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mleung

Welcome to Avon Grove School District - 0 views

www.avongrove.org/...esl.html

Reference

shared by mleung on 10 Apr 12 - No Cached
  • mleung on 10 Apr 12
     
    English as a Second Language (ESL) is offered at Avon Grove School District at each level. The ESL curriculum is based on the TESOL Standards for Listening, Speaking, Reading and Writing and the PA Academic Standards for Reading and Writing.
mleung

English Language Learners Program - Neenah Joint School District - 0 views

www.neenah.k12.wi.us/...ellProgram.cfm

Reference

shared by mleung on 10 Apr 12 - No Cached
  • mleung on 10 Apr 12
     
    Translated school forms in Spanish and Hmong as well as other resources.
mleung

English Language Learning Center - 0 views

www.cesa7.org/index.asp

reference family

shared by mleung on 30 Sep 11 - No Cached
  • mleung on 30 Sep 11
     
    CESA 7's aim is to work in partnership with school districts in Northeast Wisconsin to provide leadership and to help facilitate change and continuous improvement in our schools so that all children will achieve educational excellence.
mleung

The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12 - 1 views

www.cal.org/...the-go-to-strategies

strategies teachers

shared by mleung on 29 Jan 16 - No Cached
  • mleung on 29 Jan 16
     
    The 78 strategies selected were modeled and discussed with the teachers during the practitioner-oriented courses. The GO TO Strategies was designed to be used as a resource by K-12 general education and content-area teachers with English language learners (ELLs) in their classrooms, ELL teachers, special education teachers, principals and other supervisors overseeing the instruction of diverse groups of students in North Kansas City Schools and for professional development of these educators.
mleung

What Does Research Say about Effective Practices for ENGLISH LEARNERS? - 1 views

sewanhaka.schoolwires.net/...ticle%20series%20on%20ELLs.pdf

Strategies Reference Reading Instructional AWESOME! Language Acquisition

shared by mleung on 08 Oct 13 - No Cached
  • mleung on 08 Oct 13
     
    English Learners (ELs)-students whose second language is English and who are not fully proficient in English-constitute the fastest growing portion of the K-12 student population. By 2025, according to U.S. government estimates, as many as one in four students in the United States will come from a home where a language other than English is spoken. Because many of these students tend to do poorly in school, teachers are encouraged to regularly use research-based practices to improve these students' academic achievement. Yet knowing which practices actually are research-based-that is, they are supported by research demonstrating impact on student outcomes-is not clear to many educators. This series of articles will help educators identify students' levels of oral and academic language proficiency, offer interactive and direct techniques to promote literacy development, and build and maintain effective programs for ELLs.
mleung

Legal Requirements for Districts Enrolling ELLs - 3 views

www.dpi.state.wi.us/...legalrequirements.html

shared by mleung on 13 May 11 - No Cached
  • Sample Home Language Survey (HLS): HOME LANGUAGE SURVEY Please answer the following questions for each student Is a language other than English spoken in the home on a regular basis? YES       NO □            □       If YES, what language(s)?_______________ Does the student use language other than English on a regular basis? YES      NO     If YES, what language(s)?_______________ □           □ Is the student currently receiving “English Language Learner” services? YES     NO □          □ School Note: If any question is marked “YES”, then the district has a legal obligation to evaluate for limited-English proficiency following the WI identification process.  For more information see the following bulletin:  http://www.dpi.wi.gov/esea/pdf/bul_0701.pdf.
mleung

The Stages of Second Language Acquisition - 2 views

www.ascd.org/...cond-Language-Acquisition.aspx

shared by mleung on 14 Oct 11 - No Cached
  • It is important that you tie instruction for each student to his or her particular stage of language acquisition. Knowing this information about each student allows you to work within his or her zone of proximal development—that gap between what students can do on their own and what they can with the help of more knowledgeable individuals (Vygotsky, 1978).
  • Research shows that high levels of student engagement are "a robust predictor of student achievement and behavior in school" (Klem & Connell, 2004, p. 262). One way for mainstream teachers to engage their ELLs more is by asking tiered questions. We recommend that teachers ask frequent questions throughout their lessons, as doing so lets ELLs practice their new language and helps teachers assess how much of the content the ELLs understand. Of course, questions should be tailored to each ELL's level of second language acquisition.
  • By knowing the stages of language acquisition and stage-appropriate questions, you can engage students at the correct level of discourse. Asking the tiered questions that accompany the stages of acquisition is one way to help students move to the next stage. To ensure that the student is being challenged and pushed to the next level, it is important to once in a while ask questions from the next level as well.
  • ...3 more annotations...
  • Stage  Characteristics  Approximate Time Frame  Teacher Prompts  Preproduction  The student Has minimal comprehension. Does not verbalize. Nods "Yes" and "No." Draws and points.   0–6 months  Show me … Circle the … Where is …? Who has …?   Early Production  The student Has limited comprehension Produces one- or two-word responses. Uses key words and familiar phrases. Uses present-tense verbs.   6 months–1 year  Yes/no questions Either/or questions Who …? What …? How many …?   Speech Emergence  The student Has good comprehension. Can produce simple sentences. Makes grammar and pronunciation errors. Frequently misunderstands jokes.   1–3 years  Why …? How …? Explain … Questions requiring phrase or short-sentence answers   Intermediate Fluency  The student Has excellent comprehension. Makes few grammatical errors.   3–5 years  What would happen if …? Why do you think …? Questions requiring more than a sentence response   Advanced Fluency  The student has a near-native level of speech.  5–7 years  Decide if … Retell …
  • For Early Production students, questions that require a one-word response, such as yes/no and either/or questions, are acceptable. You also want to begin asking students at this stage questions that require a phrase or short sentence. Speech Emergence students should be asked to answer questions that require a short-sentence response. It is OK to sometimes ask these students questions requiring a multiple-sentence response, but it is not OK to ask them questions requiring a pointing or one-word response. How about Intermediate and Advanced Fluency students? It is OK to ask them questions that require a lot of verbal output, but it is not OK to ask them questions requiring minimal verbal output.
  • Do not mistake an ELL's limited output for an inability to think abstractly. It's easy to keep asking Preproduction students yes/no questions or have them respond by pointing, but the students must do more than simply recall knowledge. We can't have ELLs stuck at the lowest levels of thinking.
  • mleung on 14 Oct 11
     
    Chapter 2: Language Acquisition and Tiered Questions, a great strategy.
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