ENGLISH TO SPEAKERS OF OTHER LANGUAGES (ESOL)



ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) PROGRAMGrades K - 12Pleasant Valley School DistrictBrodheadsville, Pennsylvania 18322Revised 2/2013TABLE OF CONTENTSPhilosophy of ESOL Program2Preface3-4Entrance Procedures5-6Home Language Survey7Parent Entry Letter9W-APT Placement Scores10Procedures for Reporting ESOL Progress11WIDA Can-Do Descriptors12-20Student Performance Outcomes21Beginner Level Performance Outcomes22Intermediate Level Performance Outcomes30Advanced Level Performance Outcomes38Criteria Necessary to Exit ESOL Program43Post-Exit Monitoring Program45Parent Exit Letter46Post-Exit Monitoring Forms47Parent Re-Entry Letter54Letter From ESOL Student55TESOL Standards56Accommodations for ESOL Students61Alternate Assessments for ESOL63PHILOSOPHY OF ESOL PROGRAMThe Pleasant Valley School District provides an ESOL instructional program that promotes the natural abilities of all children to acquire language. It is characterized by creative teaching strategies, which both inspire and challenge students.The district values the knowledge, culture, and language that each student brings to school. It provides experiences that relate the student's foundation of prior learning to the acquisition of English making the transition into the new culture a comfortable one.Second language instruction incorporates the skills of listening, speaking, reading, and writing. All modalities of cognitive and learning styles are included to make instruction relevant and comprehensible.Language instruction strives to accommodate individual proficiencies by presenting learning activities at the appropriate level of difficulty. ESOL instruction varies in scope and incorporates content areas into all lessons.ESOL teachers create an atmosphere of acceptance and support for the language learner. Positive attitudes and approaches to instruction are such that students will find a freedom to experiment with language and not be afraid to make mistakes.PREFACEThis curriculum is designed to be used in all grades K - 12. Through this curriculum, our students will attain linguistic competence as well as develop critical thinking and problem solving strategies.Research into second language acquisition shows that learners go through stages of second language acquisition. The instructional objectives stated in the ESOL curriculum take these varying stages into consideration. Objectives have been designed to be more linguistically and cognitively challenging as the students advance in their levels of proficiency.The curriculum follows a pattern that comprehension precedes language production, placing a great deal of emphasis on listening skills and comprehensible input by the instructor. Audiovisual aids, body language, and realistic settings are encouraged in order to make language understandable by the students. As long as the students understand language through context, the teacher can use language constructions not yet acquired to help the learners advance to the next level of acquisition.Reading and writing skills are integrated into the curriculum. They are introduced at the appropriate time of development based on the learner's level of proficiency. Reading materials are selected according to the student's readiness. Writing activities are taught using a whole language approach. Oral discussion, brainstorming, and group-writing projects are commonly used at pre-writing levels.This curriculum has been developed thematically. It is not textbook driven, but utilizes a variety of materials, both commercially produced and teacher generated, to achieve the desired outcome. Organization of the curriculum, based on the WIDA? (World-Class Instructional Design and Assessment) Consortium Model, is as follows:ENTERING, Level1 - students will match oral language to classroom and everyday objects;point to stated pictures in context;Respond non-verbally to oral commands or statements (e.g., through physical movement).EMERGING, Level 2 - students will match pictures, objects or movements to oral descriptions;follow one-step oral directions (e.g., “stand up”; “sit down”).DEVELOPING, Level 3 - students will follow two-step oral directions, one step at a time; draw pictures inresponse to oral instructions; respond non-verbally to confirm or deny facts.EXPANDING, Level 4 -students will follow oral directions and compare with visual or nonverbal models (e.g., “Draw a circle under the line.”); distinguish between what happens first and next in oral activities or readings;role play responses.BRIDGING, Level 5 - students will arrange objects or pictures according to descriptive oraldiscourse; identify pictures/realia associated with grade-level academic concepts from oral descriptions.REACHING, Level 6 - students will read, write, speak and listen at grade-level proficiency.ENTRANCE PROCEDURESThe Civil Rights Act of 1964, Title VI, Language Minority Compliance Procedures, requires school districts/charter schools to identify limited English proficient students (language minority students).? The Pennsylvania Department of Education has selected the Home Language Survey (HLS) as the tool to identify limited English proficient students.? The purpose of this survey is to determine a primary or home language other than English (PHLOTE).? Schools have a responsibility under federal law to serve students who are limited English proficient and need ESOL instruction in order to be successful in academic subjects.? Given this responsibility, school districts/charter schools have the right to ask for the information they need to identify these students.??The HLS must be given to all students enrolled in the school district/charter school. The HLS is given one time and remains in the?student's permanent record file through the student's graduation. Student placement into an ESOL program must be based on the results of the Home Language Survey, the WIDA ACCESS Placement Test (W-APT), and consideration of multiple criteria.From the HLS, LEAs identify students with a primary home language other than English (PHLOTEs). From the PHLOTE list, LEAs implement a process to identify students who are in need of English language instruction programs. Based on further information and the use of multiple criteria, a PHLOTE student may beformally assessed for English language proficiency (using the W-APT) for possible placement in an English language instructional program or exempted from a formal English language proficiency assessment. The W-APT test assesses the student's ability to perform using listening, speaking, reading, and writing skills. The resulting test score show the student to be in one of the aforementioned six levels of English proficiency.If the student does not meet or exceed the cut-off score on the W-APT, the parent is notified in writing of the student's entrance into the ESOL program. The letter must be signed by the parent and returned to school. It is then kept on file in the student's permanent record. ESOL programs are mandated by the Pennsylvania Department of Education; therefore, a parent may not seek to have his or her child excused from a district’s ESOL program unless the instruction conflicts with the family’s religious belief. HOME LANGUAGE SURVEYThe Office of Civil Rights (OCR) requires that school districts/charter schools/full day AVTS identify limited English proficient (LEP) students in order to provide appropriate language instructional programs for them. Pennsylvania has selected the Home Language Survey as the method for the identification.School District: Pleasant Valley School DistrictDate:School:Student’s Name: Grade:What is/was the student’s first language? __________________________Does the student speak a language(s) other than English?(Do not include languages learned in school.) Yes NoIf yes, specify the language(s): ____________________________________What language(s) is/are spoken in your home? ______________________Has the student attended any United States school in any 3 years during his/her lifetime? Yes No If yes, complete the following:Name of SchoolStateDates Attended_______________________________________________________________________________________________________________________________________________________________Person completing this form (if other than parent/guardian):Parent/Guardian signature:*The school district/charter school/full day AVTS has the responsibility under the federal law to serve students who are limited English proficient and need English instructional services. Given this responsibility, the school district/charter school/full day AVTS has the right to ask for the information it needs to identify English Language Learners (ELLs). As part of the responsibility to locate and identify ELLs, the school district/charter school/full day AVTS may conduct screenings or ask for related information about students who are already enrolled in the school as well as from students who enroll in the school district/charter school/full day AVTS in the future. English For Speakers of Other Languages Pleasant Valley School District Brodheadsville, PA 18322 Date: ___________________________________Student's Name: __________________________Dear Parents (Guardians): The Pleasant Valley School District welcomes you and your child to our school family. The administrators, faculty and staff value the culture, language and traditions that your child brings to our school. Your child was recently screened and tested based on information from the Home Language Survey which you completed at registration. The test results indicated that your child is eligible for enrollment in the state mandated English for Speakers of Other Languages (ESOL) Program. The ESOL Program is not a bilingual program. The students are immersed in a totally English-based language curriculum. The ESOL program specialist will meet with your child one period every day, focusing on listening, speaking, reading and writing skills, aimed at improving his/her vocabulary, grammar and language proficiency. Your child will remain in the program until further testing indicates that ESOL services are no longer needed. (Additional state information can be found on the back of this paper.) If you have any questions and or/concerns about the ESOL program please do not hesitate to contact the ESOL program specialist at the school. Your child's success is very important to us and we will do everything we can to maximize your child's potential. Please sign and return the bottom portion of this letter as soon as Possible. Thank you. Sincerely, ESOL Program Specialist Date: ________________________________________Student's Name: _______________________________My signature verifies that I have read and understand that my child will be enrolled in the ESOL Program and will remain there until future English language proficiency assessments indicate that he/she has attained the state mandated level of proficiency required to exit the program. Parent's Signature: ___________________________W-APT SCORES DETERMINE ESOL PLACEMENTKindergartenWhen using the W-APT for identification and/or placement of kindergarten students, a raw score for listening and speaking of 15 or higher meets the minimum requirement for a student to be exempted from an English language instructional program. Scores of 14 and below are an indicator that a student is in need of English language instruction. In either case, additional criteria must inform the identification/placement decision. (See below).Grades 1-12When using the W-APT for identification and/or placement, a composite proficiency score of 4.6 or higher meets the minimum requirement for a student to be exempted from an English language instructional program. Scores of 4.5 and below are an indicator that a student is in need of an English language instructional program. In either case, additional criteria must inform the identification/placement decision. The additional criteria must include current or previous grades and performance on state assessments and LEA assessments (formative and/or summative). PROCEDURES FOR REPORTING ESOL PROGRESSAt the end of each marking period, the ESOL Program specialist and the classroom teacherin Grades K-4 will collaborate to determine and ensure that the student is making adequate progress in language-related academic areas to be reported on the regular report card distributed by the classroom teacher.This is done so that the student will not receive an unsatisfactory mark during the time in which he/she is acquiring the necessary language skillsto bring about success in the academic categories. Marks include: (4.) exceeds expectations, (3.) meets expectations, (2.) making adequate progress towards expectations, and (1.) insufficient progress towards expectations. At the end of each marking period in Grades 5-12, students will receive an ESOL grade on the report cards which reflects their performancein the content area of ESOL English/language arts class. STUDENT PERFORMANCE OUTCOMESStudents will demonstrate the following skills:LISTENING COMPREHENSIONTo identify functional vocabulary and to develop listening comprehension skills which include the ability to follow directions; understand basic structures, expressions, and vocabulary; understand and respond to oral questions; and match spoken words and descriptions to pictures.ORAL PRODUCTIONTo use correct pronunciation, stress, and intonation, to accurately produce functional vocabulary; to develop oral skills; to greet and identify people; to ask for and give information, to ask for and give directions, to express opinions; and to express personal situations.READINGTo develop basic reading skills which include visual perception; sequential order, identification of alphabet letters and the sounds they represent; left to right progression; identification of rhyming words; acquisition of comprehension skills; and development of critical thinking skills.WRITINGTo develop basic writing skills that include following directions; preparing for standardized test formats; tracing and writing letters and numbers; left to right progression; writing own names; writing own words and sentences; illustrating sentences and stories; creating own books.BEGINNER LEVELPERFORMANCE OUTCOME #1:Use basic language to function in school and communityProficiencies I: Give personal information and greetingsActivitiesUse verb "to be" in present tense (am, is, are).Answer yes/no questions.Introduce pronouns (personal, possessive).Use "what, where, who, how old?"Hello/Good morning; Goodbye/Good night.Left to right to bottom order.Writing own name.Numbers 1-10.Introduce letter names and sounds.Introduce colors and color words.Model self-introductions.Role-play.TPR strategies.Name tags.Numeral flash cards.Songs.Chants.Fingerplays.Games.Proficiencies II: Follow directions/commandsActivitiesRespond to "stand up, sit down, raise your hand, go to, cut, write, copy, come here".Use location words (up, down, left, right, here, there).Use prepositions of place (in, on, to, from, behind, between, above, below).Demonstrative adjectives.Minimal pairs.TPR strategies.Games.Chants.Role-play.Collect or draw pictures to illustrate vocabulary.Songs.Dictations.Word cards.Proficiencies III: Ask for/give information and directionsActivitiesUse "can/can't".Use "to have" (present tense).Use regular plurals.Use "to be" (past/future tenses).Follow sequence.Copy/write sentences.Use words to describe quantity.Describe family relationships.Identify shapes, colors.Name days of the week; months of the year.Use location words.Model objectives.Role-play.Make a map.Play guessing games.Describe locations.Take a school tour.Follow directions to complete pictures.Proficiencies IV: Communicate basic needsActivitiesUse "I want, I need, I like".Use "May I...?".Use "Yes, I do/No, I don't".Model the language.Show and Tell.Create dialogues.Chain drill games.Interviews.Create self-books about likes and dislikes.PERFORMANCE OUTCOME #2:Use basic classroom vocabulary and demonstrate appropriate school behaviorProficiencies I: Identify school surroundings/personnelUsing appropriate vocabularyActivitiesIdentify classroom objects.Identify personnel and their jobs.Describe locations in school.Use directional vocabulary.Take a school tour.Draw a floor plan of the classroom/school.Invite school personnel to introduce themselves.Role-play school personnel doing their work.Take photographs around school.Proficiencies II: Behave in accordance with school/Classroom rulesActivitiesUse "must not/should not/will not".Determine cause/effect.Use "or" to show consequences.Demonstrate, illustrate, and play act class rules.Brainstorm acceptable/unacceptable rules.Develop reward system.Define class helpers.PERFORMANCE OUTCOME #3:Use vocabulary related to the body and healthProficiencies I: Identify and name parts of the bodyActivitiesUse possessives.Use question words.Identify physical discomfort.Read vocabulary of body parts.Label body parts.Identify 5 senses.Describe activities related to body parts (combing hair, brushing teeth, getting dressed, bathing, washing face and hands).Sing songs.Create shape people.Skeleton puzzles.Paper dolls."Simon-Says" game.TPR strategies.Drawing people.Assemble paper skeleton.Proficiencies II: Describe personal characteristicsand preferencesActivitiesIdentify "how much?/how many?".Compare characteristics.Create family trees.Chart height/weight.Describe mirror image.Play "I want to be...." game.List and role-play hobbies.Take polls.Create a bulletin board of preferences.Match people with descriptions.Draw self-portraits.Proficiencies III: Describe and illustrate good healthand hygiene practicesActivitiesUse personal pronouns.Use verbs "to have, to feel".Use vocabulary words "pain, ache".Discuss good health practices.Discuss good nutrition.Illustrate the food pyramid.Role-play describing symptoms of an illness to a medical professional.Invite health professionals to describe their work.Make booklets of good and poor hygiene practices.List common childhood illnesses and discuss.Send a get well card to someone.Discuss medicine bottle labels and warnings.Cut out pictures from magazines and categorize.Proficiencies IV: Recognize appropriate clothing for Individual seasonsActivitiesDiscuss weather-related clothing.Use vocabulary to describe types of clothing.Indicate inappropriate dressing practices.Dress paper dolls.Cut out pictures and categorize according to seasons.Discuss types of clothing considered appropriate for various occasions.Bring in samples of clothing to display.Design articles of clothing for individual seasons.PERFORMANCE OUTCOME #4:Use basic vocabulary to discuss home and communityProficiencies I: Identify and describe family members and relationshipsActivitiesUse possessive nouns/pronouns.Use terms of affection.Use formal/informal language.Use "do/does" questions/answers.Use "have/has" questions/answers.Describe activities between family members.List titles of family members.Draw a family portrait.Discuss family relationships.Copy/write stories about family.Write friendly letters to family members.Create a family tree (multigenerational).Proficiencies II: Name and describe rooms, furnishings,and activities in the homeActivitiesUse prepositions of place (next to, beside, under, behind).Use "larger than/smaller than".Use vocabulary to name furnishings.Name rooms in the house.Draw a floor plan.Describe furnishings in each room.Through cooperative learning, cut out pictures from magazines and design a room.Tell about activities performed in each room.Copy/write story about favorite pare homes to types of home in various parts of the world.Proficiencies III: Identify and describe community places,Activities, and occupationsActivitiesUse contractions (where's, what's, they're).Use prepositions of place.Name community workers.Tell jobs of each worker.Read from/make maps.Name and describe places in the community.Name/write jobs.Draw pictures of workers.Match pictures of workers with work places.Write a shared story about the community.View a filmstrip/video about places in the community.Role-play jobs.Make a map of the school neighborhood.PERFORMANCE OUTCOME #5:Use basic language to describe daily activitiesProficiencies I: Describe before and after school activitiesActivitiesUse simple past/past progressive tense.Use "what, where, when?" questions.Sentence writing/reading.Chart making.Engage in storytelling about student's activities before or after school.Chart activities before/after school.TPR comprehension game.Sequence before/after school activities.Illustrate activities.Proficiencies II: Describe school routines and calendarActivitiesUse contractions (it's, how's, what's).Use newspapers.Read and write vocabulary related to school/community.Discuss holidays.Review shapes.Make a graph.Make a calendar.Make a classroom map.Identify classroom furnishings.Use TPR strategies to direct commands.Role-play cafeteria activities.Illustrate appropriate behaviors in the auditorium and library.Name/label parts of the calendar.Make a monthly calendar.Discuss weather conditions.Match holiday illustrations to holiday words.Identify shapes in the classroom.Use a newspaper to interpret weather symbols (work cooperatively).Proficiencies III: Relate weekend activitiesActivitiesUse past tense.Use wh-questions.Use "going to" for future tense.Cut out pictures from magazines to illustrate weekend activities.Graph students' leisure activities.Make a language experience chart.Copy/write a paragraph describing activity.Proficiencies IV: Tell time to the hour, half hour, andquarter hourActivitiesUse past and present tense.Use prepositions of time.Use abbreviations of time (AM/PM).Distinguish between analog and digital time.Sequencing.Make and use demonstration clocks.Sequence pictures to indicate time.Write time in analog and digital fashion.PERFORMANCE OUTCOME #6:Use basic language to discuss occupations and leisure activitiesProficiencies I: Identify common occupationsActivitiesUse "going to" in present tense form.Use "going to" in future tense form.Use habitual present tense.Use "like" plus infinitive.Make a collage of people at their jobs; label each occupation.Role-play interaction using various occupations.Make a chart of favorite jobs.Proficiencies II: Identify leisure activitiesActivitiesUse comparatives and superlatives.Describe ongoing actions in the past.Discuss pictures of people at leisure.Make a bulletin board of people at leisure activities; label.Conduct a show and tell presentation.Proficiencies III: Describe apparel and equipment usedin leisure activitiesActivitiesUse "it's".Use plurals.Discuss cause and effect.Bring in objects or pictures of equipment.Have students identify and describe use of objects.Discuss health and safety concerns.PERFORMANCE OUTCOME #7:Use basic language to describe features in natureProficiencies I: Identify the four seasons and weatherpatterns ActivitiesUse "it's".Use "__ly" adverbs.Use "__y" adjectives.Develop graph-reading skills.Present pictures of seasons and model language.Collect pictures of landscapes and classify by seasons.Use a thermometer to chart temperature changes.Chart precipitation changes.Proficiencies II: Identify animals and their environmentActivitiesUse "used to...".Differentiate between real and imaginary.Read stories about animals.Take a trip to a farm or a zoo.Discuss issues of animal care.Make a bulletin board of animals.Label a map to show native animal habitats.INTERMEDIATE LEVELPERFORMANCE OUTCOME #1:Respond to personal information questionsProficiencies I: Describe and generalize about familyRelationshipsActivitiesUse "when" clauses.Use prepositions of time.Use interrogative form.Use "ago".Sequence information in paragraphs.Inferencing.Predicting.Peer interviews about family.Construct a family collage and write a descriptive paragraph.Analyze family relationships in comic strips.Infer family relationships from pictures.Proficiencies II: Relate past personal experiencesActivitiesUse past tense forms.Use "could/couldn't".Compare/contrast.Creative writing.Sequencing.Use a time line.Write an autobiographical sketch.Write a composition about a family member.Play "20 Questions".Engage in free dialogues.PERFORMANCE OUTCOME #2:Describe and discuss allocation of personal timeProficiencies I: Establish prioritiesActivitiesUse adverbs of frequency and sequence.Use progressive tense.Use time expressions.Use "could/couldn't, can/can't, have to/had to".List and categorize daily activities.Chart activities by priority.Write a paragraph about your priorities and defend your ideas.Proficiencies II: Plan and implement a personal scheduleActivitiesUse "going + infinitive".Use "could/couldn't".Use present and future tenses.Keep a daily log of activities for a week.Develop a personal pare and contrast different schedules.PERFORMANCE OUTCOME #3:Determine roles and functions within the school communityProficiencies I: Compare and contrast the various rolesand functions of school personnelActivitiesUse interrogative form.Use comparative and superlative adjectives.Use object pronouns.Role-play the jobs of school personnel.Formulate a questionnaire.Create dialogues.Discuss reasons for various roles and functions.Prepare suggestions for school improvement.PERFORMANCE OUTCOME #4:Examine the role of students within the school communityProficiencies I: Express and interpret student obligationpertaining to a school routineActivitiesUse third-person present tense.Use present progressive tense.Use present perfect tense.Assign classroom helpers.Form cooperative groups to identify obligations.Develop a True/False listening activity pertaining to students' understanding of school routines.Develop a class reward policy to address matters of concern.Design a job chart.Play a game to highlight class responsibilities.Develop a student rules handbook.Proficiencies II: Relate personal ability and interest toExtra curricular activitiesActivitiesUse sequential order in paragraphs.Develop main idea within a paragraph.Use cooperative learning strategies.Have group discussions about individual interests.Use graphic organizers to record students' interests or abilities.Write a composition about an interest or special ability.Invite a guest speaker to tell students about available activities.Select books from the school library based on special interests.PERFORMANCE OUTCOME #5:Discuss health issuesProficiencies I: Determine factors that contribute to andMaintain good healthActivitiesUse reflexive pronouns.Use present tense.Use future tense.Use present progressive tense.Brainstorm information about nutrition and good health.Create a food pyramid.Make a collage of nutritious foods.Make a booklet showing healthful activities.Discuss labels on food packages.Proficiencies II: Develop a plan for maintaining goodHealthActivitiesUse reflexive pare and contrast.Make inferences.Predict outcomes.Respond to cloze activities.Keep a log of individual eating habits and leisure activities.Record information from logs onto graph or chart and discuss findings.Work cooperatively to determine what constitutes a healthful life-style.Keep group logs to track changes in life-styles.Cut out pictures from magazines and newspapers.Invite physical education teacher to speak to the class.Invite the school nurse to speak to the class.PERFORMANCE OUTCOME #6:Discuss safety rulesProficiencies I: Demonstrate and apply knowledge of safetyRules in school and other environmentsActivitiesUse future tense.Use past tense.Review and practice procedures for fire drills.Illustrate safe and unsafe scenes and actions.Plan and take a field trip around the community and discuss safety at each location.Write a skit about safety.Create a comic strip with conversation bubbles.Role-play calling "911" for help.PERFORMANCE OUTCOME #7:Discuss safety rulesProficiencies I: Identify public buildings, communityAgencies and services providedActivitiesModel request modalities ("would like" + infinitive).Map reading.Letter writing.Summarizing.List public buildings.Have students collect, discuss, and display pictures of people who provide community services.Work cooperatively to write a letter requesting information from a public agency.Create charts to summarize practical information gathered.Develop a reference center of community resources and services.Invite guest speakers to tell about their services.PERFORMANCE OUTCOME #8:Tell time in analog and digital formsProficiencies I: Solve problems involving timeActivitiesChain drills.Use present, past, and future tenses.Sequencing.Predicting outcomes.Math skills.Match time on a clock to written sentences.Read and note time to the quarter hour and five-minute intervals.Estimate length of time needed to complete a task.Solve word problems.Proficiencies II: Use appropriate verb tenses to conveytime-related activitiesActivitiesUse present, past, and future tenses.Sequencing.Predicting.Cloze activities.Select correct verb tense in written activity.Rewrite story changing verb tenses.Create demonstration clocks.Create time-related dialogues using clocks.PERFORMANCE OUTCOME #9:Engage in money transactionsProficiencies I: Use money to make changeActivitiesUse math concepts.Use quotation marks.Use pictures from magazines, newspapers, and catalogs.Simulate shopping by using cutout pictures.Use free and fixed dialogues to make purchases.Run a bake sale.Select appropriate responses in conversational sequences.Proficiencies II: Plan and explain a personal budgetActivitiesUse "how?, how much?, and wh-questions".Interpret a graph.Predict situations and pare and contrast.Brainstorm differences between wants and needs.Develop a spending plan using a specified amount of money.Budget for and plan a party.Show and interpret budgeted amounts on a graph.Proficiencies III: Interpret bills of purchase and fillout order formsActivitiesDetermine how many, quantity, size, total, and amount.Discuss shipping and handling charges.Discuss and determine tax on purchases.Discuss information necessary to complete an order plete a book order form.Use store receipts to discuss and interpret subtotals, totals, and taxes.PERFORMANCE OUTCOME #10:Discuss matters related to travelProficiencies I: Plan and explain a personal travelitineraryActivitiesUse "if" clauses.Use present progressive tense.Use interrogative forms.Use imperative forms.Develop dialogues.Ask for and give directions to reach a desired location.Use a map to plan a route.Interpret a travel itinerary.Cooperatively plan a trip and develop a trip itinerary.Determine time estimations for the trip.Contrast the time needed to travel to a location by train and by plane and contrast and discuss advantages/disadvantages of each.Proficiencies II: Relate leisure time activities to the fourseasonsActivitiesUse "can/can't".Compare likes and dislikes.Use comparative adjectives.Utilize research practices.Reporting in writing.Recognize and use travel brochures.Brainstorm to compile a list of leisure-time activities that are appropriate to each season.Create a seasonal, leisure-time activity collage.Research travel destinations to seasonal vacation spots.Write a report about research findings.Invite a travel agent to speak to the class.PERFORMANCE OUTCOME #11:Explore the multicultural variations in holidays, customs, and foodsProficiencies I: Name and describe multicultural holidaysActivitiesUse various verb tenses.Use past participles.Work cooperatively.Brainstorm a list of holidays.Describe ways in which holidays are celebrated in the U.S.Create a multicultural holiday collage.Research the history of holidays to develop a group presentation.Write compositions comparing holiday celebrations in two different countries.View films about different holiday customs.Invite guest speakers to present holiday variations.Read storybooks about various multicultural holidays.PERFORMANCE OUTCOME #12:Use descriptive language to discuss the weatherProficiencies I: Explore climate-related terms and weatherconditionsActivitiesInterpret from maps.Creative writing techniques.Work cooperatively.Use regular and irregular verb tenses.Use adjectives and adverbs.Develop and interpret a graph.Interpret a weather map.Record local weather conditions for a set period of time. Graph and interpret results.Predict weather conditions for a particular region.Listen to, watch, or read a weather report. Create your own report on an assigned day.Engage in conversation about weather using correct terminology.PERFORMANCE OUTCOME #13:Discuss the animal kingdomProficiencies I: Describe animals in their natural habitatsActivitiesUse correct sentence structure.Use logical connectors such as "therefore, however, and because".Use reference books.Research for a report.Work cooperatively.Read and discuss stories about animals in their natural surroundings.Share information about animals from the students' native countries.Take a trip to the zoo. Assign groups to report on various animals.Research endangered species. Give oral reports.View videos about different animals.Read factual stories and fables about animals.ADVANCED LEVELPERFORMANCE OUTCOME #1:Use appropriate language in social interactionsProficiencies I: Make inquiries and requests usingappropriate languageActivitiesUse reflexive pronouns.Use object pronouns.Use present progressive.Use a telephone directory.Read from a take-out menu.Role-play through free dialogues:Telephone for emergencies.Order take-out food.Make appointments.Call for information.Use picture clues to develop dialoguesProficiencies II: Use appropriate expressions for a givensituationActivitiesUse past progressive tense.Use clauses with "when," "if," "while," "since," and "because."Use adverbs and adverbial phrases.Determine cause and effect.Identify mood and emotion.Sequencing.Role-play the following situations:Giving and receiving congratulations.Giving and receiving expressions of sympathy.Offering and accepting apologies.Sportsmanship scenarios.Acceptable manner of communicating disagreement and demands.Keeps written and illustrated records of above situations and develop a group handbook.PERFORMANCE OUTCOME #2:Discuss matters contributing to school and community climateProficiencies I: Articulate ways to improve school andcommunity environmentActivitiesUse clauses with "because," "so," "when," "while," and "if."Use language of persuasion.Make inferences.Identify cause and effect.Summarize.Read and utilize school newsletter and local newspaper.Brainstorm areas in need of improvement in school and community.Select issues in which students can bring about change.Develop an action plan by setting goals, assigning responsibilities, and setting a time line.Evaluate status of action plan on a regular basis.Proficiencies II: Examine ways to demonstrate personalresponsibilityActivitiesUse "should" + the present participle.Use "ought to" and "have" + the infinitive.Contract writing.Examine cause and effect.Discuss conflicting demands placed on students (i.e. peer pressure vs. school responsibility).Role-play situations illustrating negative peer pressure while at school.Brainstorm and list possible solutions to handling negative peer pressure.Develop a contract highlighting personal responsibility.Maintain a log of situations in which students have demonstrated personal responsibility.Proficiencies III: Plan for choices after completeundergraduate schooling ActivitiesUse "should" + the present participle.Use "ought to" and "have" + the infinitive.Contract writing.Examine cause and plete a vocational aptitude questionnaire.Make visits to local training centers, and colleges with students who are interested in furthering their education.Write letters of invitation to successful community leaders to come and speak to students about career choices.Familiarize students with practical requirements of applying for higher education (applications, interviews, and exams).PERFORMANCE OUTCOME #3:Discuss the individual's responsibilities to othersProficiencies I: Identify individual and social valuesActivitiesUse comparative language adjectives (superlatives).Make oral presentations.Summarize.Write letters.Discuss materials reflecting culture and cultural values (movies, stories, pictures).Develop a group listing of important values.Give an oral presentation on a living person who exemplifies one or more of the values on the list.Write a letter to one person who has been discussed in oral presentations.Proficiencies II: Compare individual and social valuesacross culturesActivitiesUse comparative language.Use pare and contrast.Recite stories.Research various cultures.Research the culture of a foreign country and make a collage.Share personal stories of life in native pare and contrast cultural variations.PERFORMANCE OUTCOME #4:Expand knowledge of community resourcesProficiencies I: Obtain information on community resourcesActivitiesOutline.Use verb and object + infinitive.Use a telephone directory.Interview school personnel.Determine areas of need and interest among students.Invite school personnel to share information about available resources.Assign students to contact community organizations for information about sports leagues, sports clinics, clubs, and support services.Proficiencies II: Share information about communityservicesActivitiesGive directions.Advertise.Write invitations.Make a shopping guide to the neighborhood.List names and addresses of stores and what each sells.Create a hometown guide to favorite places.Write directions to get to each place in the hometown guide.Photograph locations to incorporate into hometown guides.Write invitations to parents to a meeting and distribute guides. Tell about research completed.PERFORMANCE OUTCOME #5:Discuss employment opportunitiesProficiencies I: Compile information about employmentOpportunitiesActivitiesUse clauses with "before/after" and "when."Use "have to" and "has to."Recognize career-related idioms.Make predictions.Categorize.Brainstorm a list of known occupations.Cut out pictures from magazines and newspapers showing various careers.Give oral presentation telling about desired career.Use yellow pages of telephone directory to identify additional occupations.Categorize careers according to skills needed for success.CRITERIA TO EXIT THE ESOL PROGRAMIn order to meet the required state exit criteria for Pennsylvania’s English language instructional programs for ELLs, LEAs must use both of the required exit criteria listed below. In addition, LEAs must ensure that students meet one of the two additional exit criteria provided below to exit from an English language instructional program:Required Exit Criteria:1.Score of BASIC on the annual Pennsylvania System of School Assessment (PSSA). SPECIAL CIRCUMSTANCES: ?For students transferring from other states, out-of-state academic achievement assessment results may be considered when the academic proficiency level is comparable to BASIC on the PSSA.?For students that are in a grade that is not assessed with the PSSA, LEA’s must use each of the remaining criteria listed below to exit students.2.Scores of 5.0 on a Tier C ACCESS for ELLs assessment (see Items A and B below for cutoff score flexibility)A.Following the scoring criteria in the table below, the W-APT may be administered between April and June to students who scored below the minimum cutoff for program exit on the January administration of the ACCESS in order to demonstrate sufficient progress to justify exit. NOTE: The W-APT may ONLY be administered to a student once in any school year.Grade Level ACCESS Score Required W-APT Scores*1-5 4.6-4.9 5.0 in each domain 6-8 4.7-4.9 5.0 in each domain9-12 4.8-4.9 5.0 in each domain* A student must score 5.0 in each domain (listening, speaking, reading and writing). A composite proficiency score will not be used. B.A score of PROFICIENT on the reading PSSA can be used along with all other required criteria outlined in this policy to justify exit for students who achieve a composite proficiency score of 4.5 to 4.9 on the January administration of the ACCESS. In this case, W-APT scores are not necessary to demonstrate progress from the time of ACCESS administration to the end of the school year. Additional Exit Criteria:1.Final grades of C or better in core subject areas (mathematics, language arts, science and social studies).2.Scores on district-wide assessments that are comparable to the BASIC performance level on the PSSA. When the student has met all criteria for exit, a letter will be sent home to the parent informing him/her of the child's exit status. The parent must then sign the letter indicating their receipt of the information and return the letter to the student's teacher. A copy of the letter will be kept on file in the student's permanent record in the office.POST-EXIT MONITORING PROGRAMA requirement of NCLB Title III: Language Instruction for LEP and Immigrant Students is to monitor transitioned (exited) students’ academicachievement and progress for a period of two years after exit from an ESOLprogram.To ensure consistency in the process in which former ELLs are monitored for the two-year period after exit, the Pennsylvania Department of Education provides reportforms as guidance for monitoring student academic achievement and progress after exit.The primary purpose of the report forms is to monitor a former ELL’s academicachievement after exit and to ensure that he/she is continuing to progress and besuccessful without encountering difficulty as a result of English language skills. The twoforms include (1) an elementary and (2) a middle/secondary report. Monitoring of studentprogress shall begin as soon as the student exits an ESOL program. For studentswho exit a program at the end of the school year, monitoring begins the following schoolyear. Please note that multiple criteria such as grades, local and state assessment scores,work samples, and other relevant academic achievement records must be considered. Tothat end, the report form includes additional space for LEAs to document additionalmultiple criteria considered in monitoring former ELL academic achievement andprogress.During the two year monitoring period, any student encountering academic difficulty thatis determined to be a result of English language skills may be reclassified and placedback into an ESOL education program if needed. Content and ESOL teacher inputis critical in the process. The completed report form is evaluated by an ESOL Program Specialistin collaboration with other administrators and educators and must be maintained in thestudent record folder.An important element that must be considered is communication with parents. Parentsmust be notified of the student’s progress and any evaluation to reclassify the student intoan ESOLprogram if monitoring of student academic achievement and progressidentifies the need for continued ESOL instruction. English for Speakers of Other Languages Pleasant Valley School DistrictBrodheadsville, PA 18322 Date: Student: Dear Parents (Guardians): Your child has been receiving ESOL (English for Speakers of Other Languages) services. He/she has shown satisfactory progress in all language skills areas. Based upon district and state approved criteria, your child has been exited from the ESOL program. We are confident that your child will be able to successfully meet all grade level requirements in the content academic areas; however, should your child's grades become sub-standard, he/she can be re-entered into the program. His/her performance will be monitored for the next two years. It has been a pleasure working with your child. If you have any questions or concerns, please contact the me at once. Please sign and return the bottom portion of this letter to the ESOL program specialist immediately. Thank you! Sincerely, ESOL Program Specialist ____________________________________________________________________________ESOLDate: My signature indicates that I have read and understand that my child, ____________________________, will be immediately exited from the ESOL program. I also understand that my child's academic performance will be monitored for two years. After two successful academic years, the student will be permanently removed from the ESOL monitoring list. Print Name: _________________________________Parent's Signature: ___________________________English for Speakers of Other Languages Pleasant Valley School District Brodheadsville, PA 18322 Date: ____________________Student: __________________ Dear Parents: Your child, ____________________________, was recently exited from the ESOL program. Since exiting the program, your child's academic progress in the core content areas has been carefully monitored. After conferencing with your child's teachers and reviewing your child's portfolio, it became apparent that additional ESOL services are needed. It has been determined that your child will re-enter the ESOL program this marking period. Please sign and date the bottom portion of this form and return it to the school as soon as possible. For more information please feel free to contact me at your earliest convenience. Sincerely,ESOL Program Specialist ESOL Program Specialist Pleasant Valley School District Date: ________________________________Student: ______________________________ My signature indicates that I have read and understand that my child will be re-entered into the ESOL program and will remain there until further English language proficiency assessments indicate that he/she is ready to exit the program. Parent Signature: ______________________ Hello, I am your ESOL Student.Please assign a buddy to me -- someone who will be a good role model and can speak my language. If I am a Beginner, I may need one year just to listen and adjust. (The Silent Period). Please be patient with me. Bathe me in literature -- read to me, have my classmates read to me, and let me listen to stories on tape. Understand that the language I am learning may not have the same sounds as my first language. Please do not ask me to speak in front of the class until I am confident enough to do so. Start me out with "yes" or "no" questions. Rephrase for me. Remember to go from concrete to abstract. Even when I appear to have mastered conversational English, I'm still an ESOL student. (Model for me.) It may take me a lot longer to read and write my second language on grade level. (Model for me.) If I am an Intermediate or Advanced Student, please keep providing me with lots of vocabulary-learning opportunities. This is very important -- remember how you learned your first language -- NATURALLY! Ask me about my culture. Learn something about my culture, please. I did not come to you knowing nothing. Thank you for reading! Your ESOL StudentName:_______________________________From:_______________________________To:_______________________________ACCESS BROCHURE -- THE TESOL STANDARDSEnsuring Access to Quality Educational Experiences for Language Minority StudentsLanguage minority students are those students who learned a language other than English as their first language. These students may be immigrants, refugees, or native-born Americans. They may come to school with extensive formal education or they may be academically delayed or illiterate in their first language. Such students arrive at school with varying degrees of English proficiency. Some may not speak English at all; others may speak English, but need assistance in reading or writing English.Whatever the case, it is clear that schools that hope to help these students meet the National Education Goals must provide special assistance to them. While the type of special assistance may vary from one district or school to another, all special assistance programs must give language minority students full access to the learning environment, the curriculum, special services and assessment in a meaningful way.Teachers of English to Speakers of Other Languages, Inc. (TESOL) offers the following standards of access to help schools judge the degree to which programs of special assistance are helping language minority students to meet the National Education Goals. The standards have been developed by the TESOL Task Force on the Education of Language Minority Students, K-12, in the United States. They are based on the most current research on language learning in academic settings.Access to a Positive Learning Environment1.Are the schools attended by language minority students safe, attractive, and free of prejudice?2.Is there evidence of a positive whole-school environment whose administrative and instructional policies and practices create a climate that is characterized by high expectations as well as linguistically and culturally appropriate learning experiences for language minority students?3.Are teachers, administrators, and other staff specifically prepared to tailor instructional and other services to the needs of language minority students?4.Does the school environment welcome and encourage parents of language minority students as at-home primary teachers of their children and as partners in the life of the school? Does the school inform and educate parents and others concerned with the education of language minority students? Does the school systematically and regularly seek input from parents on information and decisions that affect all critical aspects of the education of language minority students, their schools and school districts?Access to Appropriate Curriculum5.Do language minority students have access to special instructional programs that support the second language development necessary to participate in the full range of instructional services offered to majority students?6.Does the core curriculum designed for all students include those aspects that promote (a) the sharing, valuing, and development of both first and second languages and culture among all students and (b) the higher order thinking skills required for learning across the curriculum?7.Do language minority students have access to the instructional programs and related services that identify, conduct and support programs for special populations in a district? Such programs include, but are not limited to, early childhood programs, special education programs, and gifted and talented programs, as well as programs for students with handicapping conditions or disabilities, migrant education programs, programs for recent immigrants, and programs designed for students with low levels of literacy or mathematical skills, such as Chapter 1.*Access to Full Delivery of Services8.Are the teaching strategies and instructional practices used with language minority students developmentally appropriate, attuned to students' language proficiencies and cognitive levels, and culturally supportive and relevant?9.Do students have opportunities to develop and use their first language to promote academic and social development?10.Are nonclassroom services and support services (such as counseling, career guidance, and transportation) available to language minority students?11.Do language minority students have equal access to computers, computer classes and other technologically advanced instructional assistance?12.Does the school have institutional policies and procedures that are linguistically and culturally sensitive to the particular needs of language minority students and their communities?13.Does the school offer regular, nonstereotypical opportunities for native-English-speaking students and language minority students to share and value one another's languages and cultures?Access to Equitable Assessment14.Do language minority students have access to broadly based methods of assessing language and academic achievement in the content areas that are appropriate to students' developmental level, age, and level of oral and written language proficiency in the first and second languages? Are these measures nonbiased and relevant? Are the results of such assessments explained to the community from which the student comes in the language, which that community uses?15.Do language minority students have access to broadly based methods of assessing special needs? Again, access is further defined by using measures that are nonbiased and relevant, the results of which are explained to the community from which the student comes and in the language, which that community uses.* Chapter 1 is now referred to as Title I according to the reauthorized Elementary and Secondary Education Act of 1995.Source: TESOL AssociationNATIONAL STANDARDSThe TESOL (Teachers of English to Speakers of Other Languages) Association has created national guidelines for grades Pre-K through 8. Though children of different ages achieve these goals differently, the goals remain the same across grade levels. Keep these standards in mind as you plan the instruction and assess student progress. You might even create a personalized assessment system for each student based on the standards and include it in their portfolios.Goal 1, Standard 1To use English to communicate in social settings. Students will use English to participate in social interactions:Sharing and requesting informationExpressing needs, feelings, and ideasUsing non-verbal communication in social interactionsGetting personal needs metEngaging in conversationsConducting transactionsGoal 1, Standard 2To use English to communicate in social settings. Students will interact in, through, and with spoken and written English for personal expression and enjoyment:Describing, reading about, or participating in a favorite activitySharing social and cultural traditions and valuesExpressing personal needs, feelings, and ideasParticipating in popular cultureGoal 1, Standard 3To use English to communicate in social settings. Students will use learning strategies to extend their communicative competence:Testing hypotheses about languageListening to and imitating how others use EnglishExploring alternative ways of saying thingsFocusing attention selectivelySeeking support and feedback from othersComparing non-verbal and verbal cuesSelf-monitoring and self-evaluating language developmentUsing the primary language to ask for clarificationLearning and using language "chunks"Selecting different media to help understand languagePracticing new languageUsing context to construct meaningGoal 2, Standard 1To use English to achieve academically in all content areas. Students will use English to interact in the classroom.Following oral and written directions, implicit and explicitRequesting and providing clarificationParticipating in full-class, group, and pair discussionsAsking and answering questionsRequesting information and assistanceNegotiating and managing interaction to accomplish taskExplaining actionsElaborating and extending other peoples' ideas and wordsExpressing likes, dislikes, and needsGoal 2, Standard 2To use English to achieve academically in all content areas. Students will use English to obtain, process, construct, and provide subject-matter information in spoken and written form:Comparing and contrasting informationPersuading, arguing, negotiating, evaluating, and justifyingListening to, speaking, reading, and writing about subject-matter informationGathering information orally and in writingRetelling informationSelecting, connecting, and explaining informationAnalyzing, synthesizing, and inferring from informationResponding to the work of peers and othersRepresenting information presented visuallyHypothesizing and predictingFormulating and asking questionsUnderstanding and producing technical vocabulary and text features according to content areaDemonstrating knowledge through application in a variety of contextsGoal 2, Standard 3To use English to achieve academically in all content areas. Students will use appropriate learning strategies to construct and apply academic knowledge:Focusing attention selectivelyApplying basic reading-comprehension skills, such as skimming, scanning, previewing, and reviewing textUsing context to construct meaningTaking notes to record important information and aid one's own learningApplying self-monitoring and self-corrective strategies to build and expand a knowledge baseDetermining and establishing the conditions that help one become an effective learner (e.g., when, where, and how to study)Planning how and when to use cognitive strategies an applying them appropriately to a learning taskActively connecting new information to information previously learnedEvaluating one's own success in a completed learning taskRecognizing the need for and seeking assistance appropriately from others (e.g., teachers, peers, specialists, community members)Imitating the behaviors of native English speakers to complete tasks successfullyKnowing when to use native-language resources (human and material) to promote understandingGoal 3, Standard 1To use English in socially and culturally appropriate ways. Students will use the appropriate language variety, register, and genre according to audience, purpose, and setting:Using the appropriate degree of formality with different audiences and settingsRecognizing and using standard English and vernacular dialects appropriatelyUsing a variety of writing styles appropriate for different audiences, purposes, and settingsResponding to and using slang appropriatelyResponding to and using idioms appropriatelyResponding to and using humor appropriatelyDetermining when it is appropriate to use a language other than EnglishDetermining appropriate topics for interactionGoal 3, Standard 2To use English in socially and culturally appropriate ways. Students will use nonverbal communication appropriate to audience purpose, and setting:Interpreting and responding appropriately to nonverbal cues and body languageDemonstrating knowledge of acceptable nonverbal classroom behaviorsUsing acceptable tone, volume, stress, and intonation, in various social settingsRecognizing and adjusting behavior in response to nonverbal cuesGoal 3, Standard 3To use English in socially and culturally appropriate ways. Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence:Observing and modeling how others speak and behave in a particular situation or settingExperimenting with variations of language in social and academic settingsSeeking information about appropriate language use and behaviorSelf-monitoring and self-evaluating language use according to setting and audienceAnalyzing the social context to determine appropriate language useRehearsing variations of language use in different social and academic settingsDeciding when use of slang is appropriateMODIFICATIONS/ACCOMMODATIONS FOR ESOLBefore a test is administered, teachers, counselors, program administrators should review EACH student's need for special accommodations.1.Can the student understand and follow oral directions in English?2.Can the student read and understand written test directions in English?3.Can the student read and understand objective (multiple-choice) test questions written in English?4.Can the student write paragraph length responses to free response (open-ended) questions in English?Pleasant ValleySchool DistrictEnglish For Speakers of Other LanguagesESOL Modification/Accommodation ChecklistESOL Student: Year: Content Teacher: Subject: Teaching ModificationsMP1MP2MP3MP4Utilized “near point” Peer support/buddy systemParent/volunteer support teacherChapters/stories on tapeSupplemental materials utilizedModified lessons/objectivesAlternative assignmentsExtended time for completionSlower paced instructionStudy guides providedTotal Physical Response (TPR) UtilizedRephrasing/simplifying vocabularyWords banks using content vocabularyPicture dictionary utilizedManipulatives/visuals to reinforce meaningCooperative groupingScaffolding/jigsawingSheltered instructionAssessment AccommodationsModified testExtended time providedOpportunity to retake/repeat assignmentAlternative assessment tools usedTest read aloud/rewordedModified scoringManipulatives utilizedESOL Program Specialist: George Smith 2/27/09Alternative Assessments for ESOL1.Nonverbal Assessment StrategiesPhysical Demonstrations:?Students can point or use other gestures or perform hands-on tasks or act out vocabulary, concepts, or events. An example would be use of thumbs up, thumbs down, or other nonverbal signs to true or false statements.Pictorial Products:?Teachers can ask students to produce and manipulate drawings, dioramas, models, graphs, or charts. They can ask students to illustrate, rather than explain, their understanding of concepts and contents. Pictorial journals work well here.2.K-W-L Charts (What I know, What I want to know, What I learned)?For LEP students, the chart can be completed in the first language or with illustrations.3.Oral Performance or Presentations?Performance-based assessments would include interviews, oral reports, and role plays that describe, explain, summarize, retell, paraphrase, etc. When conducting interviews in English with students in the early stages of language development to determine English proficiency and content knowledge, teachers are advised to use visual cues as much as possible and allow for a minimal amount of English in the responses.4.Oral and Written Products?Content area thinking and learning logs, reading response journals, writing assignments (both structured and creative) dialogue journals, and audio and visual cassettes work well for assessing ESOL students' progress.5.Portfolios?The following types of materials can be included: audio and video taped recordings of readings or oral presentations, writing samples, art work, conference or interview notes, checklists (by teachers, peers, or the student), tests and quizzes. ................
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