researchers focused on the role of language in content-area classrooms

USING DATA TO HELP GUIDE INSTRUCTION

FOR ESL AT SULLIVANT

LOOKING AT YOUR DATA

WHERE HAS SULLIVANT MADE IMPROVEMENTS?

OTELA WRITINGINCREASE OF

44%

OTELA READINGINCREASE OF

34%

WHERE CAN SULLIVANT IMPROVE?

TEACHER SHARE

Levels for ESL Students

Level I- Prefunctional

Level II- Beginner

Level III- Intermediate

Level IV- Advance/Trial Mainstream

Level V- “Tested Out”

LOOKING AT YOUR STUDENTS

www.elpa21.org

researchers focused on the role of language in content-area classrooms.

DIFFERENTIATION MEANS

starting where the kids are!

- Carol Ann Tomlinson

COMPREHENSIBLE INPUT/OUTPUT

STUDENTS LEARN BY HEARING AND READING ENGLISH THAT IS SLIGHTLY ABOVE THEIR CURRENT ENGLISH LEVEL.  THIS IS CALLED

COMPREHENSIBLE INPUT / I+1 

ALSO GIVE STUDENTS OPPORTUNITY FOR COMPREHENSIBLE OUTPUT – TO SHOW WHAT THEY KNOW THROUGH PICTURES, SIMPLE ENGLISH, ETC.

  Classroom SupportsPacing:____ Extended Time____ Longer “wait time” for answering questions____ Other: ________________Environment:____ Assign peer buddy____ Provide one on one support____ Flexible seating____ Work alone____ Other: ________________Reinforcement & Follow Through:____ Student-teacher goal setting____ Build confidence with positive comments____ Have student restate directions____ Check often for understanding/review____ Re-teach / extend skills____ Use games (for review and mastery)____ Arrange for peer tutoring____ Plan cooperative learning experiences____ Make/use vocabulary files/ personal dictionaries____ Teach organizational & study skills____ Provide outline for content materials____ Use study guides to organize materials____ Other: ________________

Presentation of Subject Material:____ Use individual/small group instruction____ Simplify language____ Tape lectures for playback____ Show and discuss video clips____ Demonstrate concepts____ Provide explicit vocabulary instruction____ Use manipulatives____ Post graphics, charts & visual aids____ Emphasize critical information____ Use graphic organizers____ Pre-teach vocabulary____ Other: ________________Materials:____ Provide recorded texts / readings (check with Hudson)____ Use supplementary materials____ Highlighted textbooks / study guides____ Use adapted textbooks / easier readings____ Allow use of computer____ Varied computer programs____ Daily assignment student notebook ____Other: ________________

Indicators of Differentiation

Consistent use of pretesting Decrease in the frequency of large

group activities Increase in

Small group teaching activitiesFlexible small group learning

activities Increase in individual alternatives:

CentersHomeworkContracts

The National Research Center on the Gifted and Talented, 2002

Examples of Scaffolding

Explicitly teach vocabulary up front Ask questions throughout reading Model thought processes (think aloud) Use graphic organizers Model the activity Break a complex task into “doable” steps

Support from The ESL Service Center

Call Center

Interpreter/Translator

Professional Development

Materials (adapted texts, dictionaries)

Parent Literacy Program

OGT, College & Career Readiness Program

ESL Department Webpage

LEP Data

Contact

Mark Paskert – mpaskert1209@columbus.k12.oh.us

ESL Office: 365-3108