical Response is a language-learning tool based on the relationship between language and its physical representation or execution. TPR emphasizes the use of physical activity to increase meaningful learning opportunities and language retention.

Cooperative Learning — Robert E. Slavin has shown that cooperative learning can be effective for students at all academic levels and learning styles. It involves student participation in smallgroup learning activities that promote positive interactions.

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Language Experience Approach (also known as

Dictated Stories) — This approach uses students’ words to create a text that becomes material for a reading lesson. A student describes orally a personal experience to a teacher or peer who writes down the story, using the student’s words verbatim. The teacher/ peer then reads the story back as it was written, while the student follows along. Then the student reads the story aloud or silently. This approach helps students learn how language is encoded as they watch it being written.

Graphic organizers are extremely useful for

English language learners as they provide a much-needed visual and organizational item. Whenever possible, ELLs need an organizing tool to help them structure, sort through and organize information they are given.

Journals, T response charts and their own picture word dictionary are helpful for younger students, and word study books or cards in a folder can be helpful for older students.

Dialogue journals (also known as interactive

journals). In this approach, students write in a journal and the teacher writes back regularly, responding to questions, asking questions, making comments, or introducing new topics. The teacher does not evaluate what is written, but models correct language and provides a nonthreatening opportunity for ELLs to communicate in writing with someone proficient in English.

Interactive note taking helps students set objectives

and provides feedback on their growth. The note taking may be in the form of a journal, a graphic organizer or a nonlinguistic representation. Whatever the form, it exposes students to activities that involve higher-level thinking skills such as comparing, contrasting, classifying, synthesizing and analyzing. Interactive note taking gives students opportunities to deepen their understanding of content and increase their language proficiency skills at the same time.

Word sorts for sorting words by theme, structure or word generation

Resource Guide for Teaching English Language Learners

Two word walls may be helpful. One word wall could hold high-frequency sight words for the grade level, the other could be a picture word wall (like a hanging picture dictionary) to further enhance vocabulary. This is also helpful for many students during writers workshop.

Labels in English for furniture and objects in the room Posted schedules Use written instructions and visuals whenever possible with clear, posted expectations or rubrics.

Helpful Classroom Materials Extra white boards and markers work well for

individual student use and teacher use at small group teaching table. When covering a language objective, the teacher may want to pull out vocabulary words from the reading. This is done before reading to enhance comprehension and also build background knowledge.

Index cards are helpful for vocabulary building. For organizational purposes, metal key rings are handy to make a set of vocabulary words for students to take home and study.

Picture word dictionaries and content area dictionaries are useful. The first two are

available through the warehouse:  The Oxford Picture Dictionary for Kids, Oxford University Press, is great for brand-new English speakers and has workbooks and teacher/ scripted manuals.  The Oxford Picture Dictionary Content Areas English/Spanish, Oxford University Press, is good for elementary and secondary students and has workbooks and teacher materials.  The Kingfisher First Dictionary, Houghton Mifflin Co.  The American Heritage Picture Dictionary, Houghton Mifflin Co.  Longman Essential Activator, Pearson Education Ltd.  Longman Study Dictionary of American English, Pearson Education Ltd.

Post-it notes can be used to label classroom objects. 5

Highlighting tape can be used to draw attention to key vocabulary or sections of reading.

Picture word cards and photos to enhance concepts and build the background for vocabulary.

A classroom library of pleasure reading and guided reading leveled books supports literacy in English and in Spanish. Translated books are available through Scholastic and other publishing companies.

Plastic tubs and containers for literacy stations and cooperative group work Listening center materials International memorabilia Hands-on manipulatives and visual aids can be used whenever possible for language arts, mathematics, social studies and science instruction.

Room Arrangement When arranging a classroom to best accommodate English language learners, keep in mind these thoughts and suggestions to maximize support (scaffolding):

What will the other groups of students be

accomplishing while you work with a concentrated small group?

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How will the students transition between centers or stations, independent practice or teacher/ reading/conference times?

A mapping chart for moving student names where you want them to go can be very helpful.

Grouping students with peers who may be able to support each other and work well together is crucial. This takes time and training for the students.

Computer areas for students can be helpful learning tools during this time.

A listening center with headphones and a plug-in

audio box for extra jacks is a wonderful center. Add to this some response sheets, retelling sheets and sequencing sheets for student responses.

A board or an area for displaying content and language objectives of the lesson. It is helpful for English language learners to review key words and concepts before any lesson and to highlight the skill, objective or strategy that is being targeted. Literacy centers provide more time for small group, differentiated instruction.

Spaces for whole group and small group instruction and for student supplies are helpful.

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Stages of Second Language Acquisition When students enroll at their home school, their parent or guardian is asked to complete a registration form. Within the registration are three questions intended to determine home/dominant language of the student. Students whose home language is a language other than English are referred to the ESOL Welcome Center, where they are tested to determine eligibility for services. Using a variety of assessments, including the IDEA® Proficiency Tests (IPT), Developmental Reading Assessment (DRA), Entry Assessment Mathematics Evaluation produced by Fairfax County (EAME), Basic Reading Inventory (BRI) and Preliteracy Test, the assessment liaison assigns an English language proficiency level (levels 1, 2, 3 or 4 or monitor 1 or monitor 2) consistent with the stages of second language acquisition and the Virginia Department of Education English

Resource Guide for Teaching English Language Learners

Language Proficiency Standards of Learning. It is important to note that English language learners do not stay at a particular level. Given the setting, vocabulary and prior knowledge of the subject matter, a student’s English linguistic proficiency will naturally progress from one stage to another. English language learners are reclassified to monitor status after completing Level 4 and are monitored for two years before being classified as proficient (P). The tables on pages 9-12 describe the stages of second language acquisition, English language proficiency levels and learning behaviors associated with each stage or level. It is important for teachers to understand these stages and levels so that they can supply the appropriate instructional support to English language learners.

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Level 1

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Stages of Second Language Acquisition

Preproduction — Early Speech Emergence

Oral (Listening/Speaking)

Reading

May be hesitant to speak in class and go through a temporary silent period as students acquire receptive language before they acquire expressive language. Comprehend simple statements/questions. Understand the general idea of basic messages/ conversations. Comprehend language consisting of basic vocabulary/grammatical structures in face-toface conversations. Initiate and respond to basic statements. Engage in basic face-to-face conversations.

Interact with basic material containing high frequency vocabulary and predictable grammar patterns, with visual support. Understand the general message of passages containing simple language structures/syntax. Rely on visual cues, prior knowledge or experience with the topic. Begin to use decoding strategies to guess the meaning of unfamiliar words. Begin to learn letter/sound relationships.

Writing

Scaffolding Techniques

Express basic personal needs. Begin to use basic vocabulary and structures in simple sentences. Write in a way that reflects their oral proficiency.

Realia — visual aids and gestures. Oral and written key word and concept emphasis. Oral production is not forced. Journals with pictures, native language or English. Kinesthetic learning. Role playing/charades. Reading/writing — teacher and peer conferences. Graphic organizers. Provide a word bank and written assessments. Create word and picture walls. Bold or enlarge key terms and include white space. Strategies from “Classroom Instruction That Works With English Language Learners.” Technology integration. Chesterfield County Public Schools

Level 2

Stages of Second Language Acquisition

Early Intermediate

Oral (Listening/Speaking)

Reading

Comprehend short conversations on simple topics. Understand frequently used verb tenses and word order patterns. Demonstrate understanding of short conversations. Initiate and sustain a conversation. Use the more common verb tenses, but still make errors in tense formation and verb selection. Express some details and nuances. Use word order accurately in simple sentences. Extend communication by using a series of short familiar structures. May use repetition, gestures and other nonverbal cues to sustain conversation.

Understand basic narrative text and nonfiction materials. Use contextual and visual cues to derive meaning from the unfamiliar. Comprehend passages written in basic sentence patterns. Begin to identify the main idea and supporting details of passages. Benefit from Vicki Benson-Castagna’s GO (graphic organizer) chart and retelling strategies.

Writing

Scaffolding Techniques

Write simple notes, make brief journal entries, write short reports using basic vocabulary and language structures. Begin to express ideas in the present, future and past tenses.

Resource Guide for Teaching English Language Learners

Paraphrasing. Outlining/webbing/mapping. Oral discussions. Journals. Group panels. Incorporate activities requiring analysis of data. Provide a word bank on written assessments. Create a word wall. Limit written text on page/include white space. Bold and /or enlarge key terms or sections of text. Use cooperative grouping. Strategies from “Classroom Instruction That Works With English Language Learners.” Technology integration. 9

Level 3

Stages of Second Language Acquisition

Intermediate

Oral (Listening/Speaking)

Reading

Understand standard speech in most settings. Understand the main ideas and relevant details of extended discussions/presentations. Understand subtle nuances with repetition or rephrasing. Communicate orally in most situations. Engage in extended conversations on a broad rage of topics. May have difficulty producing complex sentence structures, using verb tenses correctly and discussing academic topics in-depth without prior preparation.

Comprehend the content of many texts independently. Require support in understanding texts in the academic content areas. Demonstrate success with factual information in non-technical prose. Read many literature selections for pleasure. Separate main ideas from supporting ones. Begin to analyze reading passages written at a level appropriate for general public. Use the context of a passage and prior knowledge to increase comprehension. Detect the overall tone and intent of text.

Writing

Scaffolding Techniques

Write multi-paragraph compositions, journal entries, personal and business letters and creative passages. Present thoughts in organized manner. Demonstrate good control of English word structure and most frequently used grammatical structures. Express complex ideas and use a wide range of vocabulary, idioms and verb tenses.

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All previously mentioned activities and grade level expectation with adaptations and support as needed. Reciprocal teaching strategies — predicting, questioning, clarifying, summarizing. Guided reading using before reading, during reading and after reading strategies. Technology integration. Johns Hopkins Strategic Reading Program.

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Level 4

Stages of Second Language Acquisition

Advanced

Oral (Listening/Speaking)

Reading

Understand most standard speech. Understand and identify the main ideas and relevant details of discussions/presentations on familiar and unfamiliar concepts. Understand nuances in meaning. Engage in most communicative situations with minimal errors. Demonstrate high degree of fluency and accuracy when speaking. May still lack some content area vocabulary possessed by native English-speaking peers.

Understand and obtain meaning from a wide range of texts. Use the same reading strategies as native speakers to derive meaning. Are approaching grade-level mastery of the language structures and vocabulary necessary for understanding content subject area texts.

Writing

Scaffolding Techniques

Are approaching fluency in writing in the content areas. Use language structures and content vocabulary for each academic subject. Begin to use the subtleties of written language. Write for different audiences and purposes.

Resource Guide for Teaching English Language Learners

All previously mentioned activities and grade level expectation with adaptations and support as needed. Project-based learning. Opportunities for authentic assessment. Technology integration. Johns Hopkins Strategic Reading Program.

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Building Your Lesson/Sheltered Instruction Because English language learners possess distinctive second language development needs and come to the mainstream classroom with myriad cultural differences and experiences, teachers should “shelter” instruction.

What is Sheltered Instruction?

Sheltered Instruction (SI) is a process of

preparation, instruction and assessment that is centered on clearly communicated content and language learning targets. Instruction is delivered to mainstream and English language learners through relevant, meaningful and comprehensible means. Sheltered Instruction differentiates instruction based on language proficiency levels.  SI makes grade-level content standards and concepts accessible for ELLs while they develop and improve their English language proficiency.  SI is scaffolded to aid student comprehension of content topics and objectives. Teachers adjust their speech and instructional tasks and provide appropriate background information and experiences.  SI integrates language and content while infusing sociocultural awareness. Effective sheltered instruction is systematic, consistent and deliberate. To ensure such instruction, the ESOL Department of Chesterfield County Public Schools suggests following the Sheltered Instruction Observation Protocol Model, also known as SIOP, that includes these eight components:

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1. Preparation Develop clearly defined content objectives for students.

Develop clearly defined language objectives for students.

Select content concepts appropriate for age and educational background level of students.

Employ supplementary materials to a high degree,

thereby making the lesson clear and meaningful.

Adapt the content to all levels of student proficiency.

Include meaningful activities that integrate lesson

concepts with language practice opportunities for reading, writing, listening or speaking.

2. Building Background Link concepts explicitly to students’ background experiences.

Link concepts to past learning. Emphasize key vocabulary. Introduce, write, repeat and highlight words for students to see.

3. Comprehensible Input Adjust speech to students’ proficiency level. Use slower rate, enunciation and simple sentence structure for beginners.

Provide a clear explanation of academic tasks. Use a variety of techniques to make content concepts comprehensible (e.g., modeling, visuals, handson activities, demonstrations, gestures, body language).

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4. Strategies Provide ample opportunities for students to use strategies.

Consistently use scaffolding techniques throughout lesson, assisting and supporting student understanding (e.g., think-alouds).

Use a variety of question types throughout the lesson including those that promote higher-order thinking skills.

5. Interaction Provide frequent opportunities for interaction and discussion between teacher and student and among students that encourage elaborated responses about lesson concepts.

Incorporate grouping configurations that support

language and content objectives of the lesson.

Provide consistently sufficient wait time for student responses.

Provide ample opportunities for students to clarify key concepts in their first language as needed with aide or peer.

6. Practice and Application Provide hands-on materials or manipulatives

for students to practice using new content knowledge.

Resource Guide for Teaching English Language Learners

Provide activities for students to apply content and language knowledge in the classroom.

Use activities that integrate all language skills (reading, writing, listening and speaking).

7. Lesson Delivery Ensure that lesson delivery supports the content objectives.

Ensure that lesson delivery supports the language objectives.

Engage students for 90 percent to 100 percent of the period.

Ensure that pacing is appropriate to the students’ ability level.

8. Review and Assessment Incorporate a comprehensive review of key vocabulary.

Incorporate comprehensive review of key content concepts.

Regularly provide feedback to students on their

output, including language, content and work.

Conduct assessment of student comprehension and learning of all lesson objectives throughout the lesson. Assessments may include spot checking and group response.

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25 Things You Always Wanted to Know About Working With English Language Learners in the Mainstream Classroom  Involve as many perceptual channels (seeing, hearing, touching, smelling, tasting) as possible to present information to students.  Involve the tactile and kinesthetic modalities of the learner and include many visuals. Use resources that involve their hands or whole body in learning (e.g., acting in plays, pantomiming, going on trips, building models) and visuals (e.g., overhead transparencies, photographs, films, drawings, filmstrips).  Use the same font for assignments and worksheets until students recognize it. Once the format is mastered, you can introduce a new format.  Provide examples of “correct format” and

“procedures for written work.”

 Establish a daily routine in your classroom. Write the daily schedule on the board.  Allow students to work with peers as much as

possible. Provide opportunities for students to clarify key concepts in their first language, as needed, with an aide, peers or first-language text.

 Give the students an outline, chart, or blank web to fill in during class presentations and while reading passages or textbooks.  Write key points on the board for students to copy for studying and using during oral presentations.  Summarize the key points of your lesson. Use the overhead or chalkboard. Ask a student to summarize.  Condense lengthy written directions by writing them in brief steps. Allow time for students to ask questions about written directions.  Alert students when you are giving directions by setting the stage; for example, you might say, 14

“This is important,” or “Listen now because I want you to remember this.”  When possible, give ESOL students a textbook whether or not they are at the point where they can use it. Having the textbook makes the students feel they are part of the class.  Ask students to use an assignment book or weekly homework sheet for recording homework. Take time to check that the student has written the assignment correctly.  Consistently post homework assignments on a

particular portion of the board. Give students time to copy the assignments and ask questions.

 Allow the student more time to complete assignments.  Differentiate by assigning a different type of task or modification of the original task.  Give students the opportunity to read silently or whisper read before asking them to read out loud.  Cue the student to important words and concepts.

Students can learn to do this for themselves as they become better able to identify important words.

 Teach student strategies such as SQ3R (Survey, question, read, recite, review).  Use global strategies when introducing a chapter in a text: show a related video and discuss the major concepts; tell the students what the chapter is about and arouse their interest with personal anecdotes; use an anticipation strategy to identify prior knowledge of the topic and read portions of the chapter aloud while students follow along in their books. These procedures provide the learners with an overview of the topic and present the new vocabulary in context. Chesterfield County Public Schools

 When writing, ask students to brainstorm a list of words that relate to the subject of the writing assignment. Post these words for student reference.

 Ask factual questions first. Then proceed to higher order questions. Students need practice in answering both kinds of questions.

 Provide ample “wait time” for students so they can formulate a response.

 Teach learning strategies.

 Allow the students to work at their own pace. From Dr. Connie Cochran, PDE IST for Culturally and Linguistically Diverse Students

Strategies for Teaching

Language Arts and Content Areas To increase comprehension and make content areas more accessible to English language learners, teachers may want to use a variety of strategies:

Classroom Management Strategies Create a classroom that shows a respect for

and appreciation of cultural diversity in the classroom. Decorate the classroom with items from other cultures.

Post labels and vocabulary cards around the

classroom. Label in English and in other languages to foster an appreciation of the languages and cultures represented in the classroom. Students who feel valued are better learners.

Consider seating arrangements to be conducive for

cooperative (or collaborative) learning activities. Experiment with desks/chairs; arrange them in a U-shape, in pairs or circle. English language learners learn social and academic language through face-to-face interactions focusing on content-area activities and projects.

Seat English language learners purposefully (near the teacher or next to a learning buddy).

Establish classroom routines (morning

announcements, circle time, working in groups, daily warm-up exercises) so that English language learners will readily understand expectations. By knowing the predictable Resource Guide for Teaching English Language Learners

routines, English language learners will not have to spend extra time understanding changing classroom procedures. Instead, they can focus their energy on learning the content. Morning announcements is a routine that is easy to implement and can be used in many different forms. Use the morning message to preview the day’s activities. Write down the activities on the board or on an overhead projector. Say the words as you write them or have students take turns reading the morning message. By using the morning message on a daily basis, teachers model the function and form of writing and show the interaction of reading and writing in a natural way.

Use consistent formats for warm-ups, response

sheets, quizzes and tests. Review the expectations orally. For assignments, give the instructions in both written and oral form.

Reinforce oral discussion with key words written

on the board. ELLs need constant, repetitive auditory and visual exposure to make the connection between hearing the word and seeing it written. They need practice in making sound/ letter correspondence.

Write legibly and in print. Some ELLs may not be

familiar with cursive or the Roman alphabet. Try to be aware of your own idiosyncratic letter formations that may confuse ELLs. 15

When asking questions, allow for “wait time.”

All students need time to process a question and formulate an answer. One way to allow a natural, predictable wait time is to count aloud, “I see one hand up, two hands up, … 10 hands up. “Over time, such a routine sends a message to the class that, first, the teacher has acknowledged when a student has raised his/ her hand and, second, that the teacher is giving ELLs and other students the time to process the question and the answer. Such a technique gives English language learners a better chance to participate. Calling on the first students to raise their hands often results in dialogues between the teacher and a few students. Send the message that all students are invited to participate by simply giving more “wait time” between asking a question and having the question answered.

Design activities that encourage participation from

all students. An exercise for small group work, for example, will naturally force an ELL to become actively involved without much risk. In addition, it gives an opportunity for the ELL to practice and rehearse in a smaller setting.

Allow English language learners to talk to a peer in

their native language when necessary to clarify understanding. English language learners should feel that their first language is valued. In addition, using the first language to clarify is often the most efficient way to stay on track and not distract from the flow of the lesson.

Establish a classroom library containing age-

appropriate fiction and non-fiction books at varying reading levels. Books related to the themes and issues of the students’ content areas can serve as a basis for a natural recycling of vocabulary and concepts. Include visual and bilingual dictionaries in the class for ELLs to use as quick references.

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Become familiar with the background information

about the students: formal education in the students’ native countries, the literacy level in their first language and in English and their academic strengths and weaknesses, according to transcripts or documents. Learning such information will help you better understand your students and inform your instructional practices.

Instructional Strategies That Increase Comprehension Interaction is important. To develop both academic and social English, ELLs need frequent opportunities to interact with the teacher and other students. Second language acquisition is an interrelated process in which the four skills of reading, writing, listening and speaking scaffold and aid in the development of one another. Therefore, the inclusion of opportunities for meaningful oral interaction in daily lessons is crucial to an ELL’s English language development.

Teach vocabulary. If English language learners have

had former educational experiences, they may know content area concepts. However, they may need to learn the English vocabulary that goes with the concept. They may also need to pay extra attention to spelling and pronunciation. If they haven’t learned the concept in their first language, English language learners will need to use the new vocabulary in different contexts to acquire the meaning. Most of us (even native speakers) need six to 20 meaningful repetitions to learn a new word and its concept.

Word walls are helpful. Keep a running list of the

new vocabulary on a word wall. Such a visual cue can help students with word recognition, automaticity, decoding and spelling.

Have students make their own dictionaries in

notebooks or as flashcards on spiral-bound index cards. Students can write definitions, draw pictures and diagrams, give examples, write in a sentence, or translate in their first language. Such practices influence independent learning and can motivate English language learners to take charge of their own learning. Chesterfield County Public Schools

Word games offer opportunities to encourage vocabulary acquisition.

In a classroom library, establish an informal system

where students can access fiction and nonfiction books easily for outside reading. Reading books related to their content areas is a natural way to reinforce vocabulary and concepts.

Teach by integrating the four language modes

(listening, speaking, reading, writing) into content-area lessons. One way of ensuring that English language learners participate is by scaffolding instruction through the different language modes. As a topic is introduced, make sure the oral language is backed up in writing so that ELLs can make the connection between the aural information and the written form. For example, when introducing vocabulary related to the Civil War, discuss the facts of the war and have key words written on the board, overhead, or in a handout.

Assess prior knowledge before beginning a unit of

study. There are a number of techniques for ascertaining how much students know about a topic. These techniques also show where students’ misconceptions need to be clarified. Here are some solid, easy-to-incorporate techniques:  KWL charts record what students know, want to know and learn. On chart paper, record the responses of the students when you introduce a topic: What do you know about X? What do you want to know? What did you learn about X? The students’ responses can help inform instruction. By allowing for student input, teachers not only can focus their instruction but they can also help guide students to purposeful learning. As part of a review of the unit, the class can return to the KWL chart to complete the final column: What did you learn? Teachers may find it helpful to add a fourth column to indicate the source of the learned material. With an additional column, the KWL can also serve as a study guide.

Resource Guide for Teaching English Language Learners

 Anticipation guides can be used in a variety of ways: to assess prior knowledge, to give students a purpose for reading and to assess reading comprehension during reading and post-reading. Anticipation guides can also motivate students to read for meaning. To write an anticipation guide for a chapter or a unit, prioritize three to five key concepts or vocabulary on which to focus. It is important to realize that not all concepts can be taught simultaneously. Too many concepts may be overwhelming and decrease motivation for these students. Ask students to respond to true and false statements related to the key points. The challenge is to craft the statements to elicit class discussion of key vocabulary and concepts. The statements cannot be too obvious or too obtuse. Through student-initiated discussion, key concepts may be clarified and established before reading the text.

Scaffold instruction. Teachers can gradually

increase the cognitive demand of the lesson after first establishing the language proficiency of the ELLs. It is important to allow English language learners to feel successful in the classroom for motivation and continued involvement in the learning process. Scaffolding requires the teacher to decrease the language demands, provide temporary contextual supports and maintain high cognitive development. Using semantic mapping is one way to scaffold content instruction for English language learners.

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Semantic maps aid in vocabulary development

and retention. For English language learners overwhelmed by concepts and words, making semantic maps may be a strategy that allows them time to organize information and reflect on meaning. Semantic maps can be developed individually, in small groups, or as a class. There may be many drafts of semantic maps as students negotiate meaning and placement of vocabulary. After ascertaining that the information on a semantic map is correct, teachers can utilize them for review purposes. Have a completed semantic map on the board or on an overhead. While looking at the visual, have English language learners verbalize the information in statement form. “There are two kinds of metamorphoses — complete and incomplete. There are four stages in a complete metamorphosis ….” With practice and continual exposure, ELLs will be able to focus explicitly on content without thinking about correct grammatical structure. Here is a sample of a semantic map:

Metamorphosis of Insects Complete Incomplete • Four Stages • Egg • Larva • Pupa • Adult

• Born as young animals • No adult organs • No wings (usually) • They molt (shed exoskeletons)

On a subsequent day, have the ELLs reconstruct the chart from their collective memories. Fill in the information on the board or overhead as they give their responses. Then, scaffold the information. As they watch, erase all of the four stages (for example), but leave the first letter. Ask for a volunteer to tell you the stages. Then erase the four stages completely. Ask for volunteers to give you the answers. Continue deconstructing and reconstructing the semantic map, forcing students to use their memories to fill in the information until it is learned. On another day, ask the students to write a paragraph about the metamorphosis of insects. They can first re-construct the map and use the map as a scaffold for their writing. In this way, the students’ writing can be used as an informal 18

assessment of the content as well as their academic writing ability.

Use a Variety of Modes of Instruction Design multisensory lessons (visual, auditory, tactile, kinesthetic).

Use visuals whenever possible to reinforce auditory

instruction (e.g., charts, graphs, manipulatives, diagrams, models, real objects).

Use manipulatives as a reading and writing strategy

to scaffold instruction. Manipulatives can be counters, rods, pipe cleaners, beans, markers, or any tangible item that can be used to represent ideas. Have students work in small groups to represent the main ideas of a reading, a section of a chapter in a science textbook, for example, or an important historical document, by using manipulatives. In doing so, students will have to use oral language to negotiate meaning and to agree on ways to represent meaning. New vocabulary will be used naturally throughout the process. Misconceptions may be clarified as well. Students will have to use critical thinking skills to analyze and then build a representation of their understanding of the reading. When groups are finished, have each group verbalize their final representations. As each group discusses their product, ELLs will have read, listened, analyzed, discussed and thought about each main idea while recycling related concepts and vocabulary. Take a digital photograph of each group’s product. On a subsequent day, have students paste the photograph of their representation into a word processing document. Then have the students label parts of their final product if necessary. Have students re-present the main ideas of the reading by using the photographs as the basis of a writing assignment. Having students write a paragraph or essay is another way to assess the English language learners’ comprehension of contentarea facts as well as their academic writing ability.

Vary groupings throughout the lesson. Consider using independent work, pair work, small groups, whole class and flexible groups.

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Vary the participants according to English language proficiency when assigning pair work or group work. At times, pair English language learners with native-English speakers. At other times, pair ELLs with other ELLs. Assess the dynamics of the different groups and monitor the activities.

Use real-life problem-solving situations to teach new concepts.

Make interdisciplinary connections whenever possible.

Modify speech. Enunciate clearly and slowly without speaking louder.

Pause between sentences or thought groups. Use gestures and visuals to help clarify the message.

Avoid using idioms and slang words. Use key words frequently. Repeat, rephrase and paraphrase. When English language learners speak, focus on their

message rather than their grammatical skills and pronunciation. Respond by modeling the proper grammatical form rather than overtly correcting their mistakes.

Teach Organizational Skills Demonstrate how to read a textbook. Point out the

aids embedded in textbooks: chapter and section headings, the vocabulary in bold, the reading guides and vocabulary sections, the illustrations and charts, the glossary, indices and appendices.

Don’t Reinvent the Wheel Modifications are slight changes that can be made to existing assessment or instructional tools to make the test/activity more comprehensible and less intimidating to the ELL. These ideas are presented in a format that is optimal for ELLs: lots of white space between text, highlighting or bolding of key terms, short phrases or sentences. These ideas do not involve huge changes or lots of additional time on the part of the teacher and may provide better opportunities for success to any struggling student, English language learners or otherwise.

Go for the Big Picture Reduce the number of items to only those that are non-negotiable (e.g., SOL test items).

Divide and Conquer Divide the test over two over three seatings. Bank on It! Provide a word bank for fill-in-the-blank questions.

Be Bold! Bold or use different colors to highlight key terms or sections of text.

Practice Makes Perfect Use instructional tools such as KWL charts, Mind Maps, Graphic Organizers, etc. as assessment tools

as well as teaching tools.

Teach students how to organize notebooks and

binders and record homework assignments as well as scores on quizzes and tests.

Teach mnemonic devices that assist memorizing content.

Teach study and test-taking skills. Teach note-taking skills. For beginner ELLs, copying notes is an effective way to begin learning writing conventions.

Resource Guide for Teaching English Language Learners

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Activities for Developing Reading Skills While the process for reading English as a second language is essentially the same as reading English as a first language, the actual task can be more difficult for English language learners primarily because of two factors: second language proficiency and background knowledge. To aid in reading development, teachers should include prereading strategies that build background knowledge, create motivation and purpose and encourage self-monitoring.

Language-Experience Approach Student dictates stories that the teacher writes down verbatim. The student then reads the story back.

Picture Walk Before reading a book, the teacher leads students through a book, looking only at the pictures. Students make predictions based on the pictures. This is an excellent opportunity to introduce new vocabulary from the illustrations.

Read-Alouds A read-aloud is a planned oral reading of a book or print excerpt, ideally related to a specific topic or unit of study. Read-alouds foster student engagement, development of background knowledge, listening and reading comprehension skills and critical thinking. (Go to www.esiponline. org/classroom/foundations/reading/readalouds.html for suggest-ions on using read-alouds, especially in science.)

Shared Reading In this reading model, the teacher reads a regular book or an oversized book with enlarged print and illustrations multiple times over several days. Students are able to see and appreciate the 20

print and illustrations. As students become familiar with word forms, they are able to recognize words and phrases. As with other models, the teacher may pause periodically and ask the students for predictions, further developing reading skills.

Guided Reading Guided reading is an instructional approach that enables the teacher to work with small groups to help students learn effective strategies for processing increasingly challenging texts.

Independent Reading Suggestions for implementing or enhancing independent or sustained silent reading include  Using the five-finger test to determine level of difficulty. (Student holds up five fingers as he begins to read. Each time he finds a word that is difficult, he puts down a finger. If all five fingers are down when he finishes the page, the book is probably too difficult.)  Providing follow-up activities such as having students keep a log of their reading.  Allowing students the opportunity to share what they are reading with the rest of the class.  Dividing class into small book discussion groups. Provide questions to focus group discussion.  Having students choose a reading buddy and read and talk about a book together.  Having students keep a dialogue journal about what they are reading.

Pattern Books The repeated phrases, refrains and rhymes as well as the predictable patterns act as scaffolds for the beginning reader, thereby increasing his/her engagement in the reading. Chesterfield County Public Schools

Directed Listening-Thinking Activity The Direct Listening-Thinking Activity models prediction making. The teacher reads a story pausing to ask students to predict what will happen next. The students draw pictures of their predictions and share them with partners or the class.

Directed Reading-Thinking Activity Students read a text silently after having made predictions during an oral discussion. The teacher divides the text into paragraphs and directs the

numbered paragraphs to be read between group discussions of the predictions.

Readers’ Theater Students read and act out a script from a story that they have read. Intermediate and advanced readers may write the scripts.

Story Mapping Story mapping helps ELLs understand and remember key elements of a story and provides them with an outline for writing their own stories.

Activities for Developing Writing Skills Research indicates that English language learners can benefit from writing in their second language before they have developed full oral proficiency. Further, frequent opportunities to practice writing not only improve their writing but promote second language acquisition.

Oral Discussion Oral discussion before writing is a literacy scaffold particularly useful to English language learners as it helps them build vocabulary, organize thoughts, identify and focus a writing topic and clarify cultural contexts

Wordless Books or Pictures Students begin by orally sharing their version of the book/picture, ideally in small groups. To reinforce this literacy experience, students draw pictures or cartoon strips illustrating the story they have created. More advanced students may write captions for the pictures or an actual story.

Pattern Poems/Books Teacher supplies a sentence pattern (repeated phrases, refrains, rhymes, story, etc.) that students use as models to write their own poems or stories. Resource Guide for Teaching English Language Learners

Students share their poetry in peer response groups or class publications.

Concept Books Students create books illustrating concepts (e.g., short/tall, big/small). Teachers may use the books to encourage discussion by having students guess the intended concept.

Improvisational Sign Language Students, as a class, create hand symbols or signals to tell stories or to demonstrate understanding of dictated stories.

Life Murals Students create murals depicting an important aspect of their life (e.g., family, important event, home, etc.) as a prewriting activity. After explaining the mural orally to a partner, small group or class, students write about their drawings.

Clustering/Story Mapping To develop vocabulary in preparation for writing and to organize thoughts, students create vocabulary clusters as a prewriting activity.

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Sentence Combining Using models provided by the teacher, students practice forming longer, more complex sentences.

Sentence Shortening Using models provided by the teacher, students practice writing more concise sentences.

Sentence Models Using model sentences taken from grade appropriate reading material or the work of other students, students improve writing and increase English language development.

Journals Journal writing helps English language learners develop fluency and automaticity in writing. Ideally, students progress from personal journal writing to dialogue journal writing with the teacher to buddy journal writing with a fellow student.

Process Writing Students engage in five interrelated phases: prewriting, drafting, revising, editing and publishing.

1. Prewriting Purpose — Generating and gathering ideas;

identifying purpose and audience; identifying main ideas and supporting details

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Strategies — Talking and oral activities;

brainstorming, clustering, questioning, reading, keeping journals in all content areas

2. Drafting Purpose — Getting ideas down on paper quickly;

create rough draft Strategies — Fast writing; daily writing; journals; buddy journals, dialogue journals, learning logs

3. Revising Purpose — Reordering/reviewing arguments,

supporting information, or scenes in a narrative; reviewing or changing sentences Strategies — Shortening or combining sentences; peer response groups; teacher conferences

4. Editing Purpose — Correcting spelling, grammar,

punctuation, mechanics, etc. Strategies — Peer editing groups; proof reading; computer programs for spelling, etc.; minilessons

5. Publishing Purpose — Sharing writing with others to validate

importance Strategies — Showcase writing by placing samples on bulletin boards, on computer sites, school library

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Strategies for Teaching

Mathematics Mathematics can be difficult for English language learners because of its linguistic, conceptual and procedural knowledge demands. Integration of both content and language instruction is therefore essential.

Linguistic Knowledge

Integrate the four language skills — listening,

speaking, reading and writing — into class instruction.

Teach mathematical vocabulary and language

structures daily. For English language learners to understand mathematics, they must  learn many content-specific vocabulary words (e.g., quotient, equivalent, divisor).  know the meaning of many complex phrases that may not be found in bilingual dictionaries.  understand that many common English words (e.g., bring down, tree, face, plane, cone, net, positive, negative) have unique meanings in mathematics.  understand that prepositions are used in a variety of ways in word problems to signal operations.  know the meaning of prefixes and suffixes (e.g., hept-, tri-, bi-, poly-, -gon, -lateral).  understand unique mathematical sentence constructions (e.g., If x = 5, then … ).  understand statements and questions that are written in passive voice (e.g., 20 is divided by 5)  know that mathematical operations are associated with many different words.

Resource Guide for Teaching English Language Learners

Include metacognitive strategies for learning and

studying new vocabulary (e.g., word walls, flashcards with definition, examples, word used in a sentence, picture/diagram, or a native language translation, student-made bilingual dictionaries). Students should be encouraged to think about their thinking.

Post labels on objects in the classroom. Post vocabulary word wall cards around the

classroom on completed word problems, number lines, rulers or fraction diagrams.

Recognize that vocabulary terms are often labels for

concepts. The concept should be developed first before the vocabulary term is finalized. The Frayer Model is a useful graphic organizer.

Use journals, learning logs, poems, literature, music etc.

Include opportunities for students to explain their thinking process aloud to a classmate while solving a problem.

Provide explicit instruction and practice in reading

and writing word problems. Teach students to recognize mathematical operations by identifying key actions and language structures in word problems.

Model the thinking process being taught. Using a LCD projector, overhead or chalkboard, talk aloud while solving problems, transcribing thinking in words.

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Use warm-up activities that include mathematical

language. Write a cloze exercise or sentence starters on the board for students to copy and complete. A cloze activity is one in which words are removed from a passage for a learner to fill in as an exercise in reading or listening comprehension. The missing words may or may not be provided in a word bank.

Have students paraphrase and write complex concepts in their own words.

Use think-pair-share and similar techniques to

provide wait time and to allow students to rehearse their thoughts before sharing with the whole group.

Conceptual Knowledge Prior Knowledge  Connect a student’s prior knowledge and experience to new concepts.  To find out what students already know about a topic, teachers may begin by making a semantic web on the board. They would then write the topic in the center of a circle and record the students’ knowledge around it.

 Use visuals whenever possible (e.g., charts, graphs, manipulatives, diagrams, models real objects).  Use graphic organizers to represent math concepts.  Incorporate hands-on activities that engage students in the learning process. Sorts are one kind of hands-on activity that allows students to focus on relevant features of a concept. Students can sort objects, words, phrases, pictures or symbolic representations.  Incorporate role play or Total Physical Response activities.  Vary student groupings (e.g., independent work, pair work, small group, whole class) throughout the lesson.

Problem Solving  Use real-life problem-solving situations to teach new concepts. Provide opportunities for students to collect data and use the data for solving a problem.

 Integrate the English language learner’s culture into lessons whenever possible.  Give students opportunities to share examples from schools in their country and different ways of learning mathematics.  Begin a unit of study by eliciting students’ own questions about a topic.

Scaffolding  Develop understanding by scaffolding learning experiences from concrete to representational to abstract.

Multiple Modes of Instruction  Just like mainstream students, English language learners come to our classrooms with myriad learning styles and needs. Therefore, when teaching new concepts, it is important to incorporate a variety of modes of instruction.

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Procedural Knowledge

Cultures around the world approach computation using different methods. This can cause frustration and confusion for English language learners. Here are procedural challenges that ELLs may encounter:

English language learners may be accustomed to

reading and writing from right to left instead of from left to right. The teacher needs to explicitly teach the ELL the expected procedures for using a notebook and completing homework problems.

ELLs may have learned a different way to write letters

and numerals (0-10). For example, ELLs may draw a line through the stem of a 7 or add a serif to a 1. The teacher needs to show ELLs the expected method to write letters and numerals to avoid misinterpretations when reading homework or answers on tests.

Periods are used instead of commas in some

cultures to separate multiples of a thousand (e.g., 1,200,000 could be written as 1.200.000 in some cultures).

Commas are used instead of decimal points in some

cultures (e.g., 7.5 could be written as 7,5 in some cultures).

Most ELLs are familiar with the metric system but

weight/mass and liquid volume using units of measurement that are new to them (inch, foot, yard, ounce, pound, cup, quart). They may also have difficulty understanding the use of fractions in measurements (e.g., half a foot, quarter of an inch). The metric system does not use fractions with measurement in this way (e.g., 5 millimeters is not described as half a centimeter).

Many ELLs are not familiar with the U.S. monetary

system and can have difficulty understanding word problems related to money. They may also have different ways of writing amounts of money (e.g., $15.00 could be written as $15,00 in cultures that use commas instead of decimal points).

Some ELLs learn to add, subtract, multiply

and divide using computational methods (algorithms) different from those taught in U.S. schools. It is important to recognize and validate different computational methods to dispel the idea that there is only one correct way to get an answer. For example, some Spanish-speaking countries solve division problems using a different method: 8 4 32

32 4 8

have never studied the U.S. customary system. Students may have difficulty estimating length,

Resource Guide for Teaching English Language Learners

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Activities for Encouraging Participation Is It Complete?

Reader-Writer-Speaker Response Triads

Individually, in pairs or as a group, students respond to a particular question in a complete sentence. To aid the English language learners, the teacher posts a sentence frame on the board. After asking a question, the teacher waits briefly to allow the students to formulate their responses. When the students are ready, they give a thumbs-up. The answers are shared in pairs, in groups or with the entire class.

The teacher divides the class into groups of three. Each member takes turns reading, writing (recording) and speaking (reporting). Each group/ triad is allowed one piece of paper and one pencil. One member of the group reads the designated selection. Another group member is responsible for recording either writing or drawing the group’s response to the posed question. The speaker reports the group’s response to the class.

Dinner/Birthday Party

Inside-Outside Circle

Students assume the identities of characters they are studying in history, literature, science, etc. During the party, they converse with other characters, disclosing specific and accurate information about their characters. The conversations may be scripted or improvised.

The teacher divides the class into two groups. One group forms an inner circle facing out. The other group forms the outer circle with each member facing a member of the inner group. The students are asked a question. The students in the inner circle respond first while the outer circle listens. On a cue, the outside circle responds to the same question. On a second cue, the inner circle rotates one place to the left with the outer circle staying in place. The process repeats.

Group Response With a White Board Group students heterogeneously and give each group a number. Ensure that each student has paper and pencil. Give each group a white board and marking pen. The teacher asks a question about a topic being studied. After sufficient wait time, the teacher asks the students to write their answers on their own paper. The students discuss their answers as a group identifying the best response. A designated recorder writes the response on the white board. All group members are responsible for making sure that each member of the group knows the answer. The teacher rolls a die and calls on the group whose number appears on it. If the answer is incorrect, the teacher continues the process until a group gives a correct answer. The groups and class discuss the correct answers.

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Modifications and Assessment English language learners often have difficulty demonstrating their knowledge and understanding of academic content in mainstream classes because of their limited English proficiency. To ensure a fair and accurate assessment and summative evaluation of their overall achievement, it is important to distinguish between their level of English language proficiency and their actual mastery of content objectives and standards.

Assessment Accommodations and Modifications for ELLs English language learners should be allowed these accommodations or modifications as needed:

Pacing  Adhere to CCPS pacing guidelines to ensure that curriculum is taught. Differentiate for individual students as needed.  Omit nonessential assignments.

Environment  Assign preferential seating.  Assign peer buddy.

Classroom and Assessment Adaptations  Pre-teach and use testing strategies. Before actual testing, students should use and show the use of these strategies, thereby encouraging thinking, processing and accountability.  Allow students to answer orally.  Use multiple choice format with a reduced number of choices.  Include a word bank for completion questions.  Allow student to use a scribe for short answers.  Read tests to student.  Modify format: more white space, visuals, Resource Guide for Teaching English Language Learners

bold key terms.  Write different test.  Shorten test length.  Require that only selected test items be answered.

Assignments  Lower reading level when possible.  Give directions in small, distinct steps.  Use written or visual backup for oral directions.  Shorten assignment.  Read directions to students.  Give oral clues or prompts.  Record or type assignments.  Adapt worksheets, packets.

Materials  Provide taped textbooks.  Highlight textbooks/study guides.  Use supplementary materials.  Give assistance in note-taking.  Type handwritten teacher materials.  Allow bilingual dictionaries.  Use adapted/modified textbooks or books.  Allow use of calculators/computer.

Presentation of Subject Material  Use individual/small group instruction.  Simplify language.  Tape lectures for playback.  Demonstrate concepts.  Use manipulatives.  Emphasize critical information  Use graphic organizers  Pre-teach vocabulary 27

Formative and Summative Assessment Formative assessment is informal and ongoing and allows ELLs to demonstrate growth and progress on a daily basis. Summative evaluation is cumulative and measures overall performance. While summative evaluation is an important form of assessment, it should not be the sole determiner for assigning grades. When making summative evaluations, consider the following:  Consider participation, effort, personal growth and progress when assigning grades to ELLs.  Assign grades based on mastery or knowledge of essential skills and concepts.  Base the English language learner’s grade on what he/she is able to produce or demonstrate given his/her level of English proficiency.

Standard Accommodations on SOL Tests  Timing/Scheduling • Time of day • Breaks during test • Multiple test sessions • Order of tests administered  Setting • Preferential seating (at the front of the room or in a study carrel) • Small group testing • Individual testing • Location with minimal distractions  Presentation • Reading the test items in English to the student (except on the English Reading/ Literature and Research test) • Reading the directions in English to the student • Simplifying oral directions • Placing markers to maintain place  Response • Student responds verbally/teacher or proctor marks answer document

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Accommodations that are Permissible but Do Not Maintain Standard Conditions (Nonstandard Accommodations) Nonstandard accommodations significantly change what a test is measuring and do not maintain standard conditions of the test. This type of accommodation should be used only if the committee agrees that the student requires such an accommodation(s) to participate in the SOL assessments. Scores resulting from a nonstandard accommodation must be accompanied by an explanation that these scores resulted from a nonstandard administration. Examples of accommodations that are permissible but do not maintain standard conditions include

Presentation  Reading test items in English on the English Reading/Literature and Research test  Bilingual dictionary

Response  Dictation in English to a scribe (writing sample component of the writing test only) More information about the participation of English language learners in the SOL assessments can be located on the web site for the Division of Assessment and Reporting at www.pen.k12.va.us/ VDOE/Assessment/LEPsol.html.

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Misconceptions

About Culturally, Linguistically and Ethnically Diverse Students Because learning and behavior problems exhibited by culturally, linguistically and ethnically diverse students can be similar to those presented by students with special needs, incorrect assumptions may be made regarding the root of these behaviors:  inattentive  disorganized  impulsive  hyperactive  easily distracted  disruptive  slow to begin tasks  slow to finish task  forgetful

Because we neither want to mislabel a student as special education nor deny special education services to a culturally, linguistically and ethnically diverse student who is in need of additional support,

Resource Guide for Teaching English Language Learners

the process to determine the separation between difference and disability must be a thorough and deliberate one. It is difficult to discern whether a child has language/cultural issues or whether there is a genuine disability present. Certain steps should be followed to gather as much relevant information as possible before a referral for child study is made.  Confer with the ESOL teacher before making any recommendations.  Both the ESOL teacher and the mainstream teacher should keep anecdotal records of student behavior and achievement to demonstrate areas of concern not usually associated with language/ culture acquisition alone.  The ESOL teacher should fill out an ESOL Observation Sheet to be turned in to the liaison who will then do English Language Proficiency testing and, when possible, language dominance testing to determine a student’s language capabilities.  A parent conference should be held to gain background knowledge on the child and his/her family as a disorder must be present in the first language as well as in English to be considered valid. Interpreters should be available when possible.  The student’s language performance should be compared to other bilingual speakers of the same language who have had similar cultural and linguistic experiences.  Factors contributing to development of the student’s primary language must be identified.  A CSIT or TAT team should be consulted to brainstorm possible interventions available within the school which may be beneficial to the student. 29

Report Cards Elementary Grade Reporting Report card grades for ELLs in Levels 1-3 should be a collaborative decision between the ESOL teacher and the mainstream teacher, but the

mainstream teacher will be the one to actually input the grade into Grade Quick. Grades for ELLs who are Level 4, Monitor 1 or Monitor 2 will be determined and inputted by the mainstream teacher, consulting with the ESOL teacher if necessary. Following Level 4, ELLs are reclassified to monitor status, where they remain for two years before being classified as proficient. When reporting grades, please note that the grade earned is reflective of the ELL’s degree of progress based on his/her level of English language proficiency. Grades should be given based on the student’s progress using modifications and accommodations to instruction, curriculum and assessment as needed. When completing report

of communication and information that may be used for notes home to parents between report cards or when providing comments on student work.

Secondary Grade Reporting When reporting grades, note that the grade is reflective of accommodations to distinguish it from other students’ grades. Teachers may use the grade comment “W ― see attached note” and attach the following: “Grade is reflective of accommodations provided in subject area as required by the Virginia Department of Education due to the student’s LEP status.” During the first one or two grading periods, use an N (no grade), until the ELL begins to progress.

cards, teachers should use the English as a Second Language comments ES1-ES4 on page 36 to designate levels of service. Comment ES5 (X) is to be used with Level 1 and kindergarten students only and may only used for the first one or two grading periods.

In addition, Grade Quick comments under the heading Special Education may also be used for ELL Levels 1-3 and are listed on pages 36-37. These comments indicate that the student is working with a modified curriculum or accommodations or both. Finally, all Grade Quick comments have been translated into Spanish. (English and Spanish versions appear on pages 32-38.) These translated comments may be useful when communicating with non-English speaking parents and may be added on a separate report card page. These comments provide an accurately translated source

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Chesterfield County Public Schools

Elementary Report Card Comments

Comentarios en el Informe de Notas de Elemental Behavior  Comportamiento B11 B12 B13 B14 B19 B21 B22 B23 B24 B25 B26 B27 B28

Commended for cooperative effort Felicitaciones por su esfuerzo de cooperación Conscientious student Estudiante concienzudo Behavior modification plan is successful El plan de modificación del comportamiento es un éxito Commended for positive attitude Felicitaciones por la actitud positiva Needs to exhibit age appropriate behaviors Necesita mostrar comportamiento apropiado a la edad Needs to improve self-control Necesita mejorar el auto-control Needs to show respect for peers Necesita demostrar respeto hacia los compañeros Needs to show respect for adults Necesita demostrar respeto hacia los adultos Needs to show respect for property Necesita demostrar respeto hacia la propiedad Needs to work without disturbing others Necesita trabajar sin molestar a otros Needs to accept responsibility for own behavior Necesita aceptar responsabilidad de su propio comportamiento Showing improvement in self-control Está demostrando mejoría en el auto-control Has difficulty following directions Tiene dificultad siguiendo instrucciones

Resource Guide for Teaching English Language Learners

B29 B31

Demonstrates satisfactory listening skills Demuestra destrezas auditivas satisfactorias Is a role model for others Es un modelo de conducta para otros

General Comments  Comentarios Generales G11 Made a smooth transition to current grade and academic program Tuvo una transición fácil al curso y programa académico actual G12 Adjusting satisfactorily to current grade and academic program Se está adaptando satisfactoriamente al curso y programa académico actual G13 Continues to adjust to expectations of a new grade and academic program Continua adaptándose a las expectativas de un nuevo curso y programa académico G14 Commended for display of Chesterfield County’s Core Values Felicitaciones por demostrar los Valores Esenciales del Condado de Chesterfield G15 Not meeting grade level expectations at this time No está cumpliendo con las expectativas del nivel de curso en este momento G16 See attached page for additional comments Ver página adjunta para comentarios adicionales G17 Demonstrates excellent progress in all academic areas Demuestra excelente progreso en todas las áreas académicas G18 Making steady progress Progresando a paso firme

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G19 Has worked hard to maintain grades Ha trabajado arduamente para mantener las calificaciones G21 Has worked hard to improve grades in several areas Ha trabajado duro para mejorar las calificaciones en varias áreas G22 Best wishes for a successful year in first grade Los mejores deseos para un año exitoso en el primer grado G23 Best wishes for a successful year in second grade Los mejores deseos para un año exitoso en el segundo grado G24 Best wishes for a successful year in third grade Los mejores deseos para un año exitoso en el tercer grado G25 Best wishes for a successful year in fourth grade Los mejores deseos para un año exitoso en el cuarto grado G26 Best wishes for a successful year in fifth grade Los mejores deseos para un año exitoso en el quinto grado G27 Best wishes for a successful year in sixth grade Los mejores deseos para un año exitoso en el sexto grado G28 Thanks for attending a conference with your child’s teacher this quarter Gracias por asistir a una conferencia con el maestro de su hijo/a este trimestre G29 Please contact your child’s teacher about scheduling a conference Por favor contacte el maestro de su hijo/a para programar una conferencia

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Math  Matemáticas M51 Has mastered math skills/concepts Domina los conceptos/destrezas de matemáticas M52 Knows and uses number facts Conoce y utiliza las operaciones matemáticas básicas M53 Math grade reflects work with advanced curriculum Calificación en matemáticas refleja el trabajo con el plan de estudio avanzado M54 Exhibits excellent problem solving skills Demuestra destrezas excelentes en la resolución de problemas M55 Needs to write numbers legibly Necesita escribir los números claramente M56 Needs to learn number facts Necesita aprender los conceptos matemáticos básicos M57 Has difficulty with problem-solving skills Tiene dificultad con destrezas para la resolución de problemas M58 Has difficulty constructing and interpreting graphs and tables Tiene dificultad construyendo e interpretando gráficas y tablas M59 Needs to review math facts throughout the summer Necesita revisar los conceptos matemáticos básicos durante el verano M61 Has not mastered math skills/concepts No domina los conceptos/destrezas de matemáticas M62 Has difficulty performing basic operations Tiene dificultad efectuando las operaciones básicas M63 Does not recognize numerals No reconoce los numerales M64 Has difficulty writing numerals Tiene dificultad escribiendo los numerales M65 Has difficulty relating numerals to corresponding sets of objects Tiene dificultad relacionando los numerales a un conjunto correspondiente de objetos Chesterfield County Public Schools

M66 Has difficulty identifying basic shapes Tiene dificultad identificando las formas geométricas básicas M67 Has difficulty creating and extending patterns Tiene dificultad creando y extendiendo patrones M68 Needs to demonstrate accuracy in math Necesita demostrar exactitud en matemáticas M69 Commended for mastery of concepts in math Felicitaciones por dominar los conceptos en matemáticas M71 Grade reflects low test/quiz scores in math Calificación refleja los puntajes bajos en las pruebas/exámenes en matemáticas M72 Will continue to benefit from daily practice of math facts Continuará beneficiándose con la práctica diaria de los conceptos matemáticos básicos M73 Needs to practice basic multiplication and/or division facts to ensure mastery Necesita practicar la multiplicación y/o división básica para asegurar dominio

Miscellaneous  Misceláneos MS1 Tardiness/early dismissals affect grades and routine Llegadas tarde/salidas temprano afectan sus calificaciones y rutina MS2 Excessive absences adversely affect grades and routine Ausencias excesivas afectan adversamente las calificaciones y rutina MS3 Not meeting grade level expectations No llena las expectativas del nivel del grado MS4 Retention is a strong possibility unless there is significant improvement. La retención es una gran posibilidad a menos que se vea una mejoría significativa MS5 Thank you for your continued support Gracias por su apoyo continuo MS6 Grades based on performance during days on roll Las calificaciones están basadas en el rendimiento durante los días inscrito en la escuela Resource Guide for Teaching English Language Learners

MS7 Commended for excellence throughout the year Felicitaciones por su excelencia durante el año escolar MS8 Grades reflect time enrolled in this school Sus calificaciones reflejan el tiempo inscrito en esta escuela MS9 Your child will be retained in his/her present grade for the next school year Su hijo/a repetirá el grado actual el próximo año escolar

Oral Language  Lenguaje Verbal LA1 Is not able to distinguish sounds in words No puede distinguir los sonidos en las palabras LA2 Does not consistently identify rhyming words No es constante identificando palabras que riman LA3 Demonstrates difficulty blending words Demuestra dificultad combinando palabras LA4 Demonstrates difficulty segmenting words Demuestra dificultad segmentando las palabras

Reading  Lectura R1 R2 R3 R4 R6 R8 R9

Shows an interest in literature Demuestra interés en la literatura Is beginning to read independently Empieza a leer independientemente Does not identify letters that have been introduced No identifica letras que han sido presentadas Has difficulty recognizing basic sight words Tiene dificultad reconociendo las palabras “a la vista” básicas Developing satisfactory reading strategies Esta desarrollando estrategias de lectura satisfactoriamente Uses phonics when reading Utiliza las destrezas fonéticas cuando lee Exhibits satisfactory use of reading strategies Demuestra uso satisfactorio de las estrategias de lec 33

Science  Ciencias SC1 Demonstrates understanding and interest in science concepts Demuestra comprensión e interés en los conceptos científicos SC2 Regular review of science concepts is recommended Se recomienda repasar regularmente los conceptos científicos SC3 Commended for mastery of concepts in science Felicitaciones por dominar los conceptos en ciencias SC4 Grade reflects low test/quiz scores in science Su calificación refleja los puntajes bajos en los exámenes/pruebas en ciencias

Social Studies  Estudios Sociales SS1 Demonstrates understanding and interest in social studies concepts Demuestra comprensión e interés en los conceptos de estudios sociales SS2 Regular review of social studies material is recommended Se recomienda repasar regularmente el material de estudios sociales SS3 Commended for mastery of concepts in social studies Felicitaciones por dominar los conceptos en estudios sociales SS4 Grade reflects low test/quiz scores in social studies Su calificación refleja los puntajes bajos en los exámenes/pruebas en estudios sociales

Work and Study Skills  Destrezas de Trabajo y Estudio WC1 Needs to come prepared for class Necesita llegar preparado a clase WCA Needs to request help Necesita pedir ayuda WCB Needs to work cooperatively Necesita trabajar en cooperación WCC Needs to improve organization Necesita mejorar su organización 34

WCD Needs to better prepare for tests Necesita prepararse mejor para las pruebas WCE Has difficulty staying on task to complete assigned work Tiene dificultad manteniéndose en las tareas para completar el trabajo asignado WCF Needs to put forth more effort Necesita esforzarse más WCG Needs to complete and return homework consistently Necesita ser más constante al completar y entregar las tareas WCH Work and study habits adversely affect progress Los hábitos de trabajo y estudio afectan adversamente su progreso WCJ Grades do not reflect ability Sus calificaciones no reflejan su habilidad WCK Easily distracted Se distrae fácilmente WCL Needs to improve oral communication skills Necesita mejorar sus destrezas de comunicación verbal WCM Needs to improve listening skills Necesita mejorar sus destrezas auditivas WCN Requires supervision to complete work Requiere supervisión para terminar el trabajo WCP Needs to work independently Necesita trabajar independientemente WCQ Has difficulty completing tasks in allotted time Tiene dificultad completando las tareas en el tiempo asignado WCR Inconsistent effort Esfuerzo inconsistente WCX Needs to participate in class activities Necesita participar en las actividades de clase WCY Needs to reduce careless errrors Necesita reducir los errores negligentes WPA Commended for “A” Honor Roll Felicitaciones por estar en la Lista de Honor “A”

Chesterfield County Public Schools

WPB Commended for “A-B” Honor Roll Felicitaciones por estar en la Lista de Honor “A-B” WPC Commended for work and study habits Felicitaciones por sus hábitos de trabajo y estudio WPD Works cooperatively in groups Trabaja en cooperación en grupos WPE Displays a confident and mature attitude Demuestra una actitud de confianza y madura WPF Expresses ideas clearly Expresa las ideas claramente WPG Requests help when needed Pide ayuda cuando la necesita WPH Generates original ideas Genera ideas originales WPJ Demonstrates leadership qualities Demuestra cualidades de liderato WPK Uses creative thinking Utiliza pensamiento creativo WPL Uses higher level thinking skills Utiliza destrezas de pensamiento de alto nivel WPM Offers relevant comments to class discussions Ofrece comentarios relevantes a las discusiones en clase WPN Is an enthusiastic learner Es un estudiante entusiasta WPP Completes assignments on time Completa las tareas a tiempo WPQ Has shown improvement in work and study skills Ha demostrado mejoría en las destrezas de trabajo y estudi

Resource Guide for Teaching English Language Learners

English as a Second Language  Inglés como Segundo Idioma ES1 Participates in the ESOL program at Level 1: Beginning Level Participa en el programa de ESOL – Nivel I: Nivel Principiante ES2 Participates in the ESOL program at Level II: Developing Level Participa en el programa de ESOL – Nivel II: Nivel en Desarrollo ES3 Participates in the ESOL program at Level III: Expanding Level Participa en el programa de ESOL – Nivel III: Nivel en Expansión ES4 Participates in the ESOL program at Level IV: Mainstreamed Level Participa en el programa de ESOL – Nivel IV: Nivel de Dominio ES5 (X) indicates no grade given due to limited English proficiency (X) indica que no se le otorga calificación debido a su competencia limitada en inglés ES6 Shows improvement in listening skills Demuestra mejoría en las destrezas auditivas ES7 Shows improvement in oral communciation skills Demuestra mejoría en las destrezas de comunicación verbal ES8 Demonstrates consistent effort in learning English Demuestra esfuerzo constante en el aprendizaje del inglés

Special Education  Educación Especial SE1 Grades reflect work in a modified curriculum in language arts Las calificaciones reflejan el trabajo en un plan de estudios modificado en lenguaje SE2 Grades reflect work in a modified curriculum in math Las calificaciones reflejan el trabajo en un plan de estudios modificado en matemáticas

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SE3 Grades reflect work in a modified curriculum in language arts and math Las calificaciones reflejan el trabajo en un plan de estudios modificado en lenguaje y matemáticas SE4 Grades reflect work with accommodations Las calificaciones reflejan el trabajo con acomodaciones SE5 Grades reflect work in a modified curriculum Las calificaciones reflejan el trabajo en un plan de estudios modificado SE6 Grades reflect work at the student’s instructional level Las calificaciones reflejan el trabajo a nivel de instrucción del estudiante

Language Arts  Lenguaje L11 Reads fluently with well developed comprehension skills Lee con fluidez utilizando destrezas de comprensión bien desarrolladas L12 Uses oral communication skills effectively Utiliza las destrezas de comunicación verbal con eficacia L13 Reads a wide variety of literature Lee una amplia variedad de literatura L14 Writes with voice and expression Escribe con voz y expresión L15 Shows improvement in writing skills Muestra mejoría en las destrezas de escritura L16 Reads grade level text fluently Lee texto a nivel del curso con fluidez L17 Applies knowledge of letter sounds in writing Aplica el conocimiento de sonidos de las letras en la escritura L18 Develops a clear and organized plan for writing Desarrolla un plan claro y organizado para escribir L19 Improvement is needed in comprehension skills Se necesita mejoría en las destrezas de comprensión 36

L21 Needs to use reading strategies consistently Necesita utilizar las estrategias de lectura con constancia L22 Will continue to benefit from nightly reading Continuará beneficiándose con la lectura en las noches L23 Needs improvement in editing skills Necesita mejorar las destrezas de edición L24 Needs improvement in usage and mechanics Necesita mejorar el uso y la mecánica del lenguaje L25 Needs improvement in revising written work Necesita mejorar la revisión del trabajo escrito L26 Needs to use more details in written work Necesita utilizar más detalles en el trabajo escrito L27 Would benefit from reading and writing during the summer Se beneficiaria en la lectura y escritura durante el verano L28 Does not apply phonics skills No aplica las destrezas fonéticas L29 Does not spell correctly in written work No deletrea correctamente en el trabajo escrito L31 Demonstrates difficulty reading grade level text fluently Demuestra dificultad leyendo textos a nivel de grado con fluidez L32 Does not apply knowledge of letter sounds in writing No aplica el conocimiento de los sonidos de las letras en la escritura L33 Does not develop a clear and organized plan for writing No desarrolla un plan claro y organizado en la escritura L34 Commended for mastery of concepts in language arts Felicitaciones por dominar los conceptos de lenguaje L35 Grade reflects low test scores in spelling La calificación refleja puntajes bajos en pruebas de ortografía Chesterfield County Public Schools

L36 Grade reflects low test/quiz scores in language arts La calificación refleja puntajes bajos en las pruebas/exámenes en lenguaje L37 Needs to write legibly Necesita escribir con letra legible L38 Completes daily work neatly Completa el trabajo diario con esmero L39 Needs to form letters correctly and work neatly Necesitas formar las letras correctamente y trabajar con esmero

Resource Guide for Teaching English Language Learners

L41 Needs to write in complete sentences Necesita escribir utilizando oraciones completas L42 Needs to use proper capitalization and/or punctuation Necesita utilizar mayúsculas y/o puntuación apropiadamente L43 Consistently uses proper capitalization and/ or punctuation Constantemente utiliza mayúsculas y/o puntuación apropiadamente L44 Commended for writing skills Felicitaciones por sus destrezas en escritura

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Useful Web Sites www.colorincolorado.org — Site for teachers of ELLs www.eslpartyland.com — “Karin’s ESL Partyland” and a wonderful resource for ESOL families. English and Spanish videos and tool kits available through this site. www.starfall.com — Site for teachers, students and families. Many materials such as premade journals for young writers may also be found.

www.eslgold.com — Materials thematically

organized into the four domains of language acquisition categories, listening, speaking, reading and writing. www.pacificnet.net~sperling/eslcafe.html — Also called “Dave’s ESL Café.” Site is for ELL students and teachers from around the world. www.csusm.edu/campus_centers/csb — Also called “Barahona Center for the Study of Books in Spanish for Children.” Excellent site to type in and find what you are looking for in print or literature for children in Spanish. kbears.com/borrico/soundisland.html — “Sound Island” is a site for the young learners. Great animal pictures in “Animals from A to Z.” www.comenius.com/fables — “Fluency through Fables” provides monthly fables and vocabulary. www.songsforteaching.com/esleflesol.html — Great songs for primary learners and some really good phonics songs. www.readingmatrix.com — Offers resources for teaching reading and writing. Particularly useful is “Script-O,” which allows teacher to easily make their own quizzes and tests. www.pdictionary.com — “Internet Picture Dictionary” is a free online multilingual picture dictionary for ESL students and beginning English, French, German, Spanish and Italian language learners of all ages. Word searches and flash cards are available. 38

offers lesson plans and printable materials. www.rubistar.4teachers.org — Rubrics for just about anything, for any grade level and available in Spanish. www.eslmonkeys.com/teacher/lessonplans.html — Provides idiomatic speech help and a slang term of the day. A good self-study area for older intermediate or advanced students. www.eslflow.com/esllessonplans.html — Elementary grammar lesson ideas using timelines. www.esl-lounge.com/siteguidelevels.shtml — Resource for ESOL books, games and songs for ELLs in the mainstream classroom.

www.western.edu/faculty/kwieseman/ELL/LDE_ Strategies.htm — This site provides many of

the following links, which may also be accessed by “googling” the title:  Reading Rockets ELL — special reading area site for ELLs  Wordless Books — list of wordless books  Everything ESL — teacher resources and plans  Help! They Don’t Speak English — Booklets for various age groups. Site is geared toward helping teachers and service providers work with migrant workers and their children.  BICS and CALP in a Nutshell — A graphic organizer comparing social language (BICS) and academic language (CALP).  Teaching ESL/EFL Students to Write Better — Outlines the steps in building confidence in the ELL writer.  Affective Strategies For Better Communication Teaching ELL Students “ABC’s of ESL” — Simple strategies for becoming a better teacher for your ELL students. Chesterfield County Public Schools

References

Used to Compile This Resource Guide Asher, J. (1977). Learning another language through actions: The complete teacher’s guide. Los Gatos, CA: Sky Oaks Publications. Barron, V. & DiCerbo, P.A. (n.d.). Grade level content: 7-12/secondary. In In the classroom • a toolkit for effective instruction of English learners. Retrieved January 4, 2008, from http:// www.ncela.gwu.edu/practice/itc/secondary.html Blachowicz, C.L.A. & Fisher, P. (2004). Vocabulary lessons. Educational Leadership, 61(6), 66-69. Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy, (2nd Ed.). White Plains, NY: Addison Wesley Longman. Collier, V.P. (1995). Promoting academic success for ESL students: Understanding second language acquisition for school. Woodside, NY: New Jersey Teachers of English to Speakers of Other Languages-Bilingual Educators.

Resource Guide for Teaching English Language Learners

Crandall, J. (Ed.) (1987). ESL through contentarea instruction: Mathematics, science, social studies. Englewood Cliffs, NJ: Prentice Hall Regents/Center for Applied Linguistics. Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and other matters. Working Papers on Bilingualism, 19, 121-129. Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon, England: Multilingual Matters. Drucker, M.J. (2003). What reading teachers should know about ESL learners. The Reading Teacher, 57(1), 22-29. Echevarria, J., & Vogt, M.E. (2008). 99 ideas and activities for teaching English learners with The SIOP Model. Boston: Pearson Education. Echevarria, J., Vogt, M.E., & Short, D.J. (2008). Making content comprehensible for English learners: The SIOP model ( 3rd ed.). Boston: Pearson Education. Gambrell, L.B., Morrow, L.M., Neuman, S.B., & Pressley, M. (1999). (Eds.). Best practices in literacy instruction. New York: The Guilford Press. Gaskins, I.W. (2004). Word detectives. Educational Leadership, 61(6), 70-73. Green, P. (2002). (Ed.) Graphic organizer: Collection. San Antonio, TX: Novel Units, Inc. Hill, J., & Flynn, K. (2006). Classroom Instruction That Works With English Language Learners. Alexandria, VA: Association of Supervision and Curriculum Development.

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Hopkins, G. (2007). “Sustained silent reading” helps develop independent readers (and writers). (Education World) Retrieved January 30, 2008, from http://www.education-world.com/a_curr/ curr038.shtml Houghton Mifflin’s Education Place. (n.d.). The effects of independent reading on reading achievement. Retrieved January 30, 2008, from http://www.eduplace.com/rdg/res/literacy/ in_read1.html Houghton Mifflin’s Education Place. (n.d.). Shared reading: An effective instructional model. Retrieved January 30, 2008, from http://www. eduplace.com/rdg/res/literacy/em_lit4.html Indiana Department of Education. (2005). Grading ELLs’ performance. Retrieved January 30, 2008, from www.doe.in.gov/lmmp/pdf/grading_ lep_performance.pdf Juel, C., & Deffes, R. (2004). Making words stick. Educational Leadership, 61(6), 30-34. Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon. Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon. Krashen, S. & Terrell, T. (1983). The Natural Approach: Language acquisition in the classroom. Oxford: Pergamon. Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman. Loop, C. & Abdelrahim Tartir, S. (n.d.). Grade level content: K-6/elementary. In In the classroom • a toolkit for effective instruction of English learners. Retrieved January 4, 2008, from http:// www.ncela.gwu.edu/practice/itc/elementary. html Marzano, R., Pickering, D. & Pollack, J. Classroom Instruction That Works. Alexandria, VA: Association of Supervision and Curriculum Development. O’Malley, J.M. & Pierce, L.V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Reading, MA: Addison Wesley 40

Ovando, C.J. & Collier, V.P. (1998). Bilingual and ESL classrooms: Teaching in multicultural contexts. Boston: McGraw Hill. Peregoy, S.F., & Boyle, O.F. (2005). Reading, writing and learning in ESL: A resource book for K-12 teachers. Boston: Pearson Education. Terrell, T. (n.d.). A natural approach to second language acquisition. Modern Language Journal, 6, 325 - 337. Terrell, T. (1983). The natural approach to language teaching: An update. Modern Language Journal, 66(2), (1982), 121-132. The Elementary Science Integration Projects. (n.d.). Read alouds. Retrieved January 30, 2008, from http://www.esiponline.org/classroom/ foundations/reading/readalouds.html Thomas, W. & Collier, V.P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz: Center for Research on Education, Diversity and Excellence, University of California, Santa Cruz. Virginia Department of Education, Division of Instruction, (2006). English: Strategies for teaching limited English proficient (LEP) students. In A supplemental resource to the K - 12 English standards of learning enhanced scope and sequence. Richmond, VA: Author. Retrieved March 10, 2008, from http://www. doe.virginia.gov/VDOE/Instruction/ESL/ LEPenglishResource.pdf Virginia Department of Education, Division of Instruction, (2004). Mathematics: Strategies for teaching limited English proficient (LEP) students. In A supplemental resource to the K - 12 mathematics standards of learning enhanced scope and sequence. Richmond, VA: Author. Retrieved January 21, 2008, from http:// www.doe.virginia.gov/VDOE/Instruction/ESL/ LEPmathResource.pdf Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University.

Chesterfield County Public Schools

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Chesterfield County Public Schools

Tier IV Child Study Intervention Team or Child Study Team Referral

Pyramid of Intervention Chesterfield Schools English forCounty Speakers Pyramid of Intervention for of OtherEnglish Languages Speakers

of Other Languages (ESOL)

Convene ESOL Team (ESOL teacher, reading specialist, classroom teacher, and principal or designee)that prescribes an individual student instruction plan.

The Pyramid of Intervention provides a framework for consistent delivery of services to English language learners.

On-going assessment, regrouping, and progress monitoring in the area of language arts and content with minimum service delivery of 60-90 minutes daily provided by the classroom teacher and/or support staff.

Tier III IntensiveȱESOLȱInterventionȱ Direct language arts instruction provided by the classroom teacher and/or support staff that includes one or more of the following: the ESOL teacher, PALS tutor, reading specialist, reading teacher, content teacher and/or other support staff identified by the school that has received ELL strategies and/or SIOPtraining. Minimum service delivery of 30–45 minutes daily. Additional subject area (mathematics, history, and science) instruction on the secondary level takes place in the ESOL classroom and mainstreamed classroom as determined by the school principal.

TierȱIIȱ RapidȱAccessȱtoȱESOLȱServicesȱ Language arts instruction incorporates the components of balanced literacy Reading, Writing, Word Work, Oral Language (Listening and Speaking) ESOL and classroom teachers receive training in strategies in working with mainstream teachers and/or the Sheltered Instruction Observation Protocol. Instruction includes adaptations that integrate ELL strategies with support and/or consultation with ESOL support staff as needed.

Tier I Mainstreamed Support for the English Language Learner (ELL)

Chesterfield County Public Schools  Department of Instructional Support Department of Instructional Support

Chesterfield County Public Schools chesterfield.k12.va.us [email protected] P.O. Box 10, Chesterfield, VA 23832 May 2008