ELLs:
Strategies and
Resources for the
Classroom Teacher
ELL= English Language
Learners
•ESOL
•ESL
•TESOL
•LEP
The English For Speakers of Other
Languages Program in Wicomico County
Purpose: - English Language Immersion
Staffing - 10 teachers and 5 assistants serving 276 students.
The ESOL teacher to student ratio is 1 teacher 25-30
students
Elementary- Support provided in the classroom with pullout as
needed
Secondary- Students are serviced at Bennett Middle and James M.
Bennett High Schools. Separate courses are provided
with coaching as much as possible in the classroom.
Wicomico County Data on LEP
Students (as of Oct. 31, 2003)
Total enrollment of LEP students:
276
LEP students with an IEP:
7
Students with interrupted schooling:
7
Students illiterate in native language:
1
LEP students who dropped out:
1
LEP students refusing services:
3
Top Five Languages Spoken by LEP
Students in Wicomico County
Spanish:
Korean:
Haitian-Creole
Urdu (Pakistan)
Chinese
100
83
37
17
6
There are 18 languages spoken in the county.
The total population of LEP students is 276 out of
14,276 students.
English Language Learners in the
Classroom
Benefits
Hardships
Brainstorm strategies
you already use in your
classroom that could
benefit ELL students.
ELL Proficiency Levels
NEP: Non-English Proficient / Beginners
• Students have very few oral skills – little or no
English proficiency
• They may go through a “silent period” where
they attempt to make no English sounds.
• The English sound system is new to them, and
they comprehend little of what is said in English.
• Beginners may demonstrate various levels of
oral and literacy skills in their primary language.
Beginner Students Can:
“I have
no English
proficiency.”
© 2000, Intercultural Development Research Association
Point
Nodding/Shaking Head
Draw
Match
Select
Circle
State
Choose
Act Out
Label
Name
List
Answer yes/no ?s
South Central Collaborative for Equity
Beginning Level
Strategies and Activities
Label
classroom
Use Manipulatives/Realia
Total Physical Response (TPR)
Non-verbal role play
Rhymes, chants, songs, games
Pre-recorded stories
Reading aloud
Choral/echo reading
Language
Experience
Approach (LEA)
Hands-on projects
Author’s chair
Flannel board stories
Environmental labels
Word banks/Word Walls
Think-Pair-Share
Model Skills
ELL Proficiency Levels
LEP:
Limited English Proficient / Intermediate
• Can converse at length and comprehend almost anything
that is said to them; however, reading and writing can
continue to be a challenge.
• Students can understand written English that includes
pictures, objects, actions, and sounds.
• May be literate at or above level in their primary
language.
• Literate students quickly transfer reading and writing
skills into English
Intermediate Students Can:
“I have good oral
skills in English,
but minimal
reading and
composition
skills in English.”
© 2000, Intercultural Development Research Association
Recall
Retell
Define
Describe
Compare
Contrast
Summarize
Restate
Answer Questions
State Opinions
Share Thoughts
Converse at Length
Comprehend Orally
South Central Collaborative for Equity
Intermediate Level
Strategies and Activities
 Role
playing (verbal)
 Reading, reciting poetry, writing
 Group discussions
 Retelling stories
 Process writing, quick writes and dialogue journals
 Graphic organizers
 Summarizing
 Compare and contrast stories and authors
 Use real life objects or models
 Provide Prompts
ELL Proficiency Levels
FEP:
Fluent English Proficient / Advanced
• Students are able to use English comparable to
native speakers.
• May still have difficulties with higher-order
thinking skills which may hinder performance on
standardized and norm referenced tests.
• Testing and classroom performance will
determine monitor/exit status in the ESOL
program
Advanced Students Can:
“I am fluent in oral
English and have
some reading and
writing skills, but
need help to pass
tests.”
© 2000, Intercultural Development Research Association
Analyze
Create
Defend
Debate
Evaluate
Justify
Support
Explain
Use Extensive
Vocabulary
South Central Collaborative for Equity
Advanced Level
Strategies and Activities
 Age
appropriate reading and writing
 Analyzing charts, graphs, and stories
 Predicting outcomes
 Supporting and defending positions/opinions
 Evaluating and judging processes
 Use the “ABCs” (Activity Before Content) of
teaching. This will allow students to discover
new concepts on their own which can make them
more meaningful
 Incorporate all learning modalities, including
visual, aural, and tactile
Four friends went to a restaurant. They
ordered a pizza. It was divided into
eight slices. How many slices will each
friend get? Will there be any left over?
If there were only three friends, how
many slices will each friend get? Will
there be any left over?
Resources
• The ESOL teacher
• McGraw-Hill Mathematics ELL Handbook
• The internet
–
–
–
–
–
–
–
www.mhschool.com/math (has Span. and Eng.)
www.tolearnenglish.com
http://www.ezschool.com
www.education.com
http://bogglesworld.com/
www.eslcafe.com
http://www.ccboe.com/adulted/resources/math.htm (lists
math and ESL web-sites)
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