Alamance-Burlington School System Beginning Teachers

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Alamance-Burlington School System Beginning Teachers. ESL Student and Program Information. Burning Questions. Some things to think about….. ESL program English Language Learners (ELLs) Curriculum State testing. Understanding Second Language Terminology. ESL – English as a Second Language - PowerPoint PPT Presentation

Text of Alamance-Burlington School System Beginning Teachers

Slide 1

Alamance-BurlingtonSchool System

Beginning TeachersESL Student and Program Information

12Burning QuestionsSome things to think about..

ESL programEnglish Language Learners (ELLs)CurriculumState testing

3Understanding Second Language Terminology ESL English as a Second LanguageESOL English for Speakers of Other LanguagesELL English Language LearnerLEP Limited English Proficient

4North Carolina ELLs by Language 2009-2010Spanish 123,841 Chinese 3,761Hmong 3,622Vietnamese 2,530Arabic 2,331Korean 1,731French 1,478 Russian 1,259 Hindi 1,074Gujarati 808Your LEPSEastlawn 191 LEPs Projected, 3 ESL TeachersHaw River 181 LEPs Projected, 3.5 ESL TeachersNorth Graham 85 LEPs Projected, 2 ESL TeachersSouth Graham 161 LEPs Projected, 3 ESL TeachersGraham Middle107 LEPs Projected, 2 ESL Teachers

5What kind of Support can you get for these LEPs?Collaboration with ESL TeachersCo-teaching and Co-planningESL Professional DevelopmentABSS Professional Development integrating ESL Student NeedsESL Pull-out by ESL TeachersSome Interpreting/Translating Support67Negative Manifestations of Culture Shock Elementary Student

CryingRefusing to go to schoolBed wettingStomach aches Falling behindNightmares Frequent visits to health room Elective mutism 8Time Spans for Language Acquisition 1 to 3 yearsBICS Social LanguageNative English Speakers English Language Learners7 to 10 yearsCALPAcademic Language Source: James Cummins (1984) and Virginia Collier (1987)9Social vs. Academic Language Social Language Academic LanguageOpen the door, please. Would you like to get a coke?At what time do we go home?Tell me what you liked about the movie.Do you want to play? Define mammal.Compare and contrast Saturn and Jupiter.Paraphrase the paragraph.What is the main idea of this paragraph? Write a summary for your story.10Social vs. Academic Language Social Language Academic LanguageSimpler language.

Usually face-to-face, small number of people, informal setting.

Precise understanding is seldom required.

Many opportunities to clarify.

Technical vocabulary.

Often lecture-style communication or reading a textbook; little situational context.

Precise understanding and precise explanation is required.

More difficult to clarify.11FACTORSAFFECTING SECOND LANGUAGEACQUISITIONSelf-EsteemAnxietyAttitudesAndMotivationAgeNative LanguageCircle of Friends Circulo de Amigos

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13WIDA StandardsStandard 1: English Language Learners communicate for Social and Instructional purposes within the school setting.Standard 2: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.Standard 3: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.Standard 4: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science.Standard 5: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies. 14Stages of Language AcquisitionWIDA Language Proficiency LevelsEntering Level 1

Beginning Level 2

Developing Level 3

Expanding Level 4

Bridging Level 5

Reaching Level 6

Other ESL ResourcesCan Do Descriptors

LEP Accommodation Forms

ACCESS Teacher Reports

ESL Best Practices Handout15ACCESS Teacher Report16

Refer to handout for this slide and the next. Students Level of English Proficiency by Language Domains The four language domains are the basis for determining all ACCESS for ELLs scores. In the left-hand column, the independent scores for each language domain (Listening, Speaking, Reading, and Writing) are followed by different combinations of these scores to formulate Oral Language (Listening and Speaking), Literacy (Reading and Writing), Comprehension (Listening and Reading), and the Overall Score (Composite) of all four language domains. The three adjacent columns to each of these entries provide scale scores, confidence bands around scale scores, and the scale score conversion to ELP levels. The Language Domains: Listening, Speaking, Reading, and Writing ACCESS for ELLs scale scores (the second column) allow raw scores across grades and tiers to be compared on a vertical scale. Each language domain has a separate scale score that forms a single vertical scale from Kindergarten through grade 12. The range of scale scores is from 100 (in Kindergarten) to 600. The third column depicts the Confidence Bands, which are graphic representations of the Standard Error of Measurement (SEM) of the scale score, a statistical calculation of a students likelihood of scoring within a particular range of scores if he or she were to take the same test repeatedly without any change in ability. Confidence Bands are important because they remind test users that a single test score represents a range of possible outcomes and should never be interpreted as the only possible outcome. The Proficiency Level (the fourth column) is presented as a whole number followed by a decimal. The whole number reflects a students ELP level (1- Entering, 2- Beginning, 3- Developing, 4- Expanding, 5-Bridging, or 6-Reaching) in accord with the WIDA ELP Standards. The decimal indicates the proportion between cut scores a student has attained within the designated language proficiency level. For example, a student at language proficiency level 3.5 is halfway between the cut score between ELP levels 2/3 and that for the 4/5 cut score. In other words, the student has moved half the distance through level 3 (Developing). Oral Language (Listening and Speaking) The Oral Language scale score is a combination of the Listening and Speaking scale scores, with each contributing 50% to the total. This figure is interpreted as an ELP level. Literacy (Reading and Writing) The Literacy scale score is a combination of the Reading and Writing scale scores, with each contributing 50% to the total. This figure is interpreted as an ELP level. Comprehension (Listening and Reading) The Comprehension scale score is a combination of the Reading and Listening scale scores, with Reading contributing 70% and Listening 30% to the total. This figure is converted to an ELP level. Overall Score (Composite) The Overall Score (Composite) scale score is a combination of the Listening, Speaking, Reading, and Writing scale scores. Reading and Writing scale scores contribute 35% each while Listening and Speaking scale scores contribute 15% each. This figure is converted to an ELP level. If a student is absent or does not complete one language domain, NA (Not Attempted) will be inserted in that language domain as well as all applicable composite scores, including the Overall Score.

16ACCESS Teacher Report17

Students Performance by WIDA English Language Proficiency Standards This section provides standards-referenced information for ELLs in grades 1-12. The total number of items varies by standard and by test form. A Not Attempted (NA) in the score box indicates the student was absent or did not complete the tasks for the language domain(s). Raw scores are used to indicate the number of items representative of specific ELP standards for which the student received full credit for a particular tier and grade level cluster of the test; they do not apply to Kindergarten students. Students Speaking Performance by Standard Students Comprehension by Standard

Description of the ELP LevelsStudents Writing Performance by Standard

Comprehension (Listening and Reading) Listening and Reading are multiple-choice, group administered subsections. This table shows the number of items (or tasks) the student has correct (the raw score), and the total number of items by language proficiency standard. The larger pool of items created by combining Listening and Reading in the Comprehension score enables all ELP standards to be represented. Speaking Tasks Speaking is given on an individual basis and immediately scored by an educator certified to administer the subsection. This table shows the raw score that indicates the number of items (or tasks) in which the student has met or exceeded expectations for a given level of English language proficiency. Tasks for Standard 1, Social and Instructional language, are reported separately. Tasks for ELP standards 2 and 5, the language of Language Arts and the language of Social Studies, as well as Standards 3 and 4, the language of Mathematics and the language of Science, are combined. The Task Level Expectations and Scoring Guide for Speaking Tasks, at the end of this section, describes the components of speaking (Linguistic Complexity, Vocabulary Usage, and Language Control) used to score the speaking tasks by level of English language proficiency. Writing Tasks Writing is a group administered subsection that is individually scored by trained personnel at MetriTech, Inc. There are three (3) Writing tasks for all grade-level clusters and tiers. The only exception is the Writing Test for grade-level cluster 12, Tier A, which has four (4) tasks. As displayed in the table in the report, three criteria are used to interpret the students writing samples: Linguistic Complexity, Vocabulary Usage, and Language Control. The scores for the writing criteria (from 0-6) reflect the levels on the Writing Rubric; the six-point scale corresponds to the six levels of English language proficiency. A score of 0 is assigned to those samples with no response, a totally illegible one, or one written entirely in a language other than English. The Writing Rubric of the WIDA Consortium, Table 7 in this section, outlines the components of wr