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

New York

Russian

Italian

German

Scottish

Irish

African

Chinese

Polish

French

Michigan

Scottish

Polish

African

California

Japanese

Scottish

Chinese

Danish

German

Norwegian

Swedish

African

Irish

French

Russian

Mexican

Ohio

Slovak

German

Utah

Danish

Wisconsin

Norwegian

German

Polish

Texas

Mexican

Massachusetts

French

Irish

Pennsylvania

Slovak

Irish

Russian

African

Minnesota

Swedish

Norwegian

Rhode Island

French

Hawaii

Japanese

Chinese

Washington

Norwegian

Danish

SwedishIllinois

Irish

Norwegian

Swedish

Polish

Italian

Mexican

German

Danish

Slovak

Russian

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 SpeakingLevel 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 ListeningLevel 3

• 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 ListeningLevel 4

• 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 ListeningLevel 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

• 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

ReadingVocabulary

• 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

ReadingVocabulary 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

ReadingReading 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

ReadingLanguage 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

ReadingReading for Life Skills

• 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)

• 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 AcquisitionResearchers 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. What teacher says.

He runned. Oh, he ran. (grammar error)

I like eschool. I’m glad you like school.(pronunciation error)

They bought a carro. That’s nice they bought a (vocabulary error.) car.

Contextualize

Use realia

Technology

Charts

Diagramselectron

neutron

proton

Resources

• Pictures:

www.google.com (select images)Microsoft Word-insert picturewww.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.