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Newcomer ELL Handbook ProjectThis ELL newcomer resource was set-up as a template for new refugee support so that any OASD school may use it. Simply do a “find and replace” using the Microsoft Word tool bar and replace “Your School” with your school’s name and add other specifications as needed.Some of the documents didn’t copy well into the landscape page layout (i.e. the student schedule), so you may want to go back to the original created by Stacey Thiede and use that layout.Feel free to add and change to this document to improve it. Always save your own originals for safe-keeping Other things to remember:Add Family translation needs to Skyward. If student does not speak Hmong or Spanish and there is another individual who is willing to serve as a translator for the family, this can be added to the notes.Newcomer ELL Study Materials used during Resource:Merrill Middle School 2013-14Access: Building Literacy Through Learning—Newcomers. Great Source (2005)(this one has extensive content-based prep, including math)Keys to Learning: Skills and Strategies for Newcomers. Longman/Pearson (2005)Rosetta Stone—Set up account through Stacey Thiede Oshkosh Area School DistrictMerrill Middle SchoolEnglish Language Learner Newcomer Guide:Guide for the Peer Mentor, Classroom Teacher & the Student--Dawn Shimura, ELL SpecialistELL NewcomerPeer Mentor GuideGetting Started with an ELL Student Mentor:If the goal of the instruction is basic English acquisition and socialization and not academic in content, it is better if the mentor doesn’t speak the home language. (If academic content is the primary goal, then complex comprehension will be required and the native language support is useful whenever possible).Consult with staff to obtain names of students that would be culturally sensitive and is academically successful enough to be late for his/her own classesMeet with potential mentors during lunchRead the “Things for Peer Mentors to Know” handoutDemonstrate how to conduct Total Physical Response (TPR) session. Suggest the activities constitute a 5-7 minute period during the dayRead the “TPR Starters” handoutAsk mentors to think of materials in and around school or home that would complement any of the aboveShow mentors the ELL Resource room and supplies. Thank the mentors and arrange for another lunch date with the ELL student(s) and mentor(s)(If available, have someone bilingual explain this process to the ELL student)School TourBy Peer MentorDear (Peer Mentor of a student with low-level English skills),Thank you for your help with our new student. This student will remember you as their first friend and helper in his or her new country.Please spend some time doing the following and return to our classroom by ________________.Take the student around the school to show him/her the following places. Make sure to explain what students are expected to do and the rules they must following each location:Cafeteria BathroomsOfficeLibraryComputer labGymOfficePlease introduce the student to the following people and explain what each person’s job is through simple words or demonstration:Head cookSecretaryLibrarianPrincipalSchool receptionistSchool nurseSchool counselorCustodian(s)If the students seems to be confused or has any specific questions, write them down, and bring them to your teacher the end of the tour.Thank you! Your help is greatly appreciated!Dear (Peer Mentor of a student with intermediate or higher level English skills),Thank you for your help with our new student. This student will remember you as their first friend and helper in his or her new country.Please spend some time doing the following and return to our classroom by ________________.Explain the rules for behavior at recess, lunch, before and after school, and in the hallways.Take the student around the school to show him/her the following places. Make sure to explain what students are expected to do and the rules they must following each location:Cafeteria BathroomsOfficeLibraryComputer labGymOfficePlease introduce the student to the following people and explain what each person’s job is or how that person can help him/her :Head cookSecretaryLibrarianPrincipalSchool receptionistSchool nurseSchool counselorCustodian(s)Ask the student is he/she has any questions, write them down, and bring them to your teacher the end of the tour.Thank you! Your help is greatly appreciated!Daily Routine Assistance: Class-to-class EscortBy Peer MentorDear Peer Mentor,Thank you for your help with our new student, escorting him/her between classes. This student will remember you as their first friend and helper in his or her new country.Please spend some time looking over the new student’s daily routine. If you have any suggestions on how to make adjusting to school life here in the United States and here at Merrill Middle School, please talk to or email the ELL Specialist. You will come to know your peer buddy better, in ways, than the staff at Merrill Middle School and your insight is greatly appreciated.Greet the student at the doors he/she enters in the morning and walk him/her to his/her locker and then to Homebase. Escort the student to his/her classes, making sure that he/she has been introduced to the teacher and knows where to sit and what to do until class starts. You will be given a hall pass to excuse you from the beginning and end of each of your classes that are affected by your peer mentoring. Please exit each of your classes 2-3 minutes early and meet your peer buddy at his/her classroom door.If you have an opportunity to work with basic verbs & vocabulary with the student, please add a 5 minute routine to your day using the vocabulary from the “TPR Starters” handout.If you are assigned to assist as Peer Tutor in any of your classes, please see the ELL Specialist and the classroom teacher for suggestions.If the students seems to be confused or has any specific questions, write them down, and bring them to a teacher or the ELL Specialist.Thank you! Your help is greatly appreciated!Things for Peer Tutors to KnowPeer tutors are VERY IMPORTANT people! Students often learn more from you than they do the teacher. Thank you for choosing this very important job.Talk more slowly than usual.Use short, simple sentencesRepeat the most important words 2 or 3 timesSpeak in a normal voice. There’s no need to speak louder than usual unless the surroundings are unusually noisy.Your buddy doesn’t need to understand every word of what your….just the main ideaUse pictures when you can. If you can’t find any….draw oneAct it out or use gestures when you can If your buddy still doesn’t understand, try to explain in different wordsIf you can’t understand what your buddy is trying to say, ask him or her to act it out or to draw itTry not to do the work for your buddy. Try to explain so that she/he understands enough to do it for her or himselfWhen your buddy doesn’t pronounce something correctly, don’t criticize or make him or her repeat it several times. Instead model the correct way to way it.If your buddy can’t think of the answer, give him or her the choice between 2 wordsGive your teacher ideas if you can see ways that your buddy could be included more in the classroom. Don’t get angry if your teacher isn’t able to implement the idea. Continue to make suggestions!Think of ways to make your buddy feel welcome at recess, lunch, after school…any time!Ask your buddy to teach you some things in his or her native language. Perhaps establish a few minutes at the end of each lesson to learn how to say some things you’ve taught in English in your buddy’s native languageTPR Starters(Total Physical Response: commands to increase receptive English vocabulary)Stand upGo to the ___________Write __________Stand up and walk to the doorHumDraw a ___________Stand next to the ________SingRead _____________Stand on the ________Count to ________ in (native language)Watch _____________Sit downCount to _______ in EnglishCopy ________________Sit down on the _____Point to the _______Fix this ______________Raise your handDraw a __________Pick up the ____________RunFold the paperPut down the ________Run to the _________Open the ______Go ____________DanceClose the ____________Watch meDance next to _________Throw the ____________Watch the ________SmileThrow the _____ in the _____Wash ___________FrownPick up the ________KneelCryUnderline the ___________Kneel on the ___________GiggleCircle the ______Hold the _______LaughCut the ____________Carry the _________Follow meMake ____________Read the ________ELL NewcomerClassroom Teacher GuideWorking with new English Language LearnersIncrease wait time: Give students time to think and process languageSimplify your language: Use as few words as possible. Emphasize and perhaps repeat important words and verbsRespond to the message: even if grammar isn’t perfect—if you understand what they’re trying to say…respond. Don’t explicitly correct the utteranceModel correct usage: if the student responds with incorrect grammar, acknowledge the response and then repeat it, modeling correct grammarDon’t expect students to speak: but sill ask that they respond: by pointing, answering yes or no, or choosing among 2 optionsDemonstrate and use manipulatives: hold up pictures, realia, act it out, draw it…be creativeSocialize the student: Remember that for newcomers, the classroom goal is for socialization and language acquisition, not classroom content. Surround the student with supportive peers. The ELL specialist can meet privately with any students you assign as peer buddiesRoutine: It is important for newcomers to establish classroom routinesDuties: When the content is too complex for in-class participation, student can assist teacher with classroom duties ELL Tasks: When the classroom content is too complex for in-class participation, student can work on an ELL task (worksheets or computer-based) provided by the ELL Specialist in advance (i.e. Rosetta Stone, content-based vocabulary cards (see attached graphic organizer for template), etc.)Google Docs: Share any classroom work with ELL Specialist for student feedback and progress monitoringGender considerations: Some cultures are sensitive about working together with the opposite sexGraphic Organizer for Teaching Content VocabularyTopic: Math Science Social Studies LiteracyPicture:Word: = Synonym:2701290762000Meaning: Sentence: (subject & verb)One way to help students explore words is to ask them to choose a:*Synonym*Picture*Word to fill in the blank*Antonym*Classification*Definition*Example of description of the definition-6356731000Topic: Literacy WordsPicture:Word: = Synonym:2658110698500Meaning: (in Kinyarwandan or English)Sentence: (subject & verb)-6356731000Topic: Literacy WordsPicture:Word: = Synonym:2658110698500Meaning: (in Kinyarwandan or English)Sentence: (subject & verb)0-19050000Topic: MathPicture:Word: = Synonym:2658110698500Meaning: (in Kinyarwandan or English)Sentence: (subject & verb)0-18351500Topic: MathPicture:Word: = Synonym:2658110698500Meaning: (in Kinyarwandan or English)Sentence: (subject & verb)0-25400000Topic: SciencePicture:Word: = Synonym:2658110698500Meaning: (in Kinyarwandan or English)Sentence: (subject & verb)0-25400000Topic: SciencePicture:Word: = Synonym:2658110698500Meaning: (in Kinyarwandan or English)Sentence: (subject & verb)0-22034500Topic: Social StudiesPicture:Word: = Synonym:2658110698500Meaning: (in Kinyarwandan or English)Sentence: (subject & verb)0-22034500Topic: Social StudiesPicture:Word: = Synonym:2658110698500Meaning: (in Kinyarwandan or English)Sentence: (subject & verb)ELL NewcomerStudent GuideStudent Schedule3144520271780Grace’s Schedule00Grace’s Schedule1285875890270170497589027013144501773555800818383251773555190019Advisor Room 204- Mrs. NoeClassRoomTeacherGym 204Mr. Loeper128587591503518383251781810 3800 381257300915035131445017830808008Hour 1ClassRoomTeacherScience 112 Mr. Mees1285875818515159067593281513144501791970900918383251791970320032Hour 2ClassRoomTeacherLiteracy124 Dawn 140970065468517145009404351838325176149026002613144501759585100010Hour 3ClassRoomTeacher Teen Life 110 Ms. Parker1581150481330170497590995517995901814830 2000 2012763501805305 1100 11Hour 4ClassRoomTeacherResource124Dawn-186856551981Lunch #3444100Lunch #34441395287531813540386005467350040760651784985 5900 5935242501784985 1200 1215525755943600015525755467351095375178244512001215811501782445100010-200025155448000 Hour 5 ClassRoomTeacherMath 202 Ms. Gauthier14382756019809906004591051476375170434053005399060017043401001Hour 6ClassRoomTeacherSocial Studies 204 Ms. Noe91440041275005619750137795Go home at 3:3700Go home at 3:3710953752667001676400314325170497528892547 0047 12096752794002 002 Hour 7 Computer Access29730702680335002972270232156000Computer Access371723529235680039756512128768003975487248613500Math Program—Front RowLocker Combination731774020383500178816025400000Hall LockerGym Locker514286530099000857252971800030924533172400036639516490950040703536195005485765322199011001154844951598930210021544407610336731003137617401367155003761740294132000-1296670306006500-1106805144716500School VocabularyCity Bus (go to for your school’s route(s) and insert the route needed for your student, fares are listed here ) GO Transit Bus FaresOne-way Cash Fare (ages 6-59)$1.00Senior Citizen (age 60 and over)$ 0.50Disabled (w/ ADA card or Medicare Card)$ 0.50Children under 6 years of age*FREEUWO Students, Staff & Faculty w/ Titan CardFREEDisabled Veteransw/ DVA Service Connected IDFREEPunch Pass (20 rides)$20.00Reduced Punch Pass (20 rides)$10.00Monthly Pass (unlimited rides)$25.003-Month Pass (unlimited rides)$60.00 (Best Value!)*Please note: Only 3 Children under 6 per fare paying rider are eligible for the free fare.1. To qualify for reduced fares or free fares, rider must be prepared to show the driver the applicable form of ID.?2. To use a Reduced Punch Pass, rider must show driver proof of age (60 or older), valid ADA paratransit card or valid Medicare Card. ................
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