USD 443. Dodge City Public Schools. ESL Handbook. Alan Cunningham Superintendent. Robert D. Vinton ESL/Migrant Director

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1 USD 443 Dodge City Public Schools ESL Handbook Alan Cunningham Superintendent Robert D. Vinton ESL/Migrant Director

2 Preface The ESL Handbook will provide a foundation of basic knowledge to teachers and administrators so they can better meet the needs of ESL students. This handbook will serve as a tool in staff-development to ensure student success and school improvement. An English language learner-(ell) is a student whose language proficiency in English is limited. There are many helpful accomadations and modifications that can be used in the classroom to help the ELL students gain second language proficiency at a rate that will enable them to succeed with their peers who speak English as a first language This handbook explains the components standards, benchmarks, rubrics, and strategies which help teachers ensure the ESL students attain academic success. The standards and benchmarks are to provide direction and focus for staff to help ESL students become proficient in the subject areas of reading, writing, listening, speaking, and learning skills. The rubrics help teachers to set realistic expectations for ESL students based on their grade level. The strategies give teachers samples of different techniques to help ESL students reach their academic goals. Content that only some students will master Content that many students will master Critical content that all students will master Planning Pyramid Revised 09/11/07 1

3 English AS A Second Language We are honored to work with a diverse student body in District 443. The USD 443 standards and rubrics have been prepared to help your understanding of second language learners and to assess their progress. The rubric is divided into five levels of proficiency in English. Level 1 Level 2 (little or no English spoken) (a few words or simple phrases spoken in English) Level 3 Level 4 Level 5 (can communicate in the language with simple sentences.) (is able to speak without hesitancy, however, writing is still difficult) (fluent English speaker and writer) In District 443, the following designations are used to place students based on the IPT (Idea Proficiency Test) or KELPA (Kansas English Language Proficiency Assessment): IPT Levels 1 & 2 are combined as Level 1 non-english speaker (NES) Level 3 is a Limited English speaker (LES) Level 4 & 5 are combined as Level 5-Functional English speaker (FES) KELPA Reading Grade Beginning Intermediate Advanced Fluent Kindergarten First Second Third Fourth Fifth Sixth Eighth Ninth Twelfth Revised 09/11/07 2

4 Writing Grade Beginning Intermediate Advanced Fluent Kindergarten First Second Third Fourth Fifth Sixth Eighth Ninth Twelfth Listening Grade Beginning Intermediate Advanced Fluent Kindergarten First Second Third Fourth Fifth Sixth Eighth Ninth Twelfth Speaking Grade Beginning Intermediate Advanced Fluent Kindergarten First Second Third Fourth Fifth Sixth Eighth Ninth Twelfth Total Grade Beginning Intermediate Advanced Fluent Kindergarten First Second Third Fourth Fifth Sixth Eighth Ninth Twelfth Revises 09/11/07 3

5 The classroom rubric demonstrates the achievements for students so all five levels have been included for assessment purposes. Developmental levels of second language acquisition across the areas of reading, writing, speaking, listening, and learning skills. Guide for teachers instructional decision making. The clustered rubrics are aligned with SIM translated assessments so that every ESL student s academic progress can be assessed on a yearly basis. Revises 09/11/07 4

6 Dodge City USD 443 ESL/Migrant Program Environment: Building level supports for ESL children s learning; high transience; wide variation in teacher knowledge and skills Strategic Directions: Vision/mission statements Principles of secondlanguage acquisition Decision-making process Alignment of Federal, State, local guidelines Continuous program evaluation Integration with school improvement processes Strategic staff development Student Results: Meeting the needs of non-english proficient students Meeting the needs of limited English proficient students Transitions to independent learning Strategic Development of Staff Skills: Articulation and alignment of curriculum, instruction, and assessments Effective co-planning for learning Repertoire of potent instructional strategies and behaviors Collaboration with other services and regular classroom staffs Communication with students, families, and community Self-evaluation Knowledge of unique lifestyle of students Created by Jennifer Jones 2001, adapted from Dynamic Congruency (Mackenzie) Revises 09/11/07 5

7 NES (NEP) - Non-English speaker Glossary LEP (LES) - limited English proficiency FEP (FES) - fluent English proficiency ESL - English as a Second Language ELL - English Language Learners Rubrics - measurement of program standards graphic description of development levels Standards - expectations for achievement Benchmarks - steps toward achieving expectations so students can learn Accommodations - changes in structures so students can learn Modification - changes in material so students can learn IPT - IDEA proficiency test Assessment - tool used to measure progress of achievement CALP - cognitive academic language proficiency, language for learning academically BICS - Basic Interpersonal Communication Skills (playground or social language) Proficiency - level of knowledge or skill CRA Criterion Reference Assessment KELPA Kansas English Proficiency Assessment KELPA P Kansas English Language Proficiency Assessment - Placement Revises 09/11/07 6

8 Dodge City USD 443 ESL K-12 Standards and Benchmarks These are aligned with SIM district s Criterion Referenced Assessments (CRA s) with particular attention given to the vatying developmental levels of E The following standards and benchmarks were established for ESL Students to help them gain proficiency in the subject areas of reading, writing, listening, speaking, and learning skills. These standards are aligned vertically and horizontally with local, state, and national standards. They provide direction and focus for district staff as they work with ESL students. These were written in clusters of grades K-3, 4-8, and K-3 Standards Reading: Standard 1. Be able to recognize, distinguish, understand, and pronounce the written word. Standard 2. Gain meaning from written expression and have an understanding of the importance of reading. Benchmarks: For Levels N-1 Proficiency Know ABC s and sounds that letter make (phonemic awareness). Recognize upper/lower letters of alphabet in sequential and random order. For Levels 2-3 Proficiency Start putting the letters together to make words. Recognize sight words. Begin to read phrases. Revises 09/11/07 7

9 For Levels 4-5 Proficiency Read beginner books. Read at respective grade level. Interact with respective grade level printed content material. Writing: Standard 1. Be able to express oneself clearly and fluently through illustration and/or words in written form. Benchmarks: For Levels N- 1 Proficiency Write first and last name, address and phone number from memory. Write ABC s, both upper and lower case. Begin to use phonetic spelling. Draw pictures to express ideas or understanding. For Levels 2-3 Proficiency Write common words (family, body, animals, and sight words). Create sentences (in first language or in English). Spell some words correctly and some phonetically. For Levels 4-5 Proficiency Compose simple stories. Organize and sequence paragraphs in native or English language. Use dictionary. Show appropriate use of mechanics. Revises 09/11/07 8

10 Speaking: Standard 1. Express oneself verbally clearly and fluently so that the message is comprehended by others. Benchmarks: For Levels N 1 Proficiency Respond to spoken word. Repeat words and phrases. Make simple requests. For Levels 2 3 Proficiency Give or respond orally to simple directions. Generate phrases/simple sentences. Answer simple questions. For Levels 4 5 Proficiency Interact within classroom independently. Start to self-correct speaking. Initiate conversations. Practice to use new words. Listening: Standard 1. Standard 2. Be able to discover and understand by listening to a variety of media. Acquire the ability to understand and internalize meaning, thus learning to appreciate the word of others and to understand the importance of communication. Revises 09/11/07 9

11 Benchmarks: For Levels N 1 Proficiency Recognize isolated spoken words. For Levels 2 3 Proficiency Respond to what is heard. For Levels 4 5 Proficiency Follow oral directions. Use context clues to make sense of new words. Learning Skills: Standard 1. Become aware of what learning skills are already in place, to expand and refine these, and to acquire additional skills through the learning process. Standard 2. Be able to self-evaluate learning. Benchmarks: For Levels N 1 Proficiency Identify/respond to phrases. Follow sequences in activity. Attend to modeling. Set attainable goals for 9 weeks (teacher/translator record for student). Ask questions in first language. Build partnership for learning with home (personal contact). Apply principals of working with others in learning activities. Revises 09/11/07 10

12 For Levels 2 3 Proficiency Become aware of learning styles. Stay on task with little supervision. Become comfortable with independent work. Begin to ask questions for help. Perform basic tasks after effective modeling. Apply principles of working with others in learning activities. For Levels 4 5 Proficiency Work independently and in groups. Know what learning task needs to be done and take initiative to accomplish it. Evaluate and rate work, given criteria. Apply principles of working with others in learning activities. 4 8 Standards Reading: Standard 1. Gain meaning, information, and have an appreciate for written expression from different generes of literature. Benchmarks: For Levels N 1 Proficiency In circumstances where there has been no prior instruction. Know ABC s and sounds that letter make (phonemic awareness). Revises 09/11/07 11

13 Recognize upper/lower letters of alphabet in sequential and random order. Identify survival signs and symbols. Identify certain words that are cognates. Read in first language. For Levels 2 3 Proficiency With no prior reading instruction, Start putting the letters together to make words. Recognize sight words. Begin to read phrases. Access information from higher-level interest books. Recognize uses for basic parts of speech. Read simple, age-appropriate books. Summarize and paraphrase high-interest, 1- vocabulary, age and level Appropriate reading selections, with support if necessary. For Levels 4 5 Proficiency Read beginner books. Read at respective grade level. Interact with respective grade level printed content material. Analyze components of literature. Gather and organize information. Recognize and select reading strategies that are appropriate to certain reading tasks. Revises 09/11/07 12

14 Writing: Standard 1. Effectively communicate and compose clearly and fluently ideas through written expression for a variety of reasons and audiences. Speaking: Standard 1. Express thoughts in a clear and organized manner. Benchmarks: For Levels N 1 Proficiency If no prior reading instruction, Write first and last name, address, and phone number from memory. Begin to use phonetic spelling. Draw pictures to express ideas or understanding. Write sentences that are mixed with first language and English words. Copy sentences. Respond to learning activities in writing in native language or some English language. For Levels 2-3 Proficiency Compose simple essays, stories, and responses in English. Use editing skills. For Levels 4 5 Proficiency Proofread and self-correct writing in English. Compose writing for level and age-appropriate content areas, with support if necessary. Revises 09/11/07 13

15 Listening: Standard 1. Be able to discover and understand by listening to a variety of media. Standard 2. Acquire the ability to understand and internalize meaning, thus learning to appreciate the word of others and to understand the importance of communication. Benchmarks: For Levels N 1 Proficiency Recognize isolated spoken words. For Levels 2 3 Proficiency Respond to what is heard. For Levels 4 5 Proficiency Follow oral directions. Use context clues of make sense of new words. Speaking: Standard 1. Express thoughts in a clear and organized manner. Benchmarks: For Levels N 1 Proficiency Respond to spoken word. Repeat words and phrases. Make simple requests. For Levels 2 3 Proficiency Give or respond orally to simple directions. Generate phrases/simples sentences. Answer simple questions. Revises 09/11/07 14

16 For Levels 4 5 Proficiency Interact with in classroom independently. Start to self-correct speaking. Initiate conversations. Try to use new words. Learning Skills: Standard 1. Be able to independently obtain meaning using a variety of study strategies and metacognition. Benchmarks: For Levels N 1 Proficiency Identify/respond to phrases. Follow sequences in activity. Attend to modeling. Set attainable goals for 9 weeks (teacher/translator record for student). Ask questions in first language. Build partnership for learning with home (personal contact). Apply principles of working with others in learning activities. For Levels 2 3 Proficiency Become aware of learning styles. Stay on task with little supervision. Become comfortable with independent work. Revises 09/11/07 15

17 Begin to ask questions for help. Perform basic tasks after effective modeling. Use learning strategies as appropriate in content learning activities (organizing, cause/effect, problem-solving, predicting, sequencing, remembering, etc.). Apply principles of ranking with others in learning activities. For Levels 4 5 Proficiency Work independently and in groups. Know what learning task needs to be done and take initiative to accomplish it. Evaluate and rate work, given criteria. Express and explain process of thinking and learning strategies used during a learning activity. Apply principles of working with others in learning activities Standards Reading: Standard 1. Interpret a variety of genres for understanding, comprehension, and application for successful life skills. Benchmarks: For Levels N 1 Proficiency Read in first language. Identify cognates. Integrate cognates with newly acquired English sight words. Revises 09/11/07 16

18 For Levels 2 3 Proficiency With no prior reading instruction. Start putting the letters together to make words. Recognize sight words. Begin to read phrases. Access information from higher-level interest books. Recognize uses for basic parts of speech. Read simple, age-appropriate books. Summarize and paraphrase high-interest, low-vocabulary, age and level appropriate reading selections, with support if necessary. Use appropriate strategies to make meaning from content selections, with support if necessary. For Levels 4 5 Proficiency Use appropriate reading strategies to make meaning form grade-level content and/or pleasure reading selections. Writing: Standard 1. Express self clearly and fluently for a variety of reasons and audiences. Benchmarks: For Levels N 1 Proficiency If no prior reading instruction, Write first and last name, address and phone number from memory. Write ABC s, both upper and lower case. Begin to use phonetic spelling. Draw pictures to express ideas or understanding. Write sentences that are mixed with first language and English words. Revises 09/11/07 17

19 Copy sentences. Respond to learning activities in writing in native language or some English language. Practice a variety of writing situations (applications, forms, etc.) For Levels 2 3 Proficiency Compose simple essays, stories, and responses in English. Use editing skills. Respond to content learning activities using basic English or a mixture of first language and English. Begin to write for personal or learning purposes. For Levels 4 5 Proficiency Proofread and self-correct writing in English. Compose writing for level and age-appropriate content areas, with support if necessary. Write for investigative purposes in content areas, with support if necessary. Write for self-expression for personal purposes or responses to content learning activities. Speaking: Standard 1. Be able to collect, organize, and express thoughts in a clear and concise manner to accommodate various circumstances. Benchmarks: For Levels N 1 Proficiency Respond to spoken word. Repeat words and phrases. Revises 09/11/07 18

20 Make simple requests. For Levels 2 3 Proficiency Give or respond orally to simple directions. Generate phrases/simples sentences. Answer simple questions. For Levels 4 5 Proficiency Interact within classroom independently. Start to self-correct speaking. Initiate conversations. Try to use new words. Listening: Standard 1. Be able to understand, interpret, and question the variety of materials that is heard. Benchmarks: For Levels N 1 Proficiency Recognize isolated spoken words. For Levels 2 3 Proficiency Respond to what is heard. For Levels 4 5 Proficiency Follow oral directions. Use context clues of make sense of new words. Revises 09/11/07 19

21 Learning Skills: Standard 1. Utilize self-evaluation, questioning, problem-solving, and critical thinking as lifelong strategies. Benchmarks: For Levels N 1 Proficiency Identify/respond to phrases. Follow sequences in activity. Attend to modeling. Set attainable goals for 9 weeks (teacher/translator record for student). Ask questions in first language. Build partnership for learning with home (personal contact). Apply principles of working with others in learning activities. For Levels 2 3 Proficiency Become aware of learning styles. Stay on task with little supervision. Become comfortable with independent rank. Begin to ask questions for help. Perform basic tasks after effective modeling. Use learning strategies as appropriate in content learning activities (organizing, cause/effect, problem-solving, predicting, sequencing, remembering, etc.). Apply principles of working with others in learning activities. Revises 09/11/07 20

22 For Level 4 5 Proficiency Work independently and in groups. Know what learning task needs to be done and take initiative to accomplish it. Evaluate and rate work, given criteria. Express and explain process of thinking and learning strategies used during a learning activity. Apply principles of ranking with others in learning activities. The following rubrics consist of the standards and benchmarks developed for ESL students. The areas designated within this framework consist of Reading, Writing, Listening, Speaking and Learning skills. These standards have been aligned vertically and horizontally with Criterion Referenced Assessments, state, and national standards. These provide direction and focus to district staff as they work with students. The rubrics enable teachers to set realistic expectations for ESL students based on their individual levels of proficiency. Revises 09/11/07 21

23 Dodge City USD ESL K-12 Curriculum Grades K - 3 K-3 Reading Levels N-1 Recognizes his/her name Recognizes letters in native language Knows part of ABC s Recognizes upper and lower case differences Knows ABC s but not all sounds they make Recognizes upper case only or lower case only and in sequence Recognize upper and lower case letters of alphabet in sequential and random order. Knows ABC s sounds Knows concepts of print skills 2-3 Knows letters and sounds they make Recognizes 1-3 letter words Recognizes some sight words 4-5 Uses picture books Memorizes sight words Draws pictures Knows blends, digraphs, and vowel pairs Identifies one-syllable words Reads words in sequence Visualizes picture books with one or two sight words Reads beginner books with help Labels pictures Recognizes syllables Identifies two or more syllables Occasionally chunks words together for meaning Learns sight words Reads at grade level occasionally Composes questions about pictures Puts letters together to make words Knows sight words Begins to read phrases and simple sentences Reads beginner books Reads at respective grade level Performs with appropriately grade level printed content material Revised 09/11/07 22

24 K-3 Writing Levels N-1 Recognize name, address, and phone number Recognizes upper and lower case letters Introduce writing ABC s in order Practice pencil to paper 2-3 Recognize and copy common words Writes some common words Begins to use phonetic spelling 4-5 Tell stories Learn sequencing and order of a story Practice alphabetizing Learns mechanics With support, write name, address, and phone number Begin to put 3, 4 letters together for words on paper Periodically draw recognizable pictures Can complete cloze activities Writes common words with articles Learns spelling words Dictate a story to the teacher Identify sequencing words Identify critical sections of a dictionary entry Practice editing written works Able to write fragments of name, address, and phone number on own Frequently writes upper and lower case letters on independently Attempts to write words Finish the picture with understanding of what it is Generate cloze activities Occasionally creates complete sentences Starts to move from spelling words phonetically to correctly Finish a story when given a story starter Practice putting given sections into order Locate entries by using guide words Frequently demonstrate selfcorrection of mechanics in own writing Writes first and last name, address, and phone number from memory Writes ABC s, both upper and lower case in sequential order Writes common words (family, body, animals, sight words) Creates simple sentences in first language or in English Increases number of correctly spelled words Spells some words correctly and some phonetically Composes simple stories Organizes and sequences paragraphs in native or English language Uses dictionary Shows appropriate use of mechanics Revised 09/11/07 23

25 K-3 Speaking Levels N-1 Establishes eye contact with speaker Verbalizes sounds Expresses requests with body language 2-3 Gives or responds to directions using body language Generates words Acknowledges questions with body language 4-5 Practices social interaction Recognizes nouns in oral language Identifies listener Orally repeats new words Responds with body language Occasionally verbalizes words Periodically uses one-word requests Replies and demonstrates with single-word responses Builds simple phrases Verbalizes answers in oneword Begins to relate social interaction with academic learning situation Identifies verbs in oral language Composes thoughts for conversations Develops understanding of definitions Occasionally responds with a single word Sometimes verbalizes phrases Sometimes makes simple requests Often gives or responds orally to simple directions Builds simple sentences Frequently replies to questions with two or more words Frequently initiates interaction socially and academically within classroom Demonstrates subject/verb agreement Occasionally attempts to initiate conversation Sometimes applies understanding of definitions Responds to spoken word Repeats words and phrases Makes simple requests Orally gives or respond to simple directions Generates phrases and simple sentences Interacts independently within the classroom Starts to self-correct speaking Initiates conversations Practices using new words K-3 Listening Levels N-1 Establishes eye contact with speaker Matches spoken word with picture Occasionally recognizes isolated spoken words Recognizes isolated spoken words 2-3 Recognizes being spoken to Sometimes acknowledges information appropriately Frequently acknowledges information appropriately Responds to what is heard 4-5 Recognizes directions Identifies types of context clues: time and sequence words Periodically attempts to follow directions Practices identifying context clues Frequently attempts to follow directions correctly Frequently uses context clues to understand new words Follows oral directions Uses context clues to make sense of new words Revised 09/11/07 24

26 K-3 Learning Skills Levels N-1 At times responds to directions Begins to learn the process of sequencing with assistance Observes others during silent period 2-3 Repeats directions Focuses attention on the task Attends to the teacher s modeling 4-5 Focuses attention to task Learns evaluation process Occasionally responds to directions Begins to sequence with support Occasionally joins others in group while still in silent period Gathers appropriate materials Repeats task expectations and directions Performs tasks with assistance of peers or teacher States steps and responsibilities to the task being performed Analyzes samples of evaluated work Frequently responds to directions and begins to question Routinely follow sequences in actions Sometimes works cooperatively in groups Requests feedback on progress Listens skillfully and contributes Begins to ask questions for help Practices self-monitoring independently and in groups, when given a task Practices evaluating work with teacher and/or peers Identify/respond to phrases Follow sequences in activity Attend to modeling Set attainable goals for 9 weeks (teacher/translator record for student) Ask questions in first language Build partnership for learning with home (personal contact) Apply principals of working with others in learning activities Become aware of learning styles Stay on task with little supervision Become comfortable with independent work Perform basic tasks after effective modeling Apply principles of working with others in learning activities Work independently and in groups Know what learning task needs to be done and take initiative to accomplish it Evaluate and rate work, given criteria Apply principles of working with others in learning activities Revised 09/11/07 25

27 Grades Reading Levels N-1 Memorizes sounds in first language Recognizes basic cognates 2-3 Memorizes letter sounds and blends Seldom identifies subjects and predicates At time identifies reading strategies Selects level-appropriate reading material Reads information from ageappropriate books, with assistance Makes connections between sounds and reading Identifies patterns for cognate endings Makes connection between sounds and blends With assistance, identifies subjects and predicates Occasionally uses appropriate reading strategies to make meaning from content selections Grasps some main ideas from age-appropriate selections Accesses information from age-appropriate books Attempts to read beginner books in first language Identifies patters for cognate beginnings and endings Recognizes syllables Identifies subject and predicate frequently Frequently uses appropriate reading strategies to make meaning from content selections Recognizes main ideas from level-appropriate reading selections Routinely reads and accesses information from ageappropriate books In circumstances where there has been no prior instruction. Independently reads in first language Integrates cognates with newly acquired English sight words Without prior reading instruction: --Starts putting letters together to make words --Recognizes sight words --Begins to read phrases Recognizes uses for subject and predicates Uses appropriate reading strategies to make meaning from content selections Summarizes high-interest, lowvocabulary, age and level appropriate reading selections Reads and accesses information from appropriate books 4-5 At times identifies reading strategies Uses appropriate reading strategies to obtain meaning with support Frequently uses appropriate reading strategies to obtain meaning Uses appropriate reading strategies to make meaning from grade-level content and/or pleasure reading selections Revised 09/11/07 26

28 4-8 Writing Levels N-1 Without prior reading instruction: Recognizes first and last name, address, phone number Identifies upper and lower case letters Identifies letters and their corresponding sounds With prior reading instruction: Copies sentences 2-3 Composes simple essays, stories, and responses in first language Introduces editing marks 4-5 Uses editing skills Composes simple essays and stories Without prior reading instruction: Traces/copies first and last name, address, phone number from memory Writes some of the ABC s in both upper and lower case Experiments with letters to form phonetic words; may draw pictures to convey words With prior reading instruction: Writes sentences using more first language than second language Composes simple essays, stories, and responses partly in second language, but primarily in first language Models correct use of editing marks Proofreads and self-corrects writing in English with support as necessary Models writing for level and age appropriate content areas Models writing at this level Without prior reading instruction: Frequently writes first and last name, address, phone number from memory Regularly writes ABC s both upper and lower case Strives to put together words With prior reading instruction: Writes sentences using more second language than first language Composes simple essays, stories, and responses some in first language, but primarily in second language Uses editing skills most of the time Proofreads and self-corrects writing in English with peer support Composes writing level and age-appropriate content areas, with support if necessary Without prior reading instruction: Writes first and last names, address, phone number from memory Writes ABC s both upper and lower case Begins to use phonetic spelling With prior reading instruction: Writes sentences using a mixture of first and second languages Respond to learning activities in writing in native language or some English languages. Composes simple essays, stories, and responses in English Uses editing skills correctly Proofreads and self-corrects writing in English Composes writing for level and ageappropriate content areas Revised 09/11/07 27

29 4-8 Listening Levels N-1 Listens to words or phrases Matches spoken word with objects Occasionally recognizes isolated spoken words Recognizes isolated spoken words 2-3 At times responds to words or phrases Increasingly able to respond to what is heard Frequently responds to what is heard Appropriately responds to what is heard 4-5 Recognizes oral directions have been given Hears new words Connects oral direction with occasional response Recognizes spoken words in context Attempts to follow oral directions often Demonstrates understanding of the context clues Follows oral directions Uses context clues to make sense of new words 4-8 Speaking Levels N-1 Establishes eye contact with speaker Models speech Expresses answers with body language 2-3 Responds to simple directions at times Repeats words and phrases with assistance Expresses requests with body language Answers simple questions 4-5 Interacts within the classroom Listens to classroom conversations Shows awareness of speaking errors Begins to respond to spoken word Repeats words and phrases with help Uses some one-word answers Responds orally to simple directions Builds simple phrases with simple support Some simple requests with support Begins to interact independently within classroom Corrects speaking with support Participates in conversation within a group Revised 09/11/07 28 Increasingly responds to spoken word Occasionally repeats words and phrases Frequently uses one-word answers Gives simple directions orally Builds simple phrases independently Frequently creates simple requests Increasingly interacts within the classroom independently Begins to self-correct speaking Responds to initiated conversations Responds to spoken word Repeats words and phrases Answers simple questions Make simple request Gives or responds orally to simple directions Generates phrases/simple sentences Interacts within the classroom independently Self-corrects speaking Initiates conversations Uses new words

30 4-8 Learning Skills Levels N-1 At times responds to directions Begins to learn the process of sequencing with assistance Observes others during silent period 2-3 Repeats directions Focuses attention on the task Attends to the teacher s modeling Identifies different learning strategies Focuses and attends to task 4-5 Focuses attention to task Learns evaluation process Occasionally responds to directions Begins to sequence with support Occasionally joins others in group while still in silent period Gathers appropriate materials Repeats task expectations and directions Performs tasks with assistance of peers or teacher Practices using learning strategies in guided situations with support States steps and responsibilities to the task being performed Analyzes samples of evaluated work Revised 09/11/07 29 Frequently responds to directions and begins to question Routinely follow sequences in actions Sometimes works cooperatively in groups Requests feedback on progress Listens skillfully and contributes Begins to ask questions for help Performs basic tasks after effective modeling; begins to ask questions for help Selects appropriate learning strategies for different tasks Practices self-monitoring independently and in groups, when given a task Practices evaluating work with teacher and/or peers Expresses and explains learning strategies used during a learning activity Responds/questions in first language Follows sequences in activity Set attainable goals for 9 weeks (teacher/translator record for student) Build partnership for learning with home (personal contact) Contributes ideas when working with others Identifies/responds and asks questions about learning task Becomes aware of learning styles Stays on task with little supervision Becomes comfortable with independent work Begins to ask questions for help Performs basic tasks after effective modeling Use learning strategies as appropriate in content learning activities (organizing, cause/effect, problem-solving, predicting, sequencing, remembering, etc.) Apply principles of working with others in learning activities Works independently and in groups Knows what learning task needs to be done and take initiative to accomplish it Evaluate and rate work, given criteria Express and explain process of thinking and learning strategies used during a learning activity Effectively works with others in learning activities

31 Grades Reading Levels N-1 Attempts to read books in first language Recognizes basic cognates Reads in first language at ability level Sometimes uses cognates for context clues Reads in first language at instructional level with support Increasingly uses cognates for context clues Reads in first language at independent level Uses cognates along with other acquired vocabulary 2-3 With no prior reading instruction: Memorizes letter sounds and blends With prior reading instruction: Grasps main ideas from age and level appropriate material 4-5 At times identifies reading strategies With no prior reading instruction: Makes connections between sounds and blends to recognize syllables With prior reading instruction: Recognizes main ideas from age and level appropriate material Uses appropriate reading strategies to obtain meaning with support With no prior reading instruction: Recognizes sight words With prior reading instruction: Summarizes age and level appropriate reading selections with support Frequently uses appropriate reading strategies to obtain meaning With no prior reading instruction: Begins to read phrases With prior reading instruction: Summarizes age and level appropriate reading selections Uses appropriate reading strategies to make meaning from grade-level content and/or pleasure reading activities Revised 09/11/07 30

32 9-12 Writing Levels N-1 Without prior reading instruction: Recognizes first and last name, address, phone number Identifies letters Identifies upper and lower case letters With prior reading instruction: Copies sentences 2-3 Composes simple essays, stories, and responses in first language Recognizes basic editing marks 4-5 Occasionally uses editing skills to proofread Uses narrative writing for self-expression and personal reflection (e.g. journals, learning logs) Without prior reading instruction: Traces/copies first and last name, address, phone number from memory Write some of ABC s in both upper and lower case Experiments with letter to form phonetic words; may draw pictures to convey words With prior reading instruction: Writes sentences using more first language than second language Composes simple essays, stories, and responses partly in second language, but primarily in first language Correctly uses basic editing marks Frequently proofreads and self-corrects writing in English with support as necessary Writes in response to appropriate content area instruction Develops writing process for different purposes (ex. expository) Without prior reading instruction: Frequently writes full name and address from memory Writes regularly ABC s in upper and lower case Strives to put together words With prior reading instruction: Writes sentences using more second language than first language Without prior reading instruction: Writes full name, address, phone number from memory Writes ABC s in upper/lower case Begins to use phonetic spelling Draws pictures to express ideas or understanding With prior reading instruction: Writes sentences that use code switching Copies sentences Practices a variety of writing situations (applications, forms, etc.) Respond to learning activities in writing in native language or some English language Composes simple essays, stories, and responses in English Uses basic editing skills Frequently responds to content learning activities using basic English or a mixture of first language and English Writes for personal and learning purposes Revised 09/11/07 31 Composes some simple essays, stories, and responses in first language but primarily in second language Uses basic editing skills most of the time Responds to content learning sometimes using code switching Usually proofreads and selfcorrects Develops writing process skills for different writing purposes (ex. expository or technical) Generally proofreads and self-corrects writing in English Composes writing for level and age appropriate content areas with support if necessary Writes for self-expression for personal purposes or responds to content learning activities (ex. analysis, synthesis, selfevaluation) Write for self-expression for personal purposes or responses to content learning activities

33 9-12 Speaking Levels N-1 Establishes eye contact with speaker Models speech Expresses questions with body language 2-3 Sometimes responds to simple directions Repeats words and phrases with assistance Expresses requests with body language 4-5 Interacts within the classroom Listens to classroom conversations Begins to respond to spoken word Repeats words and phrases with help Occasionally asks one-word questions Responds orally to simple directions Builds simple phrases with support Begins to interact independently with classroom Corrects speaking with support Participates in conversation within a group Increasingly responds to spoken word Occasionally repeats words and phrases Frequently uses one-word questions Gives simple directions orally Builds simple phrases independently Increasingly interacts within the classroom independently Begins to self-correct speaking Responds to initiated conversations Responds to spoken word Repeats words and phrases Makes simple requests Gives or responds orally to simple directions Generates phrases and simple sentences Answer simple questions Interacts within classroom Self-corrects speaking Initiates conversations Tries to use new words 9-12 Listening Levels N-1 Listens to words or phrases Matches spoken word with objects Occasionally recognizes isolated spoken words Recognizes isolated spoken words 2-3 At times responds to words or phrases Increasingly responds to what is heard Frequently acknowledges information appropriately Responds appropriately to what is heard 4-5 Recognizes oral directions have been given Identifies types of context clues: time and sequence words Connects oral directions with occasional response Practices identifying context clues Frequently attempts to follow directions correctly Demonstrates use of context clues to understand new words Follows oral directions Uses context clues to make sense of new words Revised 09/11/07 32

34 9-12 Learning Skills Levels N-1 At times responds to phrases Begins to learn the process of sequencing with assistance Defines goals Observes others during silent period 2-3 Defines learning styles Focuses attention on task Observes others asking questions Identifies different learning strategies 4-5 Focuses attention on task Learns evaluation process Identifies steps of thinking and strategies used during learning with assistance Observes others while in silent period Occasionally responds to phrases Begins to sequence with support Identifies steps for goals Occasionally joins others in groups while in silent period Becomes aware of learning styles Repeats task expectations and directions Begins to ask questions for help with assistance Practices using learning strategies in guided situations with support Occasionally joins others in group while in silent period States steps and responsibilities to the task being performed Analyzes samples of evaluated work Uses steps of thinking and strategies used during learning with assistance Occasionally joins others in groups while in silent period Frequently responds to phrases Routinely follows sequences Sets and attains short-term goals Sometimes works cooperatively in groups Explores different learning styles Performs tasks with assistance of peers or teachers Begins to ask questions for help independently Selects appropriate learning strategies for different tasks Sometimes works cooperatively in groups Practices self-monitoring independently and in groups, when given a task Practices evaluating work with teacher and/or peers Discusses steps of thinking and strategies used during learning Sometimes works cooperatively in groups Responds to phrases Follows sequences Sets attainable goals for 9 weeks Applies principles of working with others in learning activities Identifies own learning styles Stays on task with little supervision Asks questions about learning tasks Uses learning strategies appropriate in content learning activities (organization, cause/effect, etc.) Applies principles of working with others in learning activities Takes initiative to accomplish learning tasks independently or in groups Evaluates and rates work, given criteria Explains steps of thinking and strategies used during learning Applies principles of working with others in learning activities Revised 09/11/07 33

35 Strategies and Methods Strategies: Graphic organizers Concept mapping Pantomine Simplifying your vocabulary Cooperative learning Slow rate of speech Total Physical Response Scaffolding Webbing Modeling Language Experience Approach Repetition Retelling Choral response activities Paraphrasing Partner with parents Sentence structuring Interactive writing Reciprocal Reading Summarizing Role-playing Higher-order thinking Manipulatives Simulations of situations Drawing Materials Oxford Picture Dictionary Real objects or pictures-movie and recorded books Music-Reader s Theater Singlish-posters and CD s-reader s Theater Leapfrog machine (vowel sounds) Animated Alphabet Frog games (Lakeshore catalog) Kagan (Super Duper Catalog) Dolch Word List Word Walls Carousel of Ideas Program Kit (Ballard and Tighe) Vocabulary word bank (Lakeshore catalog) Sight Words Mulberry Reading Program (PC Education Publish) Singlish ( Leap Frog Books L-E-T Family Involvement Success Maker (Pearson) District Text Books (Math and Language Arts) Manipulatives Revised 09/11/07 34

36 Websites: Bilingual Education And ESL Websites Office of Bilingual Education and Minority Languages Affairs National Center for Bilingual Education Center for Applied Linguistics National Association for Bilingual Education Teachers of English to Speakers of Other Languages Articles about Bilingual Education, ESL, and Cultural Diversity Frequently Asked Questions Regarding Bilingual Education Improving Teacher Education Practices: Faculty and Teacher Development to Serve LEP Students Language Minority Student Achievement and Program Effectiveness Assessment That Supports Academic Success for English Language Learners Two-Way Language Learning /cc14/ttp4.htm Three Principles for Success: English Language Learners in Mainstream Content Classes Revised 09/11/07 35

37 Issues in Grading Limited English Proficient Students Working with Families of Limited English Proficient Children Bilingual Education: Focusing Policy on Student Achievement Beyond Adversarial Discourse: Searching for Common Ground in the Education of Bilingual Students The Nature and Scope of Culture Applicatins of Cultural Information in Instruction, Curriculum, and Evaluation Revised 09/11/07 36

38 Favorite Articles Active processing strategy Coping strategies While students are working in groups or pairs on the process, concept or problems, use Stop and Talk strategies such as: Rehearsal strategy Active processing strategy Reciprocal questioning Coping strategy Analogy strategy Social Studies: Read or tell about an event or about your focus concepts to students: Have the students draw a picture of the most important part. Have students retell concept or event with sequenced pictures. Use the Rehearsal Strategy to guide discussion about the passages. Pass out books or readings about the event or concept to pairs of students and have them read using: Shadow reading Echo Reading While students are working in groups or pairs on the process, concept or problems, use Stop and Talk strategies such as: Rehearsal strategy Active processing strategy Reciprocal questioning Coping strategy Analogy Strategy Cognitive Learning Strategies: Active Processing Analogy Evaluation Mind Mapping Organization Rehearsal Review Techniques Comprehension: Hot Seat: Have students take the parts of the various characters in the story or historical event. While the actors review what their character did/said, have the rest of the class prepare 10 questions they want to ask these characters. Then the characters sit in the hot seat and are interviewed by the class. W Story Star: Compare students guesses and predictions about the the story to the information or actual events in the story or event. KWL: 2001 Dr. Catherine Collier Workshops All Rights Reserved Revised 09/11/07 37