English as a Second Language
In-service
October 10, 2008
Mrs. Liz Milo
Mrs. Patty Wilson
“Give me your tired,
your poor,
your huddled masses yearning
to breathe free,
The wretched refuse of your
teeming shore.
Send these, the homeless,
tempest-tost to me.
I lift my lamp beside the
golden door.”
America: The Melting Pot/Salad Bowl
Washington
Norwegian
Minnesota
Danish
Swedish
Swedish
California
Japanese
Scottish
Utah
Chinese
Danish
Michigan
Norwegian
Illinois
Wisconsin
Scottish
Irish
Norwegian
Polish
Norwegian
German
African
Swedish
Polish
Danish
Polish
German
Texas
Norwegian
Swedish
African
Italian
Mexican Mexican
German
African
Chinese
Danish
Polish
French
Irish
Hawaii
Slovak
French
Japanese
Russian
Russian Chinese
Massachusetts
Rhode Island
French
French
Irish
New York
Pennsylvania
Russian
Ohio
Slovak Italian
Slovak
Irish German
German
RussianScottish
African Irish
African
What is your ancestry?
America: The Land of Opportunity
SCSD
Jordan
Speak Arabic
Kindergarten
Grades 1,2,4,6
China
Mandarin Chinese and Fujianese
Grade 6
Serbia
Grade 4
Serbian
Sharon Middle School/High School
Jordan
China
Puerto
Rico
Guyana
Mexico
Grades
7-12
SCSD Planned Instruction
for Listening and Speaking
Level 1
• Tell name and age
• Identify family, school personnel, classroom
objects, basic body parts, common pets, fruits
• Use present tense of verb “to be”
• Use regular plurals
• Answer simple yes/no questions appropriately
• Follow simple directions involving basic
positions in space
Listening and Speaking
Level 2
• Identify common occupations, clothing, farm
animals and food
• Expression using present progressive tense of
common verbs
• Use negative and subject pronouns correctly
• Use mass pronouns appropriately
• Follows teacher’s directions related to identifying
positions on a page
• Repeat simple sentences correctly
• Comprehend and remember major facts of a
simple story
Speaking and Listening
Level 3
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Identify modes of transportation and household items
Name the days of the week
Describe common weather conditions
Use possessive nouns correctly
Ask simple future tense questions
Understand and express comparative and qualitative
concepts
Follow teacher’s directions involving movement in space
Repeat complex sentences correctly
Understand and identify moods in a simple story
Expression using present and future tenses
Express creative thoughts in complete sentences
Speaking and Listening
Level 4
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Identify content area vocabulary
Use superlatives and past tense correctly
Understand and name opposites of key words
Ask past tense questions
Discriminate the difference in closely paired
words
• Describe and organize the main properties of
common objects
• Identify main ideas and descriptive details of a
story or show
Speaking and Listening
Level 5
• Identify seasons and unusual occupations
• Use conditional tense of verbs
• Discriminate the difference in closely paired
words
• Expression using past tense correctly
• Comprehend and predict the outcome of a story
• Recall and retell main facts of a story
• Explain positive and negative attributes of
friendship
• Share meaningful, personal experiences
Writing
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Is intelligible
Addresses the topic
Expresses complete thoughts
Makes sense and organization of ideas is logical
Uses vocabulary and syntax that are appropriate
for student’s grade level
• Uses writing conventions with few errors
• Satisfactory quality and sufficient quantity to
meet grade level expectations
Reading
Vocabulary
• Given a visual stimulus the student will
select the most appropriate label,
descriptive word or action
• Inference
• Sight vocabulary includes nouns,
adjectives and verb forms
Reading
Vocabulary in Context
• Given a sentence, the student will select
the most appropriate word to complete it
correctly
• Inference
• Comprehension
• Vocabulary includes nouns, adjectives,
adverbs, verb form
Reading
Reading for Understanding
• Given a paragraph to read the student will
complete a statement which:
• Demonstrates comprehension
• Expresses/describes feelings
• Notes details and infers
• Elicits cause and effect relationships
• Predicts behavior
Reading
Language Use
• Given a phrase, the student will select that
form which completes it correctly:
• Verbs-regular and irregular past form,
progressive past and present
• Pronouns-possessive and contractions
• Nouns-irregular and possessive
• Adverbs
Reading
Reading for Life Skills
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Given a representation of a book the student will:
Use a table of contents
Identify the topic
Note details
Identify the author
Given a representation of an invitation, the student will
Infer from details
Draw conclusions
Given a time schedule, the student will:
Use a schedule
Infer and predict from details
• Communication with Parents
Federal regulations require districts to
provide information about assessment,
academic achievement and related issues
to parents in their native language or in
their preferred mode of communication.
This means that it is the district's/charter
school's responsibility to provide for
translation and interpretation services
Federal Law
OCR Title VI Civil Rights Act(1964)
•
“No person shall on the grounds of race,
color or national origin, be denied the
benefits of or subjected to discrimination
under any program or activity receiving
Federal Financial assistance.”
Federal Law
Equal Educational Opportunities Act(1974)
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Schools need to take appropriate
measures to overcome language barriers
that impede students’ participation in
programs.
Federal law
No Child Left Behind (2001)
• This act makes federal funding for states
dependent on student progress. According
to the act: “States that do not meet their
performance objectives for LEP students
could lose up to 10 % of the administrative
portion of their funding for all ESEAS state
administered formula grant programs.”
Classroom teachers provide
content area instruction
Aligned to the
PA Academic Standards
And adapted to meet the needs
of Limited English Proficient
students
State Code
22 Pa. Code §4.26, BEC (2001)
• Every school district shall provide a program for
each student whose dominant language is not
English for the purpose of facilitating the
student’s achievement of English language
proficiency and the academic standards under
§4.12(relating to academic standards).
Programs under this section shall include
appropriate bilingual-bicultural or English as a
Second Language (ESL) instruction.
Second Language Acquisition
Researchers and Theories
Basic
Interpersonal
Communication
Skills
Cognitive
Academic
Language
Proficiency
Affective Filter
Comprehensible
Input
Applying Tiered Questions
Preproduction
--Show me the wolf. Where is the house?
Early Production:
--Did the brick house fall down?
Speech Emergence:
--Explain why the third pig built his house out
of bricks. What does the wolf want?
Intermediate Fluency:
--Why do you think the pigs were able to
outsmart the wolf?
Advanced Fluency
--Accurately summarize the story
What should I do if an ELL uses
incorrect English?
Word-MES
–Provide vocabulary Words
–Model correct usage
–Expand by using adjectives, adverbs,
new vocabulary
–Help students “Sound like a book”
(use academic language)
Model (Restate with correction)
What student says.
He runned.
(grammar error)
I like eschool.
(pronunciation error)
What teacher says.
Oh, he ran.
I’m glad you like school.
They bought a carro. That’s nice they bought a
(vocabulary error.)
car.
Contextualize
Use
realia
Diagrams
e le c tr o n
n e u tr o n
p r o to n
Technology
Charts
Resources
• Pictures:
www.google.com (select images)
Microsoft Word-insert picture
www.Altavista.com (select image)
•Diagrams
www.enchantedlearning.com
Build Vocabulary
• Introduce new vocabulary.
• Provide time and activities to read, write,
speak and listen to new vocabulary.
• Review vocabulary.
• Arrange authentic learning activities for
students to interact using new vocabulary.
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Give me your tired, your poor, your huddled masses