WELCOME OUR NEW STAFF OF THE SLPS ESOL BILINGUAL MIGRANT ...



SLPS TESOL ExcELLence Issue 1September 2015-6223071756The SLPS ESOL Co-teaching Initiative as a Part of the District Transformation Plan 2.0Submitted by Dr. Gonzalez Del Castillo, ESOL Program DirectorCo-teaching is one of the research-based ESOL delivery models that allows ELLs to master language and content at the same time without missing out on classroom instruction while being pull-out for additional language support. Co-Teaching is also one of the activities outlined in the Transformation Plan 2.0 (Goal 2, activity 2.23).?The ESOL Program is partnering with MELL (Missouri Migrant and English Language Learners) to provide ESOL teachers and mainstream teachers working with ELLs a professional development opportunity that will allow?ESOL Program to build instructional capacity within our program.?.Session 3 DateCo-Teaching ContentESOL ContentSession #1Intro to co-teachingMapping the class Can DosCoaching/ConsultingSession #2Station Teaching ModelWriting COs and LOsCoaching/ConsultingSession #3Alternative and Parallel teaching ModelsDeveloping Ac. LanguageCoaching/ConsultingSession #4Team –teaching and Best Fit Co-teaching modelsELL StrategiesCoaching/Consulting 00The SLPS ESOL Co-teaching Initiative as a Part of the District Transformation Plan 2.0Submitted by Dr. Gonzalez Del Castillo, ESOL Program DirectorCo-teaching is one of the research-based ESOL delivery models that allows ELLs to master language and content at the same time without missing out on classroom instruction while being pull-out for additional language support. Co-Teaching is also one of the activities outlined in the Transformation Plan 2.0 (Goal 2, activity 2.23).?The ESOL Program is partnering with MELL (Missouri Migrant and English Language Learners) to provide ESOL teachers and mainstream teachers working with ELLs a professional development opportunity that will allow?ESOL Program to build instructional capacity within our program.?.Session 3 DateCo-Teaching ContentESOL ContentSession #1Intro to co-teachingMapping the class Can DosCoaching/ConsultingSession #2Station Teaching ModelWriting COs and LOsCoaching/ConsultingSession #3Alternative and Parallel teaching ModelsDeveloping Ac. LanguageCoaching/ConsultingSession #4Team –teaching and Best Fit Co-teaching modelsELL StrategiesCoaching/Consulting 339534567945SLPS ESOL Program Expectations 2015/16 School Year for ESOL CentersX- Files- monthly update of ESOL X Files (by the 1st of every month) ESOL Accountability Log (an electronic file that includes your student list, weekly schedule, and student class/group rosters)- maintain and update within 3 work days after the initial change. More information is coming. Lesson Plans- submit every Mondays by 8:00 AM using your school template for all classes stated in your schedule. Lesson plan must include daily Content and Language objectives, instructional activities with linguistically appropriate scaffolds/strategies of variety language proficiencies, and assessments. ELL Committee - initiate and lead the ELL Committee (submit names of the committee members by September 1st) Monitoring Files- maintain and update Monitoring files every quarter K-8 Student Portfolios- create and maintain student portfolios for all pull- out ELLs. Student portfolio must include all information pertaining to student language development progress- assessments, anecdotal notes, check list, written samples with teacher feedback etc.)00SLPS ESOL Program Expectations 2015/16 School Year for ESOL CentersX- Files- monthly update of ESOL X Files (by the 1st of every month) ESOL Accountability Log (an electronic file that includes your student list, weekly schedule, and student class/group rosters)- maintain and update within 3 work days after the initial change. More information is coming. Lesson Plans- submit every Mondays by 8:00 AM using your school template for all classes stated in your schedule. Lesson plan must include daily Content and Language objectives, instructional activities with linguistically appropriate scaffolds/strategies of variety language proficiencies, and assessments. ELL Committee - initiate and lead the ELL Committee (submit names of the committee members by September 1st) Monitoring Files- maintain and update Monitoring files every quarter K-8 Student Portfolios- create and maintain student portfolios for all pull- out ELLs. Student portfolio must include all information pertaining to student language development progress- assessments, anecdotal notes, check list, written samples with teacher feedback etc.)-6667512890500Inside This Issue1 2 -3456SLPS ESOL PROGRAM INITIATIVE AND PROGRAM EXPECTATIONS36220392540000WELCOME OUR NEW STAFFESOL RESOURCE CORNER- HOW TO CREATE A WELCOMING CLASSROOM ENVIONMENTSIOP NATIONAL CONFERENCE AND W-APT GUIDELINESCALENDAR OF EVENTS AND FREE ONLINE RESOURCES-398145-268605WELCOME OUR NEW STAFF OF THE SLPS ESOL BILINGUAL MIGRANT PROGRAMJessica Martin,ESOL Teacher at Fanning Middle SchoolHi, my name is Jessica Martin. I grew up in St. Louis and Edwardsville (across the river in the Metro-East). I have a Bachelor’s degree from SIUE in Political Science and French, along with an MA from Eastern Illinois University in Political Science. I met my husband while I was attending EIU, and we moved to Iowa for work in 2011. After becoming increasingly disillusioned with my field, I decided to go into teaching and work to make a difference at a more micro level. My parents (both 20 year + veteran educators) are very proud! Teaching has become a sort of family business for us. I completed my MAT in Foreign Language and ESL Teaching at the University of Iowa this past May, and my husband and I decided to make the move to St. Louis shortly after. I am so happy to be back in my hometown and working in a district with students who are truly deserving of my time and energy. I look forward to meeting more of my ESOL colleagues as the school year goes on and learning from each and every one of you!Lisa Rigg, ESOL Teacher at Mann ElementaryGreetings! I am very excited to join St Louis Public School’s ESOL community. Following my curiosity about how people learn, I earned a BSc in Cognitive Science from the University of Toronto followed by a Bachelor of Education from the University of Windsor in Ontario. I started my teaching career in Toronto, Canada as a childcare worker in St Jamestown. This is an area populated by mainly newly immigrated families. Most of the families were learning English. I enrolled in ESOL and Special Education courses to better assist my students facing these challenges. Next, I taught kindergarten for the Toronto School Board for five years. About half of my students were English language learners. After marrying my husband David, I moved to Connecticut and pursued my Masters of Education focusing on remedial reading and writing courses. I was blessed with my two children Heather and Davis, who are now 15 and 13 years of age. I continued TESOL courses with the University of Cincinnati while teaching ESOL at the elementary level for three years for the Loveland, Ohio school district. Next I taught ESOL at the high school level in Zionsville, Indiana for two years. I moved to the St Louis area in July of 2014 and found a position as an ESOL and Gifted program TA with the Ladue school district. At long last, I am here! I am so happy to have landed in this wonderful community and I am looking forward to teaching and learning with my colleagues and students.00WELCOME OUR NEW STAFF OF THE SLPS ESOL BILINGUAL MIGRANT PROGRAMJessica Martin,ESOL Teacher at Fanning Middle SchoolHi, my name is Jessica Martin. I grew up in St. Louis and Edwardsville (across the river in the Metro-East). I have a Bachelor’s degree from SIUE in Political Science and French, along with an MA from Eastern Illinois University in Political Science. I met my husband while I was attending EIU, and we moved to Iowa for work in 2011. After becoming increasingly disillusioned with my field, I decided to go into teaching and work to make a difference at a more micro level. My parents (both 20 year + veteran educators) are very proud! Teaching has become a sort of family business for us. I completed my MAT in Foreign Language and ESL Teaching at the University of Iowa this past May, and my husband and I decided to make the move to St. Louis shortly after. I am so happy to be back in my hometown and working in a district with students who are truly deserving of my time and energy. I look forward to meeting more of my ESOL colleagues as the school year goes on and learning from each and every one of you!Lisa Rigg, ESOL Teacher at Mann ElementaryGreetings! I am very excited to join St Louis Public School’s ESOL community. Following my curiosity about how people learn, I earned a BSc in Cognitive Science from the University of Toronto followed by a Bachelor of Education from the University of Windsor in Ontario. I started my teaching career in Toronto, Canada as a childcare worker in St Jamestown. This is an area populated by mainly newly immigrated families. Most of the families were learning English. I enrolled in ESOL and Special Education courses to better assist my students facing these challenges. Next, I taught kindergarten for the Toronto School Board for five years. About half of my students were English language learners. After marrying my husband David, I moved to Connecticut and pursued my Masters of Education focusing on remedial reading and writing courses. I was blessed with my two children Heather and Davis, who are now 15 and 13 years of age. I continued TESOL courses with the University of Cincinnati while teaching ESOL at the elementary level for three years for the Loveland, Ohio school district. Next I taught ESOL at the high school level in Zionsville, Indiana for two years. I moved to the St Louis area in July of 2014 and found a position as an ESOL and Gifted program TA with the Ladue school district. At long last, I am here! I am so happy to have landed in this wonderful community and I am looking forward to teaching and learning with my colleagues and students.3050540-268605Olga Fernandez, ESOL teacher at Sigel Elementary?Hola! I am Olga Fernández. I am originally from Barcelona (Spain). I have a Juris Doctor degree and a Bachelor’s degree in TEFL. Back in 1990, I was an ESOL student when I attended Hickman High School as an exchange student in Columbia (Missouri). Studying in a different country and in a different language was a personal experience that impacted my life in a very positive way. Today, I am able to introduce myself with this brief paragraph thanks to my experience as an ESOL student. Although I taught before in different settings, this is my first year as an ESOL teacher in the United States. I love having the opportunity to teach my ESOL students and to learn from them. I look forward to meeting all the ESOL staff!Linette Floth, ESOL Teacher at Oak HillHello! My name is Linette Floth. I received my BA in Elementary Education in 1992 from Upper Iowa University. I am a native Iowan and moved to St. Louis in 2002 to work as a teacher in the St. Louis School District. I have taught 3rd grade at Kennard CJA for 3 years and 2nd, 3rd and 4th grade at Oak Hill for 10 years. I received my gifted certification from Maryville University and my TESOL certification from Webster University. I am thrilled to finally be able to work with ESOL students and look forward to many years in the field of teaching language to ELL’s. Thank you for the warm welcome!Heather Tuckson, ESOL teacher at Woodward ElementaryMy name is Heather Tuckson. I really enjoy working with the students in our community, and strive to provide them with the best education possible. My goal is to work as a partner with families to make every student who walks through my door successful. I am starting my 18th at Woodward Elementary. In the past I taught second and third grades. I am very excited to focus my work with ESOL students this year. 00Olga Fernandez, ESOL teacher at Sigel Elementary?Hola! I am Olga Fernández. I am originally from Barcelona (Spain). I have a Juris Doctor degree and a Bachelor’s degree in TEFL. Back in 1990, I was an ESOL student when I attended Hickman High School as an exchange student in Columbia (Missouri). Studying in a different country and in a different language was a personal experience that impacted my life in a very positive way. Today, I am able to introduce myself with this brief paragraph thanks to my experience as an ESOL student. Although I taught before in different settings, this is my first year as an ESOL teacher in the United States. I love having the opportunity to teach my ESOL students and to learn from them. I look forward to meeting all the ESOL staff!Linette Floth, ESOL Teacher at Oak HillHello! My name is Linette Floth. I received my BA in Elementary Education in 1992 from Upper Iowa University. I am a native Iowan and moved to St. Louis in 2002 to work as a teacher in the St. Louis School District. I have taught 3rd grade at Kennard CJA for 3 years and 2nd, 3rd and 4th grade at Oak Hill for 10 years. I received my gifted certification from Maryville University and my TESOL certification from Webster University. I am thrilled to finally be able to work with ESOL students and look forward to many years in the field of teaching language to ELL’s. Thank you for the warm welcome!Heather Tuckson, ESOL teacher at Woodward ElementaryMy name is Heather Tuckson. I really enjoy working with the students in our community, and strive to provide them with the best education possible. My goal is to work as a partner with families to make every student who walks through my door successful. I am starting my 18th at Woodward Elementary. In the past I taught second and third grades. I am very excited to focus my work with ESOL students this year. 3404870-525780ESOL/Social Studies teacher at NCNAAMy name is Jess Young, and I am extremely excited to be a new teacher at Nahed Chapmen New American Academy. I have dual BS degrees in secondary education and social sciences, as well as an MS in brain-based teaching. Throughout the course of my career I have taught in public, private, and charter schools in grades 3-12. I have spent most of my time focused on teaching middle and high school history, as well as middle school math in Atlanta, Georgia. I am extremely excited to be back in my hometown of St. Louis, and I look forward to what the year has to offer.Mary Kahmann, ESOL Teacher at MasonChristine Knapp, ESOL Teacher at NCNAACarolyn Lammert, ESOL/Math Teacher at NCNAAMelissa Greenstreet Visual Performing Art Teacher at NCNAA Muna Alsaadi, Bilingual Staff (Arabic)Moutasim Mohammed-Suliman, Gateway STEM ESOL TASuzanne Chorlins, ESOL Teacher Buder ElementaryNEWS FROM NCNAA!We would like to wish all the best to Ashanti Edwards, our 2nd grade teacher at NCNAA, as she prepares to welcome her second baby!00ESOL/Social Studies teacher at NCNAAMy name is Jess Young, and I am extremely excited to be a new teacher at Nahed Chapmen New American Academy. I have dual BS degrees in secondary education and social sciences, as well as an MS in brain-based teaching. Throughout the course of my career I have taught in public, private, and charter schools in grades 3-12. I have spent most of my time focused on teaching middle and high school history, as well as middle school math in Atlanta, Georgia. I am extremely excited to be back in my hometown of St. Louis, and I look forward to what the year has to offer.Mary Kahmann, ESOL Teacher at MasonChristine Knapp, ESOL Teacher at NCNAACarolyn Lammert, ESOL/Math Teacher at NCNAAMelissa Greenstreet Visual Performing Art Teacher at NCNAA Muna Alsaadi, Bilingual Staff (Arabic)Moutasim Mohammed-Suliman, Gateway STEM ESOL TASuzanne Chorlins, ESOL Teacher Buder ElementaryNEWS FROM NCNAA!We would like to wish all the best to Ashanti Edwards, our 2nd grade teacher at NCNAA, as she prepares to welcome her second baby!-14605-525780Sheltered ESOL Physics, Biology and Algebra Teacher at Gateway STEMHello, I am LoriAnn Carroll. I teach the Sheltered Physics First, Biology and Algebra 150 classes at Gateway STEM High School. This is my first year in the ESOL department. For the previous 27 years I had been teaching Hearing Impaired students and students with Learning Disabilities in the areas of Language and Mathematics. In addition to my special education certification I am also certified in 5-9 Mathematics, 5-9 Science and 9-12 Biology. In 2001 I received my National Board certification in the area of Early Adolescent Science. I am enrolled in the ESOL program at UMSL and working toward my Masters in that area. In 2013-2015 I served as an intern with NASA (National Aeronautics and Space Administration) working on curriculum development using NASA resources and data to help students engage in science, technology, engineering and mathematics. I am excited to work with the students and staff in the ESOL department and look forward to an amazing year. Annelise Nelson, ESOL Teacher at MasonHello, my name is Annelise Nelson and I am new to Missouri. I moved to St. Louis with my boyfriend in mid-July and am enjoying exploring the city! He is going to grad school at Washington University, and I'm happy to be teaching in a state that is ranked considerably higher in education. We were both born and raised in Reno, Nevada. I earned my Bachelor of Science in Education, with a Minor in Music and French and my TESOL endorsement from the University of Nevada, Reno in 2013. I worked at two different schools in Reno, doing a very different version of ESOL at both. I'm happy to be learning so much here, and hopefully I'll find an opportunity to practice my French!00Sheltered ESOL Physics, Biology and Algebra Teacher at Gateway STEMHello, I am LoriAnn Carroll. I teach the Sheltered Physics First, Biology and Algebra 150 classes at Gateway STEM High School. This is my first year in the ESOL department. For the previous 27 years I had been teaching Hearing Impaired students and students with Learning Disabilities in the areas of Language and Mathematics. In addition to my special education certification I am also certified in 5-9 Mathematics, 5-9 Science and 9-12 Biology. In 2001 I received my National Board certification in the area of Early Adolescent Science. I am enrolled in the ESOL program at UMSL and working toward my Masters in that area. In 2013-2015 I served as an intern with NASA (National Aeronautics and Space Administration) working on curriculum development using NASA resources and data to help students engage in science, technology, engineering and mathematics. I am excited to work with the students and staff in the ESOL department and look forward to an amazing year. Annelise Nelson, ESOL Teacher at MasonHello, my name is Annelise Nelson and I am new to Missouri. I moved to St. Louis with my boyfriend in mid-July and am enjoying exploring the city! He is going to grad school at Washington University, and I'm happy to be teaching in a state that is ranked considerably higher in education. We were both born and raised in Reno, Nevada. I earned my Bachelor of Science in Education, with a Minor in Music and French and my TESOL endorsement from the University of Nevada, Reno in 2013. I worked at two different schools in Reno, doing a very different version of ESOL at both. I'm happy to be learning so much here, and hopefully I'll find an opportunity to practice my French!34048701905003604895-516255Use an interpreterOn-site interpreters can be very helpful in smoothing out misunderstandings that arise due to communication problems and cultural differences. If an on-site interpreter (a paid or volunteer school staff position) is not available, try to find an adult - perhaps another parent who is familiar with the school or "knows the system" – who is willing to serve this purpose. In difficult situations, it would not be appropriate for another child to translate.ELLs can make unintentional "mistakes" as they are trying hard to adjust to a new cultural setting. They are constantly transferring what they know as acceptable behaviors from their own culture to the U.S. classroom and school. Be patient as ELLs learn English and adjust.Invite their culture into the classroomEncourage ELLs to share their language and culture with you and your class. Show-and-tell is a good opportunity for ELLs to bring in something representative of their culture, if they wish. They could also tell a popular story or folktale using words, pictures, gestures, and movements. ELLs could also try to teach the class some words from their native language.Use materials related to your ELLs' culturesChildren respond when they see books, topics, characters, and images that are familiar. Try to achieve a good balance of books and materials that include different cultures. Visit our recommended?bilingual books?section.Include ELLs in a non-threatening mannerSome ELLs may be apprehensive about speaking out in a group. They might be afraid to make mistakes in front of their peers. Their silence could also be a sign of respect for you as an authority – and not a sign of their inability or refusal to participate. Find ways to involve ELLs in a non-threatening manner, such as through?Total Physical Response activities and cooperative learning projects.Involve ELLs in cooperative learningSome ELLs are used to working cooperatively on assigned tasks. What may look like cheating to you is actually a culturally acquired learning style — an attempt to mimic, see, or model what has to be done. Use this cultural trait as a plus in your classroom. Assign buddies or peer tutors so that ELLs are able to participate in all class activities. Also, check out these?cooperative learning strategies?you can use with ELLs.Help your ELLs follow established rulesAll students need to understand and follow your classroom rules from the very beginning, and ELLs are no exception. Teach them your classroom management rules as soon as possible to avoid misunderstandings, discipline problems, and feelings of low self-esteem. Here are a few strategies that you can use in class:Use visuals like pictures, symbols, and reward systems to communicate your expectations in a positive and direct manner.Physically model language to ELLs in classroom routines and instructional activities. ELLs will need to see you or their peers model behavior when you want them to sit down, walk to the bulletin board, work with a partner, copy a word, etc.Be consistent and fair with all students. Once ELLs clearly understand what is expected, hold them equally accountable for their behavior.Recommended ResourcesU.S. Department of Education: ELL ToolkitThe English Learner Tool Kit?is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to English Learners. Each Tool Kit chapter contains an overview, sample tools, and resources relevant to the topic of the chapter. The four chapters listed below are available now, and additional chapters will be released over the next few months they are completed.Currently available chapters:Chapter 1:?Tools and Resources for Identifying all English Learner StudentsChapter 2:?Tools and Resources for Providing English Learners with a Language Assistance ProgramChapter 3:?Tools and Resources for Staffing and Supporting an English Learner ProgramChapter 4:?Tools and Resources for Providing English Learners Meaningful Access to?Core Curricular and Extra Curricular Programs??Share??????Tweet00Use an interpreterOn-site interpreters can be very helpful in smoothing out misunderstandings that arise due to communication problems and cultural differences. If an on-site interpreter (a paid or volunteer school staff position) is not available, try to find an adult - perhaps another parent who is familiar with the school or "knows the system" – who is willing to serve this purpose. In difficult situations, it would not be appropriate for another child to translate.ELLs can make unintentional "mistakes" as they are trying hard to adjust to a new cultural setting. They are constantly transferring what they know as acceptable behaviors from their own culture to the U.S. classroom and school. Be patient as ELLs learn English and adjust.Invite their culture into the classroomEncourage ELLs to share their language and culture with you and your class. Show-and-tell is a good opportunity for ELLs to bring in something representative of their culture, if they wish. They could also tell a popular story or folktale using words, pictures, gestures, and movements. ELLs could also try to teach the class some words from their native language.Use materials related to your ELLs' culturesChildren respond when they see books, topics, characters, and images that are familiar. Try to achieve a good balance of books and materials that include different cultures. Visit our recommended?bilingual books?section.Include ELLs in a non-threatening mannerSome ELLs may be apprehensive about speaking out in a group. They might be afraid to make mistakes in front of their peers. Their silence could also be a sign of respect for you as an authority – and not a sign of their inability or refusal to participate. Find ways to involve ELLs in a non-threatening manner, such as through?Total Physical Response activities and cooperative learning projects.Involve ELLs in cooperative learningSome ELLs are used to working cooperatively on assigned tasks. What may look like cheating to you is actually a culturally acquired learning style — an attempt to mimic, see, or model what has to be done. Use this cultural trait as a plus in your classroom. Assign buddies or peer tutors so that ELLs are able to participate in all class activities. Also, check out these?cooperative learning strategies?you can use with ELLs.Help your ELLs follow established rulesAll students need to understand and follow your classroom rules from the very beginning, and ELLs are no exception. Teach them your classroom management rules as soon as possible to avoid misunderstandings, discipline problems, and feelings of low self-esteem. Here are a few strategies that you can use in class:Use visuals like pictures, symbols, and reward systems to communicate your expectations in a positive and direct manner.Physically model language to ELLs in classroom routines and instructional activities. ELLs will need to see you or their peers model behavior when you want them to sit down, walk to the bulletin board, work with a partner, copy a word, etc.Be consistent and fair with all students. Once ELLs clearly understand what is expected, hold them equally accountable for their behavior.Recommended ResourcesU.S. Department of Education: ELL ToolkitThe English Learner Tool Kit?is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to English Learners. Each Tool Kit chapter contains an overview, sample tools, and resources relevant to the topic of the chapter. The four chapters listed below are available now, and additional chapters will be released over the next few months they are completed.Currently available chapters:Chapter 1:?Tools and Resources for Identifying all English Learner StudentsChapter 2:?Tools and Resources for Providing English Learners with a Language Assistance ProgramChapter 3:?Tools and Resources for Staffing and Supporting an English Learner ProgramChapter 4:?Tools and Resources for Providing English Learners Meaningful Access to?Core Curricular and Extra Curricular Programs??Share??????Tweet52071-516255ESOL RESOURCE CORNERHow to Create a Welcoming Classroom EnvironmentBy: Colorín Colorado (2007)Strategies: Helping Your ELLs Adjust to New SurroundingsAlthough there are no specific teaching techniques to make ELLs feel that they belong in a new culture, there are ways for you to make them feel welcome in your classroom:Learn their namesTake the time to learn how to pronounce your ELLs' names correctly. Ask them to say their name. Listen carefully and repeat it until you know it. If a student's name is Pedro, make sure you do not call him /peedro/ or Peter. Also, model the correct pronunciation of ELLs' names to the class so that all students can say the correct pronunciation.Offer one-on-one assistance when possibleSome ELLs may not answer voluntarily in class or ask for your help even if they need it. ELLs may smile and nod, but this does not necessarily mean that they understand. Go over to their desk to offer individual coaching in a friendly way. For convenience, it may be helpful to seat ELLs near your desk.Assign a peer partnerIdentify a classmate who really wants to help your ELL as a peer. This student can make sure that the ELL understands what he or she is supposed to do. It will be even more helpful if the peer partner knows the ELL's first language.Post a visual daily scheduleEven if ELLs do not yet understand all of the words that you speak, it is possible for them to understand the structure of each day. Whether through chalkboard art or images on Velcro, you can post the daily schedule each morning. By writing down times and having pictures next to words like lunch, wash hands, math, and field trip, ELLs can have a general sense of the upcoming day.Video: Creating Welcoming Classroom EnvironmentsTo see the complete interviews of the featured experts, see the following.Dr. Cynthia LundgrenPat MoraAmber PrenticeChristine Rowland00ESOL RESOURCE CORNERHow to Create a Welcoming Classroom EnvironmentBy: Colorín Colorado (2007)Strategies: Helping Your ELLs Adjust to New SurroundingsAlthough there are no specific teaching techniques to make ELLs feel that they belong in a new culture, there are ways for you to make them feel welcome in your classroom:Learn their namesTake the time to learn how to pronounce your ELLs' names correctly. Ask them to say their name. Listen carefully and repeat it until you know it. If a student's name is Pedro, make sure you do not call him /peedro/ or Peter. Also, model the correct pronunciation of ELLs' names to the class so that all students can say the correct pronunciation.Offer one-on-one assistance when possibleSome ELLs may not answer voluntarily in class or ask for your help even if they need it. ELLs may smile and nod, but this does not necessarily mean that they understand. Go over to their desk to offer individual coaching in a friendly way. For convenience, it may be helpful to seat ELLs near your desk.Assign a peer partnerIdentify a classmate who really wants to help your ELL as a peer. This student can make sure that the ELL understands what he or she is supposed to do. It will be even more helpful if the peer partner knows the ELL's first language.Post a visual daily scheduleEven if ELLs do not yet understand all of the words that you speak, it is possible for them to understand the structure of each day. Whether through chalkboard art or images on Velcro, you can post the daily schedule each morning. By writing down times and having pictures next to words like lunch, wash hands, math, and field trip, ELLs can have a general sense of the upcoming day.Video: Creating Welcoming Classroom EnvironmentsTo see the complete interviews of the featured experts, see the following.Dr. Cynthia LundgrenPat MoraAmber PrenticeChristine Rowland3462020-87630W-APT GUIDELINES FOR NEWLY ENROLLED STUDENTSSubmitted by Ms. Carter, ESOL CounselorMissouri school districts are required to screen students for English language proficiency and notify parents EITHER within the first 30 calendar?days of school OR within two weeks of the student moving into the district. The recommended procedure to access and/or administer W-APT/ACCESS testing is based on the following steps:STEP 1: You will receive an email from the ESOL Office indicating which students (attending your school) are to be tested OR your school secretary will notify you when a students has been identified as ELLSTEP 2: Contact previously attended school (via email and/or phone call)STEP 3: Verify that tests were/weren’t taken If YES:Ask for physical copies of academic grades and tests (W-APT/ACCESS) records (email or fax). Please forward all results to Samir Mujagic @ samir.mujagic@ and Danielle Carter @ Danielle.carter@. If NO: Select the grade level appropriate W-APT and administer within the first 30 calendar?days of school OR within two weeks of the student moving into the district. STEP 4: Once the W-APT has been administered, please send all score sheets, writing test and English Parent Notification Form to Samir Mujagic or Danielle Carter via interoffice mail. *Be sure to send a completed ‘Parent Notification Form” to students/parent in their native language**Please keep us notified on a weekly basis (by Friday of each week) so that our logs are accurate*00W-APT GUIDELINES FOR NEWLY ENROLLED STUDENTSSubmitted by Ms. Carter, ESOL CounselorMissouri school districts are required to screen students for English language proficiency and notify parents EITHER within the first 30 calendar?days of school OR within two weeks of the student moving into the district. The recommended procedure to access and/or administer W-APT/ACCESS testing is based on the following steps:STEP 1: You will receive an email from the ESOL Office indicating which students (attending your school) are to be tested OR your school secretary will notify you when a students has been identified as ELLSTEP 2: Contact previously attended school (via email and/or phone call)STEP 3: Verify that tests were/weren’t taken If YES:Ask for physical copies of academic grades and tests (W-APT/ACCESS) records (email or fax). Please forward all results to Samir Mujagic @ samir.mujagic@ and Danielle Carter @ Danielle.carter@. If NO: Select the grade level appropriate W-APT and administer within the first 30 calendar?days of school OR within two weeks of the student moving into the district. STEP 4: Once the W-APT has been administered, please send all score sheets, writing test and English Parent Notification Form to Samir Mujagic or Danielle Carter via interoffice mail. *Be sure to send a completed ‘Parent Notification Form” to students/parent in their native language**Please keep us notified on a weekly basis (by Friday of each week) so that our logs are accurate*-33655-87630SIOP National Conference · July 9-10, 2015 · Chicago, ILSubmitted by Sandra Anderson, SIOP CoordinatorAt the 2015 SIOP National Conference in Chicago, SIOP authors Jana Echevarría, Deborah Short, and MaryEllen Vogt shared their insights and expertise on working with ELLs using the SIOP?Model. Authors Echevarría and Short presented their new text, Developing Academic Language with the SIOP?Model. In addition to a comprehensive examination of academic language, several of the chapters identify SIOP features where academic language is paramount and explain how to maximize the language learning in the lessons. Included in Chapter 7 Advancing Academic Language Proficiency is a framework representing academic language elements and skills that can be used to assess student progress toward becoming proficient in academic language and to then develop language objectives and appropriate learning activities. Dr. Short also addressed the topic of long-term ELLs (LTELLs). Nationally, one-third of ELLs in grades 6-12 fit the profile: lived most or all of their lives in the U.S., verbally bilingual, plateaued in English language development, below grade level in reading and writing, unable to meet exit criteria, still in ESOL program, but have taken (and possibly passed) all classes offered in ESOL program. It would not be SIOP without a few words about language objectives. Actually, there was a lot of discussion and work with objectives. Andrea Rients, a high school teacher from Minneapolis, shared ways for students to interact with the objectives during instruction. As did Dr. Short, Andrea reminded us that the language objective needs to be explicitly taught. The language objective must move the students toward the goal of English proficiency. If students already have the skill or knowledge, teachers have nothing to teach and it should not be an objective.Dr. Echevarría, in her review of RTI and SIOP, recommended a recent document, Quality of English Language Proficiency Assessments: Evaluation of State and Local Implementation of Title III Assessment and Accountability Systems. This comprehensive review of the English Learners with Disabilities Meeting held in March, 2015 was prepared by Diane August and other researches at American Institutes for Research (AIR) for the U.S. Dept. of Education. 00SIOP National Conference · July 9-10, 2015 · Chicago, ILSubmitted by Sandra Anderson, SIOP CoordinatorAt the 2015 SIOP National Conference in Chicago, SIOP authors Jana Echevarría, Deborah Short, and MaryEllen Vogt shared their insights and expertise on working with ELLs using the SIOP?Model. Authors Echevarría and Short presented their new text, Developing Academic Language with the SIOP?Model. In addition to a comprehensive examination of academic language, several of the chapters identify SIOP features where academic language is paramount and explain how to maximize the language learning in the lessons. Included in Chapter 7 Advancing Academic Language Proficiency is a framework representing academic language elements and skills that can be used to assess student progress toward becoming proficient in academic language and to then develop language objectives and appropriate learning activities. Dr. Short also addressed the topic of long-term ELLs (LTELLs). Nationally, one-third of ELLs in grades 6-12 fit the profile: lived most or all of their lives in the U.S., verbally bilingual, plateaued in English language development, below grade level in reading and writing, unable to meet exit criteria, still in ESOL program, but have taken (and possibly passed) all classes offered in ESOL program. It would not be SIOP without a few words about language objectives. Actually, there was a lot of discussion and work with objectives. Andrea Rients, a high school teacher from Minneapolis, shared ways for students to interact with the objectives during instruction. As did Dr. Short, Andrea reminded us that the language objective needs to be explicitly taught. The language objective must move the students toward the goal of English proficiency. If students already have the skill or knowledge, teachers have nothing to teach and it should not be an objective.Dr. Echevarría, in her review of RTI and SIOP, recommended a recent document, Quality of English Language Proficiency Assessments: Evaluation of State and Local Implementation of Title III Assessment and Accountability Systems. This comprehensive review of the English Learners with Disabilities Meeting held in March, 2015 was prepared by Diane August and other researches at American Institutes for Research (AIR) for the U.S. Dept. of Education. Calendar of EventsDateEventTimeLocationThursday, September 3ESOL Leadership Committee3:30PM-4:30 PMESOL Office, Building 1Thursday, September 10ESOL PD Committee Meeting3:30PM-4:30 PMESOL Office, Building 1Thursday, September 17ESOL Community Outreach Committee3:30PM-4:30 PMESOL Office, Building 1Thursday, September 24Parent Involvement Committee3:30PM-4:30 PMESOL Office, Building 1September 1, 15, 24 (Session 1) Co-teaching Training8:00AM - 3:30PMESOL office, Building 3September 16ESOL Parent Meeting5:30PM-7:00PMESOL Office, Building 4September 15(for ESOL and mainstream teachers)Effective Academic Instruction for ELLs (Session 1- Lesson Planning)3:30-5:00ESOL office, September 29(for ESOL and mainstream teachers)Differentiated Instruction and Assessment for ELLs3:30-5:00ESOL OfficeFREE ONLINE RESOURCE?This website is a great way to begin or continue exploring the first language of our students. It also has a great info of the writing system which can be very helpful instructionally. Please, feel free to share with your content / mainstream teachers. In order for students to become strong readers and develop?a love of reading, it is important they read both informational and literary texts. In addition to our many informational articles, we're excited to share a collection of literary passages with evidence-based question sets: K - 12th Grade Literary Passages. Help out a new teacher and share ReadWorks—our curriculum is research-based and always free.?Please, share ESOL updates from your site with Elena Okanovic by September 30, 2015 to be included in our next issue of the SLPS TESOL ExcELLence newsletter. ................
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