ESL: Meeting the Needs of our LEP & Struggling
Students
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District LEP Population (3 Year Trend)
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Pull-OUt Guidelines for Language Instruction 5 th and 4 th
Grade Pre-functional 3 rd Grade Pre-functional 5 th 3 rd Grade
Beginner 2 nd Grade Pre-functional and Beginner 1 st Grade
Pre-functional and Beginner 5 th 1 st Intermediate Kind.* Pref. +
Beg. Most Instructional Time Least Instructional Time *Note: The
lower grade levels have the language broken down for them in their
classrooms already
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Lab and Sheltered Core Sheltered Core Sheltered Core or Gen Ed
Gen Ed (Per ODE)
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Differentiation means starting where the kids are! - Carol Ann
Tomlinson
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When thinking differently about learners, consider Readiness
Information, concepts, and skills students demonstrate at entry
point of learning experience Interests Topics, problems, and
processes of personal relevance to students (passion learning)
Learning Profile Combination of students emotions, cultures,
modality preferences, and intelligences that affect learning
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Indicators of Differentiation Consistent use of pretesting
Decrease in the frequency of large group activities Increase in
Small group teaching activities Flexible small group learning
activities Increase in individual alternatives: Centers Homework
Contracts The National Research Center on the Gifted and Talented,
2002
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Scaffold Instruction by: Activate prior knowledge Pique student
interest Break complex task into doable steps Model thought
processes (think aloud) Offer hints or possible choices Use graphic
organizers Explicitly teach vocab. up front Ask questions
throughout reading Model the activity
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Proficiency Level Proficiency Level CharacteristicsTeacher
Prompts/Questioning Very Low Pre- Functional Minimal comprehension
Does not verbalize Nods Yes and No Draws and points Show me Circle
the Where is? Who has? Higher Pre- Functional / Low Beginner
Limited comprehension Produces one- or two-word responses
Participates using key words and familiar phrases Uses
present-tense verbs Yes/no question Either/or questions One- or
two-word answers Lists Labels High Beginner/ Low Intermediate Has
good comprehension Can produce simple sentences Makes grammar and
pronunciation errors Frequently misunderstands jokes Why? How?
Explain Phrase or short-sentence answers High Intermediate/
Advanced Has excellent comprehension Makes few grammatical errors
Advanced student has a near-native level of speech Decide if
Retell
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Evidence Topic: First, I to find 35 +14 49 I told you to slow
down. I knew he was right. I just couldnt help it. My blood was
boiling! This quote tells us Add carry equals sum plus tens First
Next
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The Importance of Context The procedure is actually quite
simple. First, you arrange things into different groups depending
on their makeup. Of course, one pile may be sufficient depending on
how much there is to do. If you have to go somewhere else due to
lack of facilities that is the next step, otherwise you are pretty
well set
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Tier 3: glossary word: Multisyllabic Specific to a subject area
Latin or Greek-based topography, photosynthesis, isosceles
triangle, sedimentary, oxygenated, cartographer Tier 2: Words of
education, business, government, religion: Components: Prefix,
root, suffix Latin-based elevation, formation, protrude, expansive,
isolated, remote Tier 1: Basic conversational words: Friends &
family 1 or 2 syllables Learned naturally, through exposure hills,
grass, rocks, land, sky, clouds, fly, climb, green, high
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Vocabulary Words WordDefinitionSymbolExample 1. Right Angle An
angle of 90 degrees The corners of a square are right angles. 2.
Force A push or pull on an object The force from the punch knocked
him out. 3. Imperialism When one country dominates other countries
Europe took Africas natural resources by force. 4. personification
Giving human characteristics to objects The flower was crying for
rain.
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Is the student literate in their first language? Give student
the quick reading comprehension test in their language ESL
Department webpage under Staff Reading Comprehension L1 If they
are, is it the same alphabet? If it is, teach sound differences,
blends, etc
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Classroom Supports Pacing: ____ 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:
________________
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Ohios Academic Content Standards - Extended
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www.elpa.21.org researchers focused on the role of language in
content-area classrooms.
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Title III Compliance English Learner Plan (ELP) Each student
will have specific modifications and accommodations based on their
English Language Level, grade level, and Reading level from the
State tests LEP Building Plan Buildings without ESL units must
write a building LEP plan and monitor the progress of the ESL
students The ESL department provides training and professional
development On-Line Resources Updated ESL Handbook and Links ESL
On-line PDs for Building Use ESL PD Offerings Calendar
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Other ESL Services Assessment Center @ Central Enrollment
Assess incoming students for English proficiency level Place and
enroll students in schools with ESL services Nurse Family Service
Center Links ESL families to school resources
Translation/interpretation services Parent Literacy Program
Curriculum Coaches Professional development (on-line too!)
Resources and strategies for teachers Analyze data trends Mediate
ESL issues OGT, College & Career Readiness Program Program for
Non-Grad ESL students Small group tutoring for OGT Career
development (grades 6-12 too) Resources for college ESL OGT Summer
Institute ESL 10 th -12 th graders 2 weeks intensive OGT Prep
Summer OGT administration Career Center Support Bilingual
Assistants assist LEP students ESL Call Center Spanish, Arabic,
Somali and Nepali M-F 7:30-3:00 at (614) 365-8802
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Contact Us Director of ESL: Michael Sain
[email protected] ESL Supervisor: Kenneth T. Woodard -
[email protected] ESL Curriculum Coaches: Kerri Gonzalez-
Scheduling, Push-In & Writing Initiative Mark Paskert- Leveled
Literacy Intervention & ESL Career Center Initiative Myra
Talley- ESL Career Focus & ESL OGT Summer School John Michael-
Spatial Temporal Math Program, ESL Math Office # (614)365-8802