TESOL LAWLaws concerning English Language Learners

1.Lau vs. Nichols: The Asian American "Brown v. Board ...

Presenter: Cheryl ParrESOL TeacherProsperity Rikard Elementary School Newberry School District

Native English SpeakersCome to school with a vocabulary of about

5,000 wordsESOL students come with about 250 or less

HOME LANGUAGE SURVEY 5-09

Student Name______________________________Date________________School_______________________Grade______Homeroom_____________

Circle the best answer:

Was the first language your child learned to speak English? Yes NoIf NO, please continue:

1. Can your child speak another language other than English? Yes No If yes, what language? __________________________

Which language does your child use most often when he or she speaks with his/her friends? Other (Specify___________________) English

What language do you use most often when you talk to your child? Other (Specify___________________) English

4. Does anyone in your home speak English? Yes Name_________________________________

5. Date of birth of student ________________________6. Place of birth of student_________________________

7. If not born in the U.S.A., date of arrival to U.S.A.____________________ 8. Date student entered U. S. schools, if appropriate ___________________

9.Previous place of residence, prior to arriving in Newberry

City___________________State______________Country______________

HOME LANGUAGE SURVEY 5-09

Student Name______________________________Date____

School_______________________Grade______

Homeroom_____________

Circle the best answer:

Was the first language your child learned to speak English? Yes No

Was the first language your child learned to speak English? Yes No If NO, please continue:

1. Can your child speak another language other than English? Yes No If yes, what language? __________________________Which language does your child use most often when he or she speaks with his/her friends? Other (Specify___________________) EnglishWhat language do you use most often when you talk to your child? Other (Specify___________________) English

                                         

Parents Students Educators Home Programs

ESOL (Title III) English to Speakers of Other Languages - Title III

Title III is responsible for the oversight of the language instruction of limited-English proficient and immigrant students. This is accomplished by:

• administering grant programs that help children develop proficiency in English and achieve high content standards;

• recommending policies and promoting best practices for meeting the needs of English language learners;

• strengthening collaboration and coordination among federal, state, and local programs serving English language learners; and

• monitoring funded programs and providing technical assistance that addresses outcomes and accountability.

Title III RequirementsHome Language

SurveyEnglish Proficiency

test when enrollingParent Letter of

Notification of ESOL services

Parent Waiver ESOL IndividualModifications/Accommodations Plan

ESOL daily services (30 – 45 minutes)

ESOL StandardsSpeaking, Listening,

Reading, Writing

English Language Dev. Assessment

Scores between 1 – 5

ESOL SERVICES INDIVIDUALIZED MODIFICATIONS/ACCOMMODATIONS PLAN

___________________________________, an LEP LEVEL student, will receive the following accommodations in__________________________________ class, for school year ____________________.

______ESOL SERVICES ______Direct Pullout ______Indirect Supervision/Monitoring ______ Push In ______WRITING/VOCABULARY MODIFICATION: ______Controlled copying activities ______Spelling and/or dictation exercise ______Student vocabulary translations, illustrations for resource ______Completion activities with graphs, charts, maps ______Vocabulary matching/fill-in-the-blanks exercises with word list ______Questions with short answers-clues given (written exercises) ______Working with partner/cooperative learning group when paragraphing, synthesizing or summarizing ______Teacher writes definitions of vocabulary before topic is discussed ______Use of Study Skills class to improve content retention/understanding ______Oral/Written inventory of key vocabulary using: ______Cassette Tapes ______Free writes ______Flash Cards

______Dictionary/Pictionary ______Manipulatives

______Journal writing ______Focus on sight word vocabulary (elementary) ______ASSIGNMENT AND TEST TAKING MODIFICATIONS: ______Reduce number of questions to be answered (marked) ______Reduce choices on multiple/choices tests ______Indicate page number to answer next to the question ______Allot more time for reading assignments and/or shorten amount of material to be covered ______Oral administration ______Rephrase questions and directions ______Use fill-in-the blank tests/worksheets with vocabulary list provided ______Utilize group projects rather than individual work ______Give open-book tests ______Small Group testing setting ______READING MODIFICATIONS: ______Use pictures ______Use poetry: recite, memorize ______Use poetry: recite, memorize______Use stories, read aloud, use gestures, objects, drama ______Provide real experience ______Play word games ______Create chart stories ______Story introduction through modified vocabulary ______Teach vocabulary ahead of topic to be read ______Divide longer stories into shorter segments ______High interest, low vocabulary reading materials _____GRADING AND GRADE REPORTING MODIFICATIONS ______Use asterisk on report card ______Use alternative grading procedure ______STANDARDIZED TESTS: ______Utilize alternative scoring (if State permitted) _____ Oral test administration (State permitted, standard ______Exempt from ELA testing (first year only) accommodation ______Modified testing environment (State permitted) _____ Use of bi-lingual dictionary ______Small group (must be a typical accommodation throughout the school year) Classroom Teacher's Signature _____________________________________ Date _________ ESOL Teacher’s Signature_______________________________________ Date_________ Parent’s Signature______________________________________________ Date_________ ESOL-4

SERVICIOS ESOL

ESOL teachers will make copies for :

Curriculum Coordinator

Speech

Resource

Special Areas if needed

ESOL teachers need modification forms

by Sept. 6th.

INDIVIDUALIZED MODIFICATIONS/ACCOMMODATIONS PLAN

___________________________________, an LEP LEVEL student, will receive the following accommodations

in__________________________________ class, for school year 2011-2012.

______ESOL SERVICES

______Direct Pullout

______Indirect Supervision/Monitoring

______ Push In

______ASSIGNMENT AND TEST TAKING MODIFICATIONS ______Reduce number of questions to be answered

(marked) ______Reduce choices on multiple/choices tests ______Indicate page number to answer next to the

question ______Allot more time for reading assignments

and/or shorten amount of material to be covered ______Oral administration ______Rephrase questions and directions ______Use fill-in-the blank tests/worksheets with

vocabulary list provided ______Utilize group projects rather than individual

work ______Give open-book tests ______Small Group testing setting

Usually these are needed for ESOL students with a composite score of 1, 2 or 3

______STANDARDIZED TESTS:

______Utilize alternative scoring (if State permitted)

_____ Oral test administration (State permitted, standard

accommodation

______Exempt from ELA testing (first year only)accommodation

______Modified testing environment (State permitted)

_____ Use of bi-lingual dictionary

______Small group (must be a typical accommodation throughout the school

year)

English Proficiency Level Student can Teacher should

Stage 1: Pre-functional silent period (no verbal production) minimal comprehension of English one/two word responses

listen draw point/choose respond with

actions answer yes/

no

act out /perform label copy repeat common

phrases

use visuals and realia modify speech, articulate, slower

delivery rate, avoid idioms focus on key vocabulary ask for physical responses use available media resources

Stage 2: Beginner limited comprehension social language emerges simple sentences reading largely limited to what has been

learned orally

list group categorize draw simple

conclusions understand basic

grammatical structures

count differentiate among

choices beginning to write in

target language give and follow one step

directions

use yes/ no questions ask for single word answers use cloze exercises teach text features use read-alouds

Stage 3: Intermediate increased comprehension some basic errors in speech/ structure writing limited to short responses frequent grammatical errors

recall restate retell give and follow multi-

step directions

define describe role play research with assistance

incorporate language from TV, radio, movies model writing exercises expand on student answers

Stage 4: Advanced near fluent comprehension more complex sentences few errors in speech increased reading comprehension some errors in written language

define and explain write independently compare and contrast summarize

create predict evaluate determine cause and

effect

use complex problem solving activities use activities that explain, compare/ contrast,

summarize, evaluate, predict scaffold work to help students complete

grade level assignments

Stage 5: English Proficient grade level comprehension complex written structures grade level with few accommodations

analyze defend debate synthesize

persuade hypothesize support justify

help students develop academic skills, especially in reading and writing

use activities that require analysis, hypothesizing, justifying and supporting

At every level of English proficiency: Student, with appropriate accommodations, can access every level of Bloom’s Taxonomy: remembering, understanding, applying, analyzing, evaluating, and creating.

Teacher should scaffold instruction to help students reach higher levels of English proficiency.

Teacher must set high expectations for student learning at all levels.

 

Stage 1: Pre-functionalsilent period (no verbal production) minimal comprehension of Englishone/two word responses

listendrawpoint/chooserespond with actionsanswer yes/ no

act out /performlabel copyrepeat common phrases

use visuals and realiamodify speech, articulate, slower delivery rate, avoid idiomsfocus on key vocabularyask for physical responsesuse available media resources

English Proficiency Level

Student can Teacher should

Stage 2: Beginnerlimited comprehensionsocial language emergessimple sentencesreading largely limited to what has been learned orally

listgroupcategorizedraw simple conclusionsunderstand basic grammatical structures

countdifferentiate among choicesbeginning to write in target languagegive and follow one step directions

use yes/ no questionsask for single word answersuse cloze exercisesteach text featuresuse read-alouds

English Proficiency Level

Student can Teacher should

Stage 3: Intermediateincreased comprehensionsome basic errors in speech/ structurewriting limited to short responsesfrequent grammatical errors

recallrestateretellgive and follow multi-step directions

definedescriberole playresearch with assistance

incorporate language from TV, radio, moviesmodel writing exercisesexpand on student answers

English Proficiency Level

Student can Teacher should

Stage 4: Advancednear fluent comprehensionmore complex sentencesfew errors in speechincreased reading comprehensionsome errors in written language

define and explainwrite independentlycompare and contrast summarize

createpredictevaluatedetermine cause and effect

use complex problem solving activitiesuse activities that explain, compare/ contrast, summarize, evaluate, predictscaffold work to help students complete grade level assignments

English Proficiency Level

Student can Teacher should

Stage 5: English Proficientgrade level comprehensioncomplex written structuresgrade level with few accommodations

analyzedefenddebatesynthesize

persuadehypothesizesupportjustify

help students develop academic skills, especially in reading and writinguse activities that require analysis, hypothesizing, justifying and supporting

English Proficiency Level

Student can Teacher should

Referenceshttp://ed.sc.gov/agency/Accountability/Federal-and-State-Accountability/old/fp/ESOLTitleIII.html

http://www.languagemagazine.com

http://www.ed.sc.gov/topics/assessment/scores/ayp/http://enwikipedia.org/wiki/

Equal_Educational_Opportunities_Act_of_1974