Fairfield ESL Handbook - English Version

8/11/2019 Fairfield ESL Handbook - English Version

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FAIRFIELD AREA SCHOOL DISTRICT

ESL/ELL HANDBOOK

SEPTEMBER 2005

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Table of Contents

ESL Program Goals/Objectives 3

Entry Criteria 3

Exit Criteria 6

Monitoring of Exite St!ent"s# 6

Orientation to Sc$ool %

ESL E!cational Program &

St!ent Partici'ation 1(

P!'il Personnel Services ) 1(

Staff *evelo'ment 1(

Comm!nity +nvolvement 11

Program Eval!ation Proce!res 1,

-ccessing +nter'reters an .ranslators 1,

S!ggeste .eac$ing Strategies 13

*istrict orms -''enix

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ESL PRO!RAM" !OALS AND OB#ECTI$ES

.$e ESL "Englis$ as a Secon Lang!age# 'rogram is establis$e to 'rovie st!ents 0it$ t$e

vocab!lary an grammatical str!ct!res neee for bot$ sc$ool 'erformance an everyay living)

.$e 'rogram f!nctions in graes 21, follo0ing t$e Planne Co!rse of +nstr!ction evelo'efor reg!lar e!cation in t$e airfiel -rea Sc$ool *istrict)

.oget$er 0it$ t$e classroom teac$er t$e ESL teac$er evelo's lang!age ac4!isition ancognitive acaemic lang!age s5ills t$ro!g$ t$e !se of so!n instr!ctional tec$ni4!es) .$e ESL

'rogram 'rovies t$e Englis$ Lang!age Learner "ELL# t$e o''ort!nity to gras' t$e acaemic

social an c!lt!ral as'ects of t$e Englis$ lang!age t$ro!g$ t$e teac$ing of reaing 0riting

s'elling an listening)

.$e goal of t$e ESL 'rogram is to $el' st!ents evelo' lang!age s5ills necessary to be

s!ccessf!l st!ents an members of society) .$is can be one most effectively by meeting t$e

follo0ing objectives1) to n!rt!re self2'rie an self2ientity in eac$ st!ent7s ling!istic an

c!lt!ral $eritage),) to evelo' 'roficiency in t$e Englis$ lang!age)

3) to reac$ a level of 'roficiency in reaing 0riting s'ea5ing an

listening as o!tline in t$e Pennsylvania State Stanars)8) to reac$ a level of 'roficiency in all content areas)

9) to 'rovie c!rric!lar an extra2c!rric!lar o''ort!nities for ELL in a

similar fas$ion to o!r non2ELL st!ents)

ENTR% CRITIERIA

:esearc$ inicates it ta5es any0$ere from five to seven years for st!ents to ac4!ire a ne0

lang!age) Secon lang!age s5ills ac4!isition re4!ires constant intensive g!ie 'ractice) ;-

consierable amo!nt of researc$ from bot$ E!ro'e an


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Re&'st(at'on an) I)ent'f'*at'on

airfiel -rea Sc$ool *istrict st!ent registration is con!cte t$ro!g$ a central registration'rocess) -ll registering st!ents "incl!ing ELL# m!st 'resent imm!ni>ation recors an

com'lete t$e ?ome Lang!age S!rvey an 'rovie 'roof of resiency 0it$in t$e airfiel -rea

Sc$ool *istrict) Lang!age S!rvey an/or +ea Proficiency .est to etermine ESL instr!ctional level'lacement)

ESL st!ents s$all be 'lace in a grae level t$at is a''ro'riate accoring to e!cational

ex'erience a age) -ny eviation from an age2a''ro'riate 'lacement s$all be base on factors

ot$er t$an 'roficiency in t$e Englis$ lang!age) -n effort is mae to gro!' st!ents 0it$in t0o ort$ree grae levels for ESL instr!ction) Princi'als 0ill notify 'arents of t$eir c$il7s 'artici'ation

in t$e ESL 'rogram) Eval!ation is on going 0it$ st!ents c$anging levels as neee) Exit

'roce!res an follo02!' contact are con!cte as eeme a''ro'riate by t$e s'ecific nees of

t$e st!ents)

ESL Le,els an) Tea*-'n& St(ate&'es

@'on analysis of t$e lang!age assessment t$e ELL 0$o is categori>e !sing one of t$e levelsliste belo0 0ill be 'rovie instr!ction on t$e ESL 'rogram)

Le,el I . NEP . T-'s ol) be *ons')e(e) t-e Non"En&l's- P(of'*'en*1 Sta&e

St!ents at t$is stage are not reay to actively 'ro!ce lang!age) .$ey are listening

an beginning to res'on an s$o0 t$at t$ey !nerstan by !sing nonverbal signals)

St!ents in t$is stage emonstrate t$e follo0ing

res'on in a nonverbal manner

memori>e 0ritten or s'o5en 0or5s an '$rases rely $eavily on 'ict!res to !nerstan tests

emonstrate limite com're$ension es'ecially of 0ritten lang!age

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Le,el II . NEP . T-'s ol) be *ons')e(e) t-e Re*et',e Lan&a&e Sta&e

St!ents can atten to $an2on emonstrations an ill!strate stories 0it$ more!nerstaning) .$ey can give one20or res'onses an initiate a conversation by

'ointing an !sing a single 0or) -s rece'tive vocab!lary ex'ans t$ey can res'on

nonverbally to a 0ie range of vocab!lary items) St!ents in t$is stage emonstrate t$efollo0ing

im'rove !nerstaning of basic inter'ersonal comm!nications "A+C#

com're$en abo!t ,( of t$e acaemic content t$ey $ear

inability to com're$en most textboo5s

0riting limite to ,29 0or sentences

large ga's in vocab!lary grammar an reaing com're$ension

Le,el III . NEP . T-'s ol) be *ons')e(e) t-e S(,',al En&l's- Sta&e

St!ents at t$is stage begin s'ea5ing '$rases an sim'le sentences) .$ey 0ill ma5emista5es in grammar 0or orer an 0or !sage as t$ey begin to comm!nicate more

freely) Mista5es area a necessary 'art of t$e learning 'roves as st!ents move to0ar

becoming more fl!ent s'ea5ers) St!ents in t$is stage emonstrate t$e follo0ing

an !nerstaning of most of t$e non2acaemic vocab!lary !se in t$e classroom

an ability to rea an 0rite in a evelo'mentally a''ro'riate 0ay

an ability to com're$en some acaemic tests

an ability to !nerstan ca!se an effect

iffic!lty 0it$ inferences 0or orer 0or !sage an grammar

Le,el I$ . LEP . T-'s ol) be *ons')e(e) t-e De,elo'n& Flen*1 Sta&e

St!ents are able to comm!nicate t$eir t$o!g$ts more com'letely) .$ey can 'artici'ate

in everyay conversations 0it$o!t relying on concrete context!al s!''ort) Some can !set$e tele'$one in sit!ations in 0$ic$ little 'revio!s context $as been establis$e) St!ents

in t$is stage emonstrate t$e follo0ing

an ability to ex'ress ieas on a 0ie range of to'ics

an ability to com're$en evelo'mentally a''ro'riate material an ability to 0rite to convey meaning an !nerstaning

small ga's in vocab!lary an/or grammar

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E3IT CRITERIA

.$e exit criteria 'rovie belo0 for Englis$ Lang!age Learners "ELLs# re'resent vali an

reliable evience of a st!ent7s Englis$ lang!age 'roficiency to exit from an Englis$ lang!ageinstr!ctional 'rogram)

+n orer to meet t$e re4!ire State exit criteria for Pennsylvania7s Englis$ lang!age instr!ctional'rograms for ELLs LE-s m!st !se bot$ of t$e re4!ire exit criteria liste belo0) +n aition

LE-s m!st ens!re t$at st!ents meet one of t$e , aitional exit criteria 'rovie belo0 to exit

from an Englis$ lang!age instr!ctional 'rogram

Required Exit Criteria:

1) Score of Aasic on t$e ann!al Pennsylvania System of Sc$ool -ssessment "PSS-#)

SPECIAL CIRCUMSTANCES:

For students transferring from other states, out-of-state academic achievement

assessment results may be considered when the academic proficiency level is

comparable to Basic on the PSSA.

For students that are in a grade that is not assessed with the PSSA, LA!s must

use each of the remaining criteria listed below to e"it students.

,) Score of Proficient "Ariging as 'er t$e Pennsylvania Lang!age Proficiency Stanarsfor Englis$ Lang!age Learners# in t$e areas of Listening S'ea5ing :eaing an Briting

on t$e ann!al state Englis$ lang!age 'roficiency assessment) .$e Proficient "Ariging#score 0ill be base on t$e total com'osite assessment res!lts)

Additional Exit Criteria:

1) inal graes of C or better in core s!bject areas "Mat$ematics Lang!age -rts Science

an Social St!ies#)

,) Scores on istrict20ie assessments t$at are com'arable to t$e Aasic 'erformance levelon t$e PSS-)

MONITORIN! OF E3ITED ST4DENTs6

.$e *istrict 0ill contin!e to monitor all st!ents exite from ESL 'rograms for a 'erio of t0o

years) .$e monitoring 0ill incl!e a yearly revie0 of acaemic 'rogress an state an local

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assessments) -caemic 'rogress re'orts 0ill be 'rovie to 'arents at t$e en of eac$ mar5ing

'erio an 'arent conferences 0ill be $el at least once a year to revie0 ata an 'rogress)

ORIENTATION TO SCHOOL

.$e first fe0 ays an 0ee5s are es'ecially iffic!lt for t$e ne0ly arrive non2Englis$ s'ea5ing

st!ent) ?e/s$e m!st learn not only t$e Englis$ lang!age b!t a 0$ole com'lex c!lt!ralframe0or5) ?ere are some 0ays yo! t$e classroom teac$er can $el' ma5e t$e transition to a

ne0 lang!age an c!lt!re easier

1) in o!t as m!c$ as 'ossible abo!t t$e ESL st!ents an $is/$er c!lt!ral bac5gro!n) Learn 0$at $e/s$e 0o!l li5e to be calle an attem't to 'rono!nce t$e name correctlyD o e it) in o!t 'ertinent 'ersonal ata) Ae a0are t$at st!ent be$avior or res'onses

may be reflective of c!lt!ral bac5gro!n)

,) Belcome ne0 arrivals 0armly) Ae frienly an em'at$etic to t$eir nees) o! 0ill

infl!ence t$e attit!e of yo!r entire class) +f yo! regar t$e coming of a st!ent from an !nfamiliar bac5gro!n as an enric$ing ex'erience from 0$ic$ everyone can learn it 0ill be

j!st t$at)

3) +nform classmates of t$e nees an 'roblems t$at ESL st!ents face) -s5 t$em to s!ggest

0ays t$ey can $el' ma5e it easier for t$eir ne0ly arrive classmate to learn Englis$ an to

become oriente to a ne0 environment)

8) .a5e t$e st!ent for a to!r of t$e sc$ool) +ntro!ce $im/$er to sc$ool 'ersonnel) -c4!aint

$im/$er 0it$ t$e location of t$e office l!nc$room library gym restroom loc5ers etc)

Enco!rage $im/$er to learn t$e titles an f!nctions of staff members an t$e names of t$erooms)

9) .eac$ essential co!rtesy an s!rvival '$rases) *etermine o!r most fre4!ently !se of of commans an '$rases) .ry to !se t$ose ex'ressions excl!sively !ring t$e first 0ee5s)

Ex'an yo!r vocab!lary for classroom items an irections gra!ally "e)g) @se ;c$al5boar=

initiallyD vary 0it$ ;blac5boar an ;boar= later#)

6) @se t$e ESL staff as a reso!rce for aitional information on an to ins!re effective

comm!nications 0it$ t$e st!ent an $is/$er 'arents)

%) -ssign a 'eer b!y to t$e ne0 st!ent to serve as a g!ie aro!n sc$ool an a moel for

correct Englis$ !sage)

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Clt(al I+l'*at'on

C!lt!ral ifferences often ca!se interference interr!'tion an mis!nerstaning in -mericanclassrooms) Aeca!se c!lt!ral be$aviors are !s!ally ta5en for grante by all $!mans c!lt!ral

ifferences may not be notice !ntil tro!ble er!'ts) .$e 'rocess of !nerstaning involves fo!r

ste's

1) @nerstan t$e nat!re of t$e c!lt!re an its im'lications for t$e classroom)

,) Gain all facts 'ossible abo!t t$e c!lt!re of all et$nic gro!'s re'resente in t$e classroom)

3) Learn to be a goo observer of c!lt!ral 'atterns)

8) Provie for c!lt!ral ifferences in 'lanning an con!cting instr!ction)

Exam'les of vario!s be$aviors t$at may be 'resent !e to c!lt!ral ifferences are

some st!ents may ref!se to eat 0it$ t$eir 'eers beca!se t$ey are not acc!stome to

eating 0it$ anyone b!t members of t$eir o0n family)

some st!ents 0ill avoi irect eye contact 0it$ t$eir teac$ers since in t$eir c!lt!re t$e

act of loo5ing 'eo'le irectly in t$e eye may $ave a meaning ot$er t$an anac5no0legement of listening)

some st!ents ten to smile even 0$en t$ey are in isagreement 0it$ 0$atever is being

comm!nicate to t$em or 0$en t$ey are being re'rimane since in t$eir c!lt!re a smile

is a gest!re of res'ect t$at c$ilren are oblige to s$o0 t$eir s!'eriors)

some st!ents ref!se for c!lt!ral reasons to 'artici'ate in activities 0$ic$ re4!ire

'$ysical contact)

some st!ents 0ill not ans0er !nless t$ey 5no0 t$e correct ans0er) -n incorrect ans0er

a g!ess means ;losing face)=

So!rce Englis$ as a Secon Lang!age/*ialect :eso!rce Aoo5 for 21,) Province of Aritis$ Col!mbia Ministry of

E!cation)

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THE ESL ED4CATIONAL PRO!RAM

- variety of e!cational materials trae an teac$er aa'te or 'ro!ce are !se to s!''ortt$e t$eme2base an !nit2base ESL) Proficiency encom'asses c!lt!re an t$e fo!r s5ill areas

Listening s'ea5ing reaing an 0riting as set fort$ in t$e state stanars) Cognitive acaemic

lang!age 'roficiency is aresse at all levels of ac4!isition) Content vocab!lary ancom're$ension nees are aresse in all levels of t$e 'rogram)

ESL instr!ction in t$e airfiel -rea Sc$ool *istrict is g!ie by t$e Planne Co!rse of+nstr!ction) .$is atabase 'rovies t$e content an stanars ta!g$t in eac$ co!rse) .$e ESL

'rogram at t$e elementary follo0s t$e Planne Co!rse of +nstr!ction for Lang!age -rts an

s$o!l be coorinate 0it$ classroom instr!ction) -t t$e seconary level ESL instr!ction may

be 'rovie as a re'lacement class)

.$ro!g$ t$eir 0or5 0it$ t$e ELL t$e ESL teac$er not only 'rovies instr!ction in lang!age

ac4!isition b!t also collaborates 0it$ content area instr!ctors to meet t$e nee of t$e ELL) +n

orer for s!ccess to occ!r in t$e reg!lar classroom setting aa'tation an accommoations m!stbe mae to reac$ t$e learner at $is/$er instr!ctional level) ;.eac$ers m!st aa't co!rse of st!y

to meet st!ent nees) -a'ting co!rse0or5 oes not mean il!ting or 'lacing in lo0er graesof instr!ction)= HAasic E!cation Circ!lar E!cating St!ents 0it$ Limite Englis$

Proficiency "LEP# an Englis$ Lang!age Learners "ELL# iss!e I!ly 1 ,((1)J

A+ont of T'+e 'n ESL Class

.$e follo0ing c$art inicates t$e minim!m amo!nt of time eac$ ay a st!ent attens t$e ESLclass) .$is varies e'ening on t$e ESL level in 0$ic$ t$e st!ent $as been ientifie)

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H'&- S*-ool :";269 ESL is a creite co!rse) St!ents s$all earn a 'ercentage grae)

St!ents ta5e ESL in lie! of Englis$) +n s!bject areas at t$e senior $ig$ level ESLst!ents receive a 'ercentage grae) Aase on t$e nee an 'roficiency level of t$e

st!ent t$ey may receive a Pass or ail grae "P/#)

ST4DENT PARTICIPATION IN RELATED E3TRAC4RRIC4LAR ACTI$ITIES

.$e airfiel -rea Sc$ool *istrict is committe to 'roviing all st!ents 0it$ an e4!al

o''ort!nity an access to 'artici'ate an be s!ccessf!l in bot$ c!rric!lar an extrac!rric!lar

activities regarless of race color national origin gener sex!al orientation $anica' orlang!age barrier) Englis$ Lang!age Learners are enco!rage to 'artici'ate in all sc$ool

'rograms an activities)

P4PIL PERSONNEL SER$ICES

Consel'n&

G!iance Co!nselors are available to assist all st!ents incl!ing st!ents 0it$ limite Englis$

'roficiency 0it$ social an emotional iss!es as 0ell as g!iance in t$e areas of career 'lanning

sc$e!ling sc$ool to 0or5 transitions 'ost2seconary e!cational 'lanning etc)

Se*'al E)*at'on an) !'fte) E)*at'on Se(,'*es

Limite Englis$ 'roficiency is not a factor for consieration in t$e 'lacement of st!ents into

S'ecial E!cation an Gifte Programs) Englis$ Lang!age Learners 0$o 4!alify for gifte

'rograms 0ill not be barre from t$ose 'rograms !e to lang!age barriers) -ssessment aneval!ations for s'ecial e!cation an gifte 'rograms 0ill be con!cte as m!c$ as 'ossible an

as m!c$ as necessary in t$e learner7s 'rimary lang!age)

STAFF DE$ELOPMENT RELATED TO THE ESL PRO!RAM

ESL Staff

-ll ESL staff receives a''ro'riate training an 'rofessional e!cation 'rovie by t$e Lincoln

+ntermeiate @nit on an ann!al basis)

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D'st('*t P(ofess'onal Staff

-s ao'te by t$e sc$ool boar t$e airfiel -rea Sc$ool *istrict7s Strategic Plan $o!ses t$eProfessional *evelo'ment 'lan for t$e istrict) .$is incl!es as re4!ire by State 'olicy

'rovisions for 'roviing training to all 'rofessional staff in areas relative to Englis$ as a Secon

Lang!age) .$is training ta5es 'lace !ring teac$er in2service ays fac!lty meetings an ot$era''ro'riate times)

COMM4NIT% IN$OL$EMENT

P(o&(a+ Plann'n& an) A),'so(1

Program 'lanning an eval!ation is an ongoing 'rocess involving t$e ESL Coorinator A!iling

Princi'als ESL teac$ers an Lincoln +ntermeiate @nit ESL S!'ervisory 'ersonnel) .$e

airfiel -rea Sc$ool *istrict t$ro!g$ involvement 0it$ t$e -rtist in :esience Program

'rovies c!lt!ral ex'eriences for staff an st!ents)

Co++n'*at'on 't- St)ent


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PRO!RAM E$AL4ATION PROCED4RES

Program eval!ation is con!cte on an on2going basis via in'!t from aministrators staff an'arents) Most im'ortantly 'rogram analysis is con!cte by inter'reting st!ent 'rogress an

ac$ievement) .$e Lincoln +ntermeiate @nit ESL 'rogram staff is !tili>e in a cons!ltation

manner to 'rovie s'ecific feebac5 in regars to c!rric!l!m iss!es staff iss!es an inivi!alst!ent iss!es)

INTERPRETERS AND TRANSLATORS

B$en an inter'reter or translator is neee in orer for *istrict staff to comm!nicate effectively

!ring a meeting 0it$ t$e 'arents of an ESL st!ent t$e follo0ing 'roce!re 0ill be follo0e inorer to obtain services

1) .$e staff member 0ill contact t$e *istrict ESL Coorinator "ext) ,(88# an re4!est

t$e necessary services 0$ile 'roviing t$e time lang!age of 'arent an location oft$e meeting)

,) .$e ESL coorinator 0ill cons!lt t$e a''rove list of inter'reters an translators

'rovie by t$e Lincoln +ntermeiate @nit) .$e ESL coorinator 0ill t$en contact t$e

inter'reter or translator an sc$e!le t$e services to be 'rovie for t$e meeting)

3) @'on confirmation of neee services t$e ESL coorinator 0ill contact t$e *istrict

Staff member 'roviing $im/$er 0it$ t$e name an '$one n!mber of t$e inter'reter

or translator)

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S4!!ESTED TEACHIN! STRATE!IES

De,elo'n& O(al S='lls In A Se*on) Lan&a&e

?o0 o t$e 'atterns t$at c$ilren follo0 0$en ac4!iring a first lang!age relate to t$e ste's t$at

follo0 0$en learning a secon lang!age Lang!age researc$ers *!lay A!rt an Aras$en fo!nmany similarities bet0een ac4!iring oral s5ills in a first lang!age an t$en ac4!iring t$em in a

secon lang!age) or exam'le t$ey mae t$e follo0ing observations

1) Li5e first lang!age learners secon lang!age learners organi>e t$e lang!age t$ey $ear in t$eir

o0n inivi!al an systematic 0ay) .$ey learn t$e ne0 lang!age in stages ac4!iring sim'le

str!ct!res first t$en more com'lex ones) Secon lang!age learners ac4!ire ne0 str!ct!res

only 0$en t$ey are mentally reay regarless of t$e manner of fre4!ency or 'resentation)

,) +f a secon lang!age is learne before '!berty t$e learner 0ill ac$ieve oral 'roficiency

more 4!ic5ly t$an if t$e secon lang!age is learne after '!berty)

3) .$e ric$er t$e learner7s ex'os!re to nat!ral comm!nication in t$e ne0 lang!age t$e faster

$e/s$e 0ill learn t$e ne0 lang!age) ?o0ever t$e content of t$e lang!age m!st be com're$ensible to t$e learner) .al5ing 0it$ t$e learner abo!t everyay events an

accom'anying s'eec$ 0it$ facial ex'ressions gest!res an vis!al cl!es 0ill ma5e t$e

lang!age in'!t com're$ensible) +t is also necessary to s'ea5 slo0ly an clearly "not lo!ly# 0it$ secon lang!age learners an to !se s$ort sim'le sentences)

8) :elaxe an self2confient learners ac4!ire t$e secon lang!age faster t$an t$ose 0$o feel

tense or !ns!re of t$emselves) +f a teac$er re'eately corrects st!ents7 lang!age t$is oesoes not ins!re t$at t$ey 0ill sto' ma5ing errors) !rt$ermore learners benefit more from t$e

lang!age t$ey $ear from t$eir 'eers an from 'eo'le 0it$ 0$om t$ey ientify t$an from

formal instr!ction in a classroom)

ee' in min

1) Secon lang!age learners m!st also learn a ne0 c!lt!re)

,) - large 'art of t$e tas5 of learning a secon lang!age is ac4!iring a ne0 labeling system for

conce'ts t$at $ave alreay been evelo'e in t$e native lang!age)

3) Secon lang!age learners $ave a first lang!age t$at can be !se as reference in ac4!iring t$e

secon lang!age) ?o0ever t$e first lang!age infl!ences t$e secon lang!age mostly in'ron!nciation) .$is is es'ecially tr!e for oler learners)

8) Oler lang!age learners can !se t$eir avance intellect!al 'o0ers to analy>e t$e ne0lang!age) ?o0ever t$is oes not $el' t$em to s'ea5 t$e lang!age fl!ently)

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!ene(al Tea*-'n& St(ate&'es

:e!ce anxietyD 'rovie activities 0$ere s!ccess is li5elyN

St!ents 0$o feel smart learn faster) Conversely t$e more anxiety st!ents ex'erience t$e less

alert t$ey are to lang!age in'!t) St!ents learn best in lo02anxiety sit!ations 0$ere t$ey arec$allenge at an a''ro'riate level) Give st!ents c$oices among activities an lots of

enco!ragement)

ESL st!ents 0ill be 0ea5est in a!itory learning) o!r teac$ing nees to 'rovie ill!strations

ramatic gest!res actions emotions voice variety blac5boar s5etc$es '$oto emonstrations

an $ans2on materials) .$is ty'e of instr!ction 0ill b!il conce't evelo'ment as 0ell as

lang!age)

Ma5e lessons com're$ensible an memorable)

Enric$ yo!r lessons 0it$ vis!al ais an yo!r 'ersonality) Brite 5ey 0ors on t$e boar reat$em alo! an efine t$em 0it$ 'ict!res or ill!strations) .$ese activities 0ill $el' to anc$or

im'ortant vocab!lary from oral lessons)

Let ESL st!ents 5no0 t$ey are incl!e)

Ma5e eye contact 0it$ yo!r ESL st!ents mention t$eir names !ring yo!r reaing or

'resentation smile 0in5 an occasionally stan near t$eir es5s so t$ey 5no0 yo! $ave not

forgotten t$em)

Create a social context for learning)

Pair or gro!' t$e ESL st!ents 0it$ ot$er st!ents so t$ey are not isolate b!t 'art of a team)Provie roles to gro!' members esignating 0$at t$e ESL st!ent can contrib!te)

or !''er elementary an seconary st!ents a biling!al ictionary is a 'o0erf!l tool incomm!nication an confience b!iling) St!ents s$o!l eac$ $ave a 'ersonal co'y "soft cover

lig$t 0eig$t# an carry it 0it$ t$em)

.ailor assignments to fit t$e ability of t$e st!ent)

-j!st an limit t$e reaing assignments) Provie aitional vis!als an $ans2on activities

0$erever yo! can) -a't aa't aa't content to matc$ st!ents7 abilities)

.ailor yo!r oral 4!estions to get better feebac5

!estions not only give yo! feebac5 on t$e st!ent7s !nerstaning b!t are an excellent

lang!age teac$ing tool) ?ere is a $ierarc$y of 4!estions to as5 ESL st!ents

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as5 t$e ESL st!ents to 'oint to items in a 'ict!re 0ors on t$e blac5boar or locations

on a ma') +f t$ey can7t !nerstan t$e irections or t$e vocab!lary $ave anot$er st!ent

emonstrate t$e ans0er) .$en as5 t$e ESL st!ent t$e same 4!estion in t$e same 0ors)

as5 sim'le ill!strate 4!estions t$at can be ans0ere 0it$ yes or no) "Exam'le

?oling a 'ict!re of t$e B$ite ?o!se an 'ointing to 'laces on a ma' as5 ;+s t$e B$ite?o!se in California= ;+s t$e B$it ?o!se in Bas$ington *)C)=#

as5 4!estions t$at may be ans0ere in a single 0or or '$rase s!''ly t$e ans0er

embee in an 0it$er/or 4!estion) "Exam'le ;+s t$e B$ite ?o!se in California or inBas$ington *)C)=#

Batc$ yo!r st!ents7 boy lang!age) - st!ent may 5no0 an ans0er b!t be fearf!l an

raise $is $an $esitantly only a fe0 inc$es) Catc$ t$at an s!''ort t$e st!ent in gainingt$e confience to ans0er)

One20or ans0ers are s!fficient)

*o not re4!ire yo!r ESL st!ents to '!t oral ans0ers in com'lete sentences) .$is 0ill re!ce

t$eir ability to 'artici'ate) -cce't one20or ans0ers an sometimes s!''ly t$e sentence in yo!rac5no0legement)

.eac$er B$ere is t$e B$ite ?o!seSt!ent Bas$eeton nee cee

.eac$er :ig$tN .$e B$ite ?o!se is in Bas$ington *)C)

-llo0 more time to ans0er)

.$e ty'ical time lag a teac$er allo0s after a 4!estion in mainstream class isc!ssion is fivesecons) -n ESL st!ent may 5no0 t$e ans0er b!t nee an allo0ance of 19 to ,( secons to get

t$ro!g$ t$e extra t$in5ing time re4!ire to frame t$e ans0er verbally) -llo0 time)

+f an ESL st!ent gives a 0rong ans0er ac5no0lege it as a goo try) C$ange t$e 4!estion to an

eit$er/or c$oice 0$ere t$e st!ents $as to merely ientify t$e ans0er rat$er t$an recall it)

Bit$ $ome0or5 assignments c$ec5 t$e st!ent7s 0or5 an t$en enco!rage $im/$er to 0rite

ans0ers on t$e blac5boar) St!ents may be less t$reatene by 0riting ans0ers rat$er t$ansaying t$em)

B$at if t$eir 'ron!nciation is off

+f t$e 'ron!nciation of a correct ans0er is abominable say ;.$at7s rig$tN= an state t$e ans0ercorrectly) *on7t as5 yo!r ESL st!ent to re'eat t$e ans0er in front of t$e class as it may raise

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anxiety to $ave t$is m!c$ '!blic attention) Save corrections an 'ron!nciation coac$ing for

0$en yo! are 0or5ing in small gro!'s on a one2to2one basis)

+f yo! $ave sensiti>e yo!r mainstream st!ents t$ey 0ill be s!''ortive 0$en t$e ne0comers

are ans0ering 4!estions) Let Englis$ s'ea5ers 5no0 it is cr!cial t$at t$ey be sym'at$etic an

not j!gmental)

Brite o!t t$is list of res'onse for yo!r ESL st!ents an $ave t$em 'ractice saying t$em)

;+ on7t !nerstan t$e 4!estion)=

;+ !nerstan t$e 4!estion b!t + on7t 5no0 t$e ans0er)=

;+ 5no0 t$e ans0er b!t + can7t say it)=

;Please 0ait)=

*on7t fr!strate yo!r beginning ESL st!ents by as5ing analytical 4!estions re4!iring a goo eal

of fl!ency to ans0er "Exam'le ?o0 B$y 0$at $a''ene 0$at7s t$e ifference bet0een)#)

+ne'enent Bor5

ESL st!ents nee to learn t$at t$ey are acco!ntable for t$e 'ro!ctive !se of t$eir time even

0$en t$ey are not involve 0it$ t$e class lesson) ?el'ing t$em evelo' goo 0or5 $abits an

self2irection 0ill ta5e some of yo!r time b!t it 0ill be 0ell 0ort$ it)

Co'y Bor5

One of t$e first t$ings ESL st!ents can o is co'y 0or5) Matc$ t$e st!ent7s abilities 0it$ 0$att$ey co'y to evelo' some s5ill) or exam'le st!ents 0$ose native lang!age oes not !se t$e

:oman al'$abet 0ill benefit from co'ying t$e follo0ing

inivi!al letters "be s!re t$ey 5no0 t$e correct letter formation#

t$eir o0n names names of classmates

objects in t$e classroom

0ors from a 'ict!re ictionary

Provie sam'les to be co'ie on line 'a'er rat$er t$an t$e blac5boar so t$ey may 0riteirectly !ner t$e 0ors yo! $ave 0ritten noticing letter formation an t$e 'ositions of t$e

letters on an belo0 t$e lines)

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Progress to

stories t$at $ave been rea to t$em

ca'tions !ner 'ict!res in t$eir content texts

a 'aragra'$ from a content textboo5

Co'ying exercises evelo' fine motor s5ills letter formation left2to2rig$t 'rogression

vocab!lary s'elling 0or orer '!nct!ation sentence str!ct!re an content2area 5no0lege)

Ot$er activities for entry level ESL st!ents

>o() L'sts9 S$o0 st!ents $o0 to fol a 'a'er lengt$0ise 0rite t$e Englis$ 0ors on one

col!mn an t$e meaning in t$eir lang!age in t$e secon col!mn) Ay covering eac$ col!mn t$ey

can test t$emselves on t$e meaning an recognition of Englis$ 0ors)

?I L'=e@ Boo=s9 ?ave st!ents c!t 'ict!res o!t of maga>ines to ma5e boo5lets of 'ersonal li5es

an isli5es) ?ave t$em !se t$eir biling!al ictionaries to fin 0ors to label t$eir 'ict!res)

En-an*e) Relate)ness9

+ncl!e assignments t$at relate to t$e ESL st!ent7s native co!ntry literat!re flag c!stoms an

life ex'eriences) .$is combines com're$ensible in'!t 0it$ meaningf!l content)

-llo0 ESL st!ents to $el' 0it$ class c$ores s!c$ as s$ar'ening 'encils erasing t$e boars

sorting 'a'ers 0atering t$e 'lants etc) -c5no0lege t$em for jobs 0ell one)

Inst(*t'onal S&&est'ons fo( Class(oo+ Tea*-e(s

So!rce Ailing!al Syntax Meas!re .ec$nical ?anboo5D .$e Psyc$ological Cor'oration?arco!rt Arace an Iovanovic$D 1&F()

Le,el ;9 NEP . Non"En&l's- P(of'*'en*1 Sta&e

1) *o not ex'ect c$ilren in Level 1 to vol!nteer to s'ea5 in Englis$ even t$o!g$ t$ey may be

able to imitate Englis$ 0ors an '$rases !ring class rills)

,) oc!s on listening2com're$ension activities)

a) .eac$ t$e st!ent to !nerstan concrete vocab!lary 0ors t$at refer to familiar'$ysical objects or to concrete actions t$at are easily emonstrate by t$e teac$er an

acte o!t by t$e c$ilren) or exam'le ball mil5 eat)

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b) Con!ct activities 0$ere t$e st!ent can inter'ret t$e meaning of 0$at t$ey $ear by

means of t$e actions t$at accom'any 0$at is sai s!c$ as games learning to ma5e

t$ings or ta5ing care of class 'ets an 'lants) +f available a''ro'riate e!cationaltelevision s$o!l be !se) .e best activities are t$ose t$at t$e teac$er can emonstrate

0$ile s'ea5ing so t$at t$e c$il can !nerstan t$e activity 0it$o!t $aving to rely on

t$e verbal 'art of t$e activity)

c) .eac$ st!ents to !nerstan easily emonstrable instr!ction s!c$ as ;Please bring

me t$e 'a'er= 0$ere t$e teac$er can 'oint to t$e 'a'er an gest!re or ;Please o'ent$e oor= 0$ere t$e teac$er can 'oint to t$e oor an gest!re)

3) .eac$ s$ort songs or r$ymes)

8) .eac$ verbal ro!tines s!c$ as ;Goo morning= ;.$an5 yo!= ;?ello= ;Goobye)=

9) Label objects in yo!r classroom "es5 0ino0 sin5 etc)#)

6) Aegin 0it$ com're$ensive in'!t s'ea5ing slo0ly an clearly) - 'ict!re story song or

c$ant 0ill set t$e stage for 0$at yo! 0ant yo!r st!ents to learn) +n t$is initial stage t$eteac$er 'rovies t$e information 0$ile st!ents listen)

%) Enco!rage st!ents to follo0 sim'le irections 0$ic$ involve 'ointing to!c$ing or ra0ing)

F) Provie vis!al ais an concrete objects 0$en intro!cing vocab!lary) .$e clearer yo! can

ma5e t$e meaning of eac$ vocab!lary item t$e faster yo!r st!ents 0ill learn)

&) Enco!rage st!ents to join in singing c$anting an telling stories as yo! intro!ce ne0

vocab!lary) -t t$e beginning t$eir 'artici'ation may be mostly nonverbal) -t first t$ey may

join only on an occasional 0or or j!st on t$e c$or!s of a song) Later on t$ey 0ill gra!ally become more confient an comfortable abo!t !sing Englis$ 0ors an sentences)

1() Provie o''ort!nities for role 'lay) -t first st!ents can act o!t scenes stories songs anc$ants 0it$o!t 'ro!cing s'eec$)

11) @se boy lang!age an gest!res to ill!strate meaning)


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Le,el 29 NEP . Re*et',e En&l's- Sta&e

1) Carry on t$e ty'es of activities !se 0it$ Level 1 st!ents b!t allot a certain amo!nt of time for s'ea5ing activities) .$ese may incl!e

a) .eac$ing t$e st!ent to 'ro!ce no!ns verbs an ajectives t$at refer to familiarconcrete objects an actions s!c$ as rin5 give boo5 mil5 big an yello0) .ry to

teac$ s!c$ 0ors in context rat$er t$an as isolate items)

b) -s5ing 0$o 0$at an yes2no 4!estions abo!t actions an objects t$at t$e c$il can

see)

c) Con!cting role 'laying activities t$at !se t$e vocab!lary an verbal ro!tines t$at$ave been selecte for teac$ing)

,) *on7t 0orry abo!t correct grammar at t$is stage an on7t ma5e c$ilren correct t$eir

grammatical errors since t$is only embarrasses t$e st!ent 0$o is j!st beginning to s'ea5 Englis$) +nstea give t$e grammatical version of t$e st!ent7s sentence 0it$o!t as5ing t$e

st!ent to re'eat it) .$is is 0$at most 'arents o 0$en t$eir c$ilren are learning to s'ea5t$eir first lang!age)

3) or t$e 'resent acce't gest!res an 0ors in t$e st!ent7s native lang!age "in 'laceof Englis$ lang!age 0ors# b!t give t$e grammatical version of s!c$ sentences 0it$ no

inication of isa''roval an 0it$o!t as5ing t$e st!ent to re'eat t$e sentences) St!ents

at t$is level learn grammar best t$ro!g$ listening to native Englis$ s'eec$ in real

conversations not by being correcte)

8) Contin!e !sing strategies from t$e


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verbal ex'lanation is in sentences 0it$ sim'le tenses an concrete vis!al references) @se t$e

activity as a motivation to enco!rage t$e st!ent to s'ea5)

3) Con!ct storytelling activities 0it$ $eavy !se of vis!als) -s5 t$e st!ent ;$o0= ;0$y= an

;0$at $a''ene t$en= 4!estions 0$ere t$ey may !se vis!als to ans0er 4!estions)

8) @se role2'laying activities an comm!nication games 0$ere t$e st!ents receive s'ea5ing

'ractice an $ave an o''ort!nity to ma5e!' some of t$e ialog!e on t$eir o0n)

9) +t is best if teac$ers refrain from correcting t$e grammatical errors t$at Level 3 c$il

ma5e) +t is better to re'eat t$e grammatically correct sentence after t$e st!ent in a gentle

manner t$an to as5 t$e st!ent for a re'etition of it) Level 3 st!ents li5e Level , st!ents

benefit most by $earing native Englis$ s'ea5ers comm!nicate) Since Level 3 st!ents are beginning to !se Englis$ to comm!nicate t$eir o0n ieas an o'inions it is essential for

teac$ers to res'on to t$e st!ents7 ieas an o'inions rat$er t$en to foc!s on t$e

grammatical errors)

6) Contin!e to !se $ig$ly conce't!ali>e lessons so t$at st!ents !nerstan 0$at t$e s!bject

matter is all abo!t)

%) +ntro!ce 5ey vocab!lary items t$ro!g$ songs c$ants stories an $ans2on emonstrations)

F) Moel correct sentence str!ct!res)

&) Moel correct grammar)

1() Moel correct 'ron!nciation)

11) Provie st!ents 0it$ 'ositive role moels) Gro!' t$em 0it$ 'eers at a more avance stage an 0it$ c$ilren 0$o are Englis$ lang!age s'ea5ers)

Le,el 9 De,elo'n& Flen*1 Sta&e

S!bject matter can be s!ccessf!lly ta!g$t in Englis$ to Level 8 st!entsD $o0ever 0$en t$e

st!ents are comm!nicating 0$at t$ey $ave learne t$ey 0ill still ma5e certain grammatical

errors) *isregar t$e error as t$ey 0ill isa''ear 0$en t$e st!ents reac$es Englis$ 'roficiency)

1) Strategies from t$e t$ir stage s!c$ as moeling are still very im'ortant)

,) ;S$elter= ne0 content area conce'ts an vocab!lary by !sing vis!al ais m!sic c$ants etc)

to intro!ce t$em) :eali>e t$at even t$o!g$ st!ents can o an excellent job in !nerstaning

an tal5ing abo!t one to'ic t$ey may nee a lot of s!''ort in tal5ing abo!t anot$er seemingly sim'le to'ic)

3) -s5 critical t$in5ing 4!estions) Enco!rage st!ents to as5 an ans0er 4!estions t$at start

0it$ t$e 0ors ;0$y= an ;$o0)=

,(


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C(e)'ts9

+ 0is$ to t$an5 Mrs) Aettie Aertram @''er -ams Sc$ool *istrict an Mrs) Marcia ile

Lincoln +ntermeiate @nit

Fairfield ESL Handbook - English Version

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Transcript of Fairfield ESL Handbook - English Version