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Title III English Learner

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Ms. Tarro Funches /EL Coordinator

I am Tarro Funches the English Learner Coordinator for Canton Public School District. In 2017, I became a proud member of the CPSD family. I received my Bachelor of Science degree in Child Care and Family Education in 1996 from THEE Jackson State University, and a Master of Arts degree in Teachers of English to Speakers of Other Languages in 2018 from Grand Canyon University. I bring over 20 years of experience in education. While working at the Mississippi Department of Education, where I was the Title III Coordinator for the state, I gained a love for educating students of another language and their families. It is my personal belief that all students, no matter their background, deserve a quality education.

 

 

MS English Learner Guidelines

Supports for Parents and Guardians of English Learners

English Language Policy -Revised

Proficiency Levels at A Quick Glance

Handbook for Teachers of English Learners

Ara_nnnn_el_parent_Guide

Mex_casa_rigo_el_parent_Guide

Vie_El_Parent_Guide_Letter

 

 

Canton Public School District

English Language Policy/Plan

2021-2022

Mr. Gary Hannah, Superintendent

Mrs. Tarro Funches, EL Coordinator

 

English Learner Policy

The mission of the Canton Public School District (CPSD) is to meet the needs of all students by providing challenging learning experiences in a collaborative, concerned community committed to producing life-long learners. In compliance with Public Law 107-110, the No Child Left Behind (NCLB) Act 2001, the CPSD has established a plan that addresses not only English proficiency and academic education of English Learner (EL) students but also the emotional, physical, psychological, and cultural aspects of an EL student’s adjustment to a new culture. Students identified as EL as defined by the law shall receive English Language Acquisition services as required under Section 1111 of the Every Student Succeeds Act (ESSA) (2015) and the Mississippi Department of Education (MDE) Board Policy. Services for students are determined individually based on the Home Language Survey (HLS), which is completed at the time of enrollment, and the state adopted English Language Proficiency Test (ELPT), as mandated by the Mississippi Department of Education.

 

Legal Requirements

During the past fifty years, state and federal governments have enacted laws and regulations to protect the rights of language minority students. The following is a list of laws and regulations that have been instrumental in establishing federal, state, and district policies related to the education of ELs.

Free and Equitable Education for All Students

Every public school in the United States is required to provide a free and equitable education to all eligible children who live within the boundaries of the school district. In the past, there were some questions as to whether school districts were required to educate children who were not legal residents of the United States. However, in 1982 the Supreme Court ruled in Plyer v. Doe that the Fourteenth Amendment to the United States Constitution prohibits states from denying a free public education to undocumented immigrant children regardless of their immigrant status.

Furthermore, the Court stated that school systems are not agents for enforcing immigration law; thus, schools should not request any information related to U.S. Residency as this might discourage children from attending school. In keeping with this ruling, schools are advised not to request any information of students (immigration or non-immigrant) which might be used to disclose undocumented status including social security numbers, passports, visas, etc. As a result of this, school districts are only permitted to require two kinds of information for enrollment: proof of residency in the district (i.e. two bills with an address that is in the district) and proof of required vaccinations.

Should the school, for whatever reason, come across information regarding the immigration status of students or their parents, it is prohibited under the Family Educational Rights and Privacy Act (FERPA) from providing any outside agency including the Immigration and Customs Enforcement agency (ICE) of the Department of Homeland Security, with such personally identifiable information without first getting permission from the student’s parents or valid court order.

School policy should make it clear to all school personnel that their primary responsibility is to provide all students living in the district with a quality education. As educators they should not be involved in any policing activities for ICE, nor are they under any legal obligation to do so.

 

Definition of an English Learner

The U.S. Congress passed Public Law 107-110, the No Child Left Behind (NCLB) Act of 2001, as the reauthorization of the Elementary and Secondary Education Act (ESEA). In January 2015, the ESEA was reauthorized with the enactment of the Every Student Succeeds Act (ESSA). ESSA uses the term English Learner (EL) to refer to students acquiring English as a second language.

According to the federal government, an English Learner is an individual:

  • Who is 3 to 21 years of age; and
  • Who is enrolled or preparing to enroll in an elementary or secondary school; and
  • (i) who was not born in the United States or whose native language is a language other than English;

(ii)(I) who is a Native American or Alaska Native, or a native resident of outlying areas: and

(II) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or

(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and

  • Who has difficulties in speaking, reading, writing, or understanding the English language and whose difficulties may deny such individuals the opportunity to learn successfully in classrooms where the language of instruction is English or to fully participate in society.

Definition of Immigrant Children and Youth

An individual-

  • Who is 3 through 21 years of age;
  • Was not born in any state or U.S. territory; and
  • Has not been attending one or more schools in any one or more states for more than three full academic years.

Definition of Migrant Student

An individual-

  • Who is 3 through 21 years of age and has not graduated from high school or obtained a GED.
  • The child has a parent(s), guardian(s), a spouse, or he/she is a migratory agricultural worker or fisher and has moved within the past thirty-six months from one school district to another to obtain work. The move has enabled the child, the child’s guardian, spouse, or member of the child’s immediate family to obtain temporary or seasonal employment in an agricultural or fishing activity as a principal means of livelihood.

 

 

Enrollment

Plyler v. Doe (U.S. Supreme Court Decision, 1982), states that “The undocumented status of these children does not establish a sufficient rational basis for denying them benefits that the State affords other residents…” All ELs must be allowed to attend school, regardless of their ability to present a birth certificate, social security number, or immigrant documentation. In the case where a student is unable to present a social security number, the school must assign the student an MSIS identification number until a social security number is acquired. If the parent is unable to locate immunization records, the Local Education Agency (LEA) may need to contact the former school system. If necessary, students can begin the immunization series at the local public health department. If appropriate immunization documentation cannot be obtained within ninety (90) days, the student’s case should be handled in accordance with approved state and local board of education procedures.

In accordance with the revised MDE EL guidelines (2018), the CPSD is required to provide a free and equitable education to all school-age children who live within the boundaries of the LEA, regardless of immigration status. Several laws protect the rights of ELs and their families, particularly during the enrollment process. These protections are provided because many EL students’ levels of transiency and lack of English proficiency make them a particularly vulnerable population.

As outlined in the MS EL Guidelines (2018), the CPSD must enroll all students regardless of their or their parents’ or guardians’ actual or perceived citizenship or immigration status. When enrolling students, LEAs may not request information from students or their parents or guardians in order to deny access to public schools on the basis of race, color, or national origin. For example, while CPSD may require proof of residency, inquiring into students’ citizenship or immigration status, or that of their parents or guardians, would not be relevant to establishing residency. While CPSD requires students or their parents to provide proof of age, CPSD may not bar a student from enrolling because he or she lacks a birth certificate or has records that indicate a foreign place of birth.

Further, the CPSD’s request for a social security number during registration must: 1) inform the family that providing it is voluntary and refusal will not bar the child from enrolling in or attending school, and 2) explain for what purpose the number will be used. The CPSD may not require families to provide a social security number to enroll in or attend school.

More information regarding the rights of all students enrolling into CPSD as required by the United States Department of Education (ED) is available in this Dear Colleague Letter on School Enrollment Procedures: https://www2.ed.gov/about/offices/list/ocr/letters/colleague-201405.pdf.

 

English Language Acquisition Plan

What is the purpose of English Language Acquisition?

  1. To help ensure that children who are limited English proficient (LEP), including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards that all children are expected to meet;
  2. To assist all limited English proficient children including immigrant children and youth, to achieve at high levels in the core academic subjects, to develop high-quality language instruction educational programs designed to assist State Educational Agencies (SEA), local educational agencies (LEAs), and schools in teaching LEP and immigrant children;
  3. To provide high-quality instructional programs designed to prepare LEP and immigrant children to enter all-English instructional settings;
  4. To help schools build their capacity to establish, implement, and sustain language to promote parental and community participation; and
  5. To hold SEAs, LEAs, and schools accountable for increases in English proficiency and core academic content knowledge of LEP children.

                                         

Identification Process

The identification and placement of ELs in an appropriate language program that assures them an equitable, quality education is a six-step process.

 

STEP 1: Home Language Survey (HLS)

The survey is used to determine if there’s a primary language other than English spoken in the home. The HLS must be part of the registration packet for all incoming students.  It should then be kept in the cumulative file for each student. If English is not determined to be the first language spoken in the home, the school must contact the school’s test coordinator to conduct the initial English proficiency screener.

STEP 2: Initial Assessment of Language Proficiency Screener

An initial screener must be conducted on all incoming ELs to determine the English proficiency level of the student. In the case of a student whose HLS indicates that a language other than English is the first language spoken in the home, the student must be screened within the first thirty (30) days of enrollment at the beginning of the school year. Potential EL students who register after the beginning of the school year must be assessed within 10 school days of enrollment. The English Language Proficiency Test (ELPT) assesses the proficiency of students in all four language domains (i.e., speaking, listening, reading, and writing). Those administering and scoring the placement test must be certified teachers, and they must receive some level of training. The CPSD test security plan must describe who will administer and score assessments and what training is required to ensure valid and reliable results. All students’ placement test reports must be placed in their cumulative record.

STEP 3: Parent and Family Notification

Before the initial placement of a student in an English language program, the CPSD or school must notify the student’s parent or guardian. Parents must be notified within the first thirty (30) days of the initial screener. For students who did not begin school within the first month of school, parents must be notified within two weeks of taking the screener. Any parent or guardian whose child is receiving EL services has the right to decline or opt his or her child out of any or all EL services. The CPSD may not recommend that a parent or guardian opt a child out of EL programs or services for any reason. The CPSD must provide guidance in a language parents or guardians can understand to ensure that they understand their child’s rights, the range of EL services that their child can receive, and the benefits of such services. This is to ensure that the parent or guardian’s decision to opt-out is informed and voluntary. The ELs who opt-out of services must, like those receiving programs or services, have their ELP reassessed yearly during the annual ELPT assessment period. After it is determined that the EL no longer qualifies as an EL, the CPSD must continue to monitor the student for at least 4 years, just as it would an EL who has received EL programs and services.

STEP 4: Placement in A Language Instruction Educational Program

Identified ELs must be placed in a sound language instruction educational program in addition to general content classes. The CPSD must offer appropriate EL services until ELs are proficient in English and can participate meaningfully in educational programs without EL support. This includes continuing to provide EL services to ELs at the highest levels of English proficiency until they have exited from EL services and programs.

The Student Evaluation Team (SET) for each child must determine which program model such as pull-out or push-in will be used. When making this determination individual student data from the ELPT, universal screeners, weekly tests, Multi-Tiered System of Support (MTSS), and progress monitoring results will be used.

The goal for students who are ELs is that they attain fluency in English, master the state’s academic content standards as demonstrated by proficiency on the state’s required student assessments, and pass any other state-required tests. Research related to student placement and retention shows that ELs must be placed age-appropriately in the mainstream classroom. This provides them with access to challenging, grade-level content instruction and the opportunity to interact with their English-speaking peers and is considered generally to be the least restrictive educational environment.

At the high school level, credits must be awarded based on transcripts provided by the students/parents/guardians, even if the coursework was taken in another country. If transcripts are in a language other than English, translations must be sought so that credits can be awarded.

STEP 5: Developing a Language Service Plan (LSP)

The MDE requires each student designated as an EL to have an LSP, which must be updated annually until the student exits the EL program. The SET must meet to develop the LSP at the beginning of each academic school year. This team must be composed of teachers (including EL teachers), administrators, counselors, and parents or guardians. The team will meet quarterly to evaluate the student’s progress and make necessary adjustments. A copy of the LSP must be provided to all teachers who work with the EL student. (Please note: LSPs should be submitted to the EL Coordinator twice per year, during fall and spring).

The LSP must contain the following:

  • Student’s demographic information
  • Date of first enrollment in a U.S. school
  • Yearly ELPT scores
  • Classroom accommodations
  • State testing accommodations
  • Signatures of SET members

 

 STEP 6: EL Data Entry

The accuracy of EL data is of the utmost importance. Once a student has been identified as an EL, the district must ensure that the student is correctly marked in their student data package. This information will be uploaded to MSIS once the district has submitted its data to the MDE. Districts should ensure each column on the EL roster screen of MSIS is completed. This information should be checked monthly for accuracy.

 

Grade Level Placement

ELs are charged with unique challenges that their English-speaking peers are not. ELs must learn the same academic content that their peers in mainstream classrooms are learning. This should be done at the same pace as their native English-speaking peers. ELs are also required to learn and master a second language. Upon enrollment, students must be placed in an age-appropriate grade. Students can, however, be placed one grade level behind. For this reason, the General Education and English as a Second Language (ESL) teacher must work collaboratively to ensure that students develop cognitively and academically. Educators must remember that students must be placed in an age-appropriate grade level.

CPSD Pathway 3

Mississippi Department of Education’s 2018 English Learner Guidelines states the following:

The goal for students who are English Learners is that they attain fluency in English, master the state's academic content standards as demonstrated by proficiency on the state's required student assessments, and pass any other state-required tests. Research related to student placement and retention shows that ELs must be placed age-appropriately in the mainstream classroom. This provides them with access to challenging, grade-level content instruction and the opportunity to interact with their English-speaking peers and is considered generally to be the least restrictive environment (p.18).

As such, due diligence must be taken to ensure that students are placed in age-appropriate environments as they attain language proficiency. The district’s curriculum team will review English Learners’ grade-level placement on a yearly basis and recommend placement in age-appropriate environments when necessary. Students who meet the requirements for Pathway 3 in CPSD will receive intensive interventions during the school year and during the district’s Extended School Year program in the summer.

English learners should be placed in Special Education classes on the assumption that materials and teaching methods in general education classes would not be appropriate for the students. Placing students in Special Education classes without screening is a violation of the student’s right to the educational opportunities that they are entitled to. Exception: If a student is not much older than six years old and has not attended school before, it is often best to place the student in Kindergarten (Mississippi Department of Education, English Language Guidelines, 2011).

Initial placement of EL students may be crucial to their success in the educational program. Students should not be required to repeat content classes they had in their native language just because of their lack of English skills. Placement in grades 9-12 will be based upon the transcript from previous schools and the graduation requirements of the State and district. Any transcript written in a language other than English will be forwarded to the EL Coordinator at the time of registration. The transcript will be translated, to the extent practicable, and the school will be notified of the results to award credit and schedule classes. If there are problems in evaluating transcripts, the principal may award credits based on competencies.

Placement of EL students in subject area test courses will be done in a manner that allows the EL student the maximum amount of time in school to become proficient in the English language before taking a MAAP course. EL students will not be placed in subject area test courses prior to the appropriate grade level for each test.

Specifically:

English II:  preferred timeline: second semester of 10th grade, but no sooner than the first semester of the 10th grade.

Biology: preferred timeline: first semester of 10th grade and not sooner.

U.S. History: preferred timeline: second semester of 11th grade, but no sooner than the first semester of 11th grade.

Algebra I: Many EL students will excel at math or be able to maintain course/grade-level achievement. The Algebra I test may be scheduled as appropriate. In general, EL students will be placed in courses that are less language/reading dependent until the student can master the language well enough to have a solid grasp of the instruction and content. Advisable courses for entering EL students, or those who scored “Intermediate” or below on the last LAS Links are math, music, art, and PE. EL students should be scheduled in one subject area testing course at a time, as appropriate, for the students' scheduled graduation timeline and English language ability.

To prevent any issues with EL students in middle and high school, all LSP’s must have a copy of the student transcripts signed by the principal, as a part of the LSP so that protocols may be put in place to help students graduate on time.

 

Grading Scale

According to the MDE EL Guidelines (2018), as students are working to learn English during the initial stages of language acquisition, it is a violation of their Civil Rights to retain them due to limited language proficiency. Under Title VI of the Civil Rights Act of 1964 (Title VI) and the Equal Educational Opportunities Act of 1974 (EEOA), schools must ensure that EL students are placed appropriately and can participate meaningfully and equally in educational programs. The CPSD is required to take steps to ensure that students are not retained solely because they are still in the early stages of learning English. Students who receive extensive language supports and classroom accommodations must have this information noted on their report cards, and accommodations must be shared with the families of EL students to ensure they have an understanding of true academic performance in English language proficiency.

 

CPSD Modified Grading System for English Learners

K-12 (adapted from MDE Guidelines for English Learners, 2011)

 

Kindergarten- 5th grade:

 

  1. Levels 1-3 (Beginning, Early Intermediate, Intermediate)

 

  1. 65-100% Passing (S= Satisfactory)
  2. 46-64% Passing (N= Need Improvement)
  3. 0-45% (U= Unsatisfactory) [Documentation Necessary for 0-45%]
  4. “EL” noted on the report card

 

  1. Level 4-5 (Proficient, Above Proficient)

 

  1. Common criteria for assigning grades (with necessary accommodations and modifications)
  2. “EL” noted on the report card

 

 6th Grade – 12th Grade

 

  1. Levels 1-3 (Beginning, Early Intermediate, Intermediate)

 

  1. 65-100% Passing (S= Satisfactory)
  2. 46-64% Passing (N= Need Improvement)
  3. 0-45% (U= Unsatisfactory) [Documentation Necessary for 0-45%]
  4. “EL” noted on the report card

 

 

 

 

  1. Level 4-5 (Proficient, Above Proficient)

 

  1. Common criteria for assigning grades (with necessary accommodations and modifications)
  2. “EL” noted on the report card

 

 Award Carnegie unit credit to students in levels 1-3 based on classroom modifications and accommodations for student’s success.

 

All students are subject to the attendance policies regarding awarding credit for classes.

 

 

Retention

 

*Quick Summary Statement: A non-EL student’s “F” begins below 60. An F for an EL student with Early Intermediate or Beginning stages of language acquisition begins below 45.

 

* A student should never be given the grade of “F” when the student’s lack of success can be attributed to limited English proficiency.

 

* Retention is generally not recommended for EL students according to MDE’s Guidelines for English Learners, 2011.

The Mississippi Department of Education EL guidelines (2011), states that “legally, the Local Education Agency (LEA) is required to accommodate the EL in a way that allows the student to benefit from the educational experience. The student cannot be penalized for his/her lack of the English language. A valid interpretation would mean that a student should never be given the grade of “F” when the student’s lack of success can be attributed to limited English proficiency.  Research shows that English skills in reading and writing take an average of 5 to 7 years to reach proficiency in English; however, 1-2 years for oral fluency. During this time, students may still be considered English Learners (ELs). 

Student Evaluation Team (SET)

The SET is a school-level team responsible for guiding and monitoring the placement, services, and assessment of students who are ELs. The team is comprised of an ESL interventionist, a school administrator, a parent, and a content area teacher or general education teacher. The team is required to meet once every nine weeks. During the meeting grades, language acquisition placement, and attendance will be discussed.    

 

 

Exiting Criteria

The CPSD will follow the exit criteria as set forth by the MDE. The following proficiency levels must be reached on ELPT before a student can exit the EL program.

  • Students must have a 4 or 5 Proficiency level in Reading.
  • Students must have a 4-5 Proficiency level in Writing.
  • Students must have a 4-5 Proficiency level Overall.

The MS EL Guidelines (2018) states that “because ESSA requires states to have uniformed exit criteria, it is unlawful to add other criteria’s as a requirement for exiting. An EL with a disability can be “exited” from EL status when he or she no longer meets the definition of an EL. This occurs when the student meets the State’s definition of ‘proficient' in English.”

However, there is no provision in the Individuals with Disabilities Education
Act (IDEA) that would authorize the Individualized Education Program (IEP) Team to remove the “EL” designation before the student has attained English proficiency. In addition, other CPSD and/or school personnel do not have the authority under Federal law to remove a student’s EL designation before the student has been deemed proficient in English solely because the student has an IEP.

Monitoring Process

When students reach proficiency and are exited according to the MDE’s Title III EL exit criteria, the law requires that they are monitored for four calendar years following the exit from the language assistance program.

  • Students are no longer classified as LEP/EL (this indicator in MSIS must be turned off),
  • Receives no accommodations, (unless they are in the SPED program and have an IEP or a 504 classification), and
  • Are not required to take the annual State adopted English Language Proficiency Test

Monitoring must be conducted and documented quarterly with a SET team that reviews monitored students’’ grades, assessments, and other related data. If an exited EL is not progressing academically as expected and monitoring suggests a persistent language need, districts must re-test using the state-adopted ELPT to see if the student needs to be offered additional language assistance services. In no case should re-testing of an exited student’s ELP be prohibited. If the student re-enters EL services, however, the LEA is required to document the reasons why, as well as obtain the parent’s consent prior to reentry. 

 

Access to Other Program Services

State Adopted English Language Proficiency Test (ELPT)

The CPSD will annually screen EL students on the state-adopted ELPT. This assessment is administered annually to monitor ELs progress in acquiring academic English. Academic language is defined as the language required to succeed in school that includes a deep understanding of the content and communication of that language in the classroom environment. This understanding revolves around specific criteria related to dialogue, sentence, and word/phrase levels of language.

 

The Language Domains

Each of the five English language proficiency standards encompasses four language domains that define how ELLs process and use language.

  • Listening - process, understand, interpret, and evaluate spoken language in a variety of situations.
  • Speaking - engage in oral communication in a variety of situations for a variety of purposes and audiences.
  • Reading - process, understand, interpret, and evaluate written language, symbols, and text with understanding and fluency.
  • Writing - engage in written communication in a variety of situations for a variety of purposes and audiences.

 

 

 

 

Performance Level

 

Performance Level Definition

 

 

6 - Reaching

·         Specialized or technical language reflective of the content area at grade level

·         A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level

·         Oral or written communication in English comparable to proficient English peers

 

5 - Bridging

·         The technical language of the content areas

·         A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports

·         Oral or written language approaching comparability to that of English proficient peers when presented with grade-level material

 

 

4 - Expanding

·         Specific and some technical language of the content areas

·         A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related paragraphs

·         Oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with an oral or written connected discourse with occasional visual and graphic support

 

 

3 - Developing

·         General and some specific language of the content areas

·         Expanded sentences in oral interaction or written paragraphs

·         Oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain much of its meaning when presented with oral or written, narrative, or expository descriptions with occasional visual and graphic support

 

 

2 - Beginning

·         General language related to the content areas

·         Phrases or short sentences

·         Oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic support

 

 

1 - Entering

·         Pictorial or graphic representation of the language of the content areas

·         Words phrases, or chunks of language when presented with one-step commands, directions, WH-questions, or statements with visual and graphic support

 

 

Program Model

Language acquisition instruction will be provided to students identified as ELs through the pull-out instructional intervention model. Students will be pulled from an elective for thirty (30) minutes at least 4 days a week for language acquisition at the elementary level. Students at the middle school level will receive language learning strategies at least 4 times per week for forty-five (45) minutes. Students at the high school level will receive language learning strategies at least 4 times per week for sixty (60) minutes. During this time, students will have the opportunity to work on state-adopted English Language Development Standards, that focus specifically on language acquisition in a small learning environment. The selection of appropriate curricula and materials will be the responsibility of the Office of Curriculum and Instruction and the Office of Federal Programs to ensure that programs are instructionally sound and that all purchasing processes and procedures are in compliance. All teachers will be responsible for ensuring that students designated as ELs have the opportunity to be successful and reach proficiency levels in the areas of Language Arts, Math, Social Studies, Science, and English.

 

Purpose

The purpose of the CPSD English Language Development Plan for ELs is to provide a structure that is consistent and collaborative in the following:

  • Common Assessments
  • Guaranteed and Evidenced-Based Curriculum
  • Differentiated Instruction Delivery
  • Implementation of State Standards
  • Data-Driven Instruction
  • Benchmark Indicators
  • Long-Range Professional Development
  • Parent and Community Stakeholder Involvement

 

The main purpose of this plan is to accelerate the acquisition of students’ mastery of the English language. Schools can accelerate the acquisition of academic language by providing a comprehensive support system for ELs where they receive specialized, comprehensive content instruction throughout the day. This requires a collaborative effort between the teachers and the interventionist as well as professional development for all staff on the use of effective interventions and differentiated instruction.

 

Stages of Language Acquisition

Stage I: Pre-production

·         This is considered the silent period. ELs may have up to 500 words in their receptive vocabulary. Students still repeat what is being said. This is not them learning a language; they are simply parroting what they hear.

·         Students will listen attentively and they may even be able to copy words from the board.

·         They will be able to respond to pictures and other visuals.

·         They can understand and duplicate gestures and movement to show comparison.

·         Teachers should focus attention on listening comprehension activities and build a receptive vocabulary.

·         During this stage ELs will need many repetitions of English.

·         Students at this level will benefit from a buddy.

Stage II: Early Production

·         This stage may last up to six months and students will develop a receptive and active vocabulary of about 1000 words.

·         Students can usually speak in one or two-word phrases.

·         Students can use short language chunks that have been memorized although chunks may not be used correctly.

 

Stage III: Speech Emergence

·         Students have developed a vocabulary of about 3000 words and can communicate with simple phrases and sentences.

·         They will ask simple questions that may or may not be grammatically correct.

·         They will initiate short conversations with classmates.

·         They will be able to do some content work with teacher support.

Stage IV: Intermediate Fluency

·         Students will have a vocabulary of 6000 active words.

·         Students will begin to use more complex sentences when speaking and writing and are willing to express opinions and share their thoughts.

·         Students will ask clarifying questions.

·         Students are able to do grade-level work in math and science with little teacher support.

·         Students will demonstrate an increase in their understanding of English Literature and social studies is increasing.

·         Students will use strategies from their native language to learn content in English.

·         Students’ writing will have errors as they try to master the complexity of the English grammar and sentence structure.

Stage V: Advanced Fluency

·         Generally, it may take students 4-10 years to achieve cognitive academic language proficiency in their second language.

·         Students will be near-native in their ability to perform in content area learning.

·         Most ELs at this stage have exited the program; however, they will need continued support from classroom teachers, especially in content areas such as history, social studies, and writing.

 

Gifted Education

The MDE EL Guidelines (2018) states that EL students may possess extraordinary learning or performance abilities that have nothing to do with their language proficiency. Procedures used for identifying students who are gifted must be as bias-free and culturally equitable as possible. The procedures must be designed to highlight student strengths and abilities, regardless of native language or dominant language use. Generally, assessments used in identification must be administered in the language that gives the student the greatest opportunity for demonstrating extraordinary capability. Assessment of a student’s linguistic ability must be done in the language in which the student is most comfortable.

Students who are identified as gifted must still receive EL services until they qualify for exiting EL status. The time spent in the development of English proficiency must not take precedence over appropriate instruction and learning in the student’s areas of strength and talent.

 

 

 

EL Students with Disabilities

The IDEA and Section 504 of the Rehabilitation Act of 1973 (Section 504) address the rights of students with disabilities in school and other educational settings. If an English Learner is suspected of having one or more disabilities, the LEA must evaluate the EL promptly to determine if he or she has a disability or disabilities and whether the EL needs disability-related services. Disability evaluations may not be delayed because of a student’s limited English language proficiency or the student’s participation in an EL program. Also, a student’s English language proficiency cannot be the basis for identifying him or her for special education.

In addition, the CPSD must ensure that a student’s special education evaluation is provided and administered in the student’s dominant language or another mode of communication and in the form most likely to yield accurate information about what the student knows and can do unless it is clearly not feasible to do so. Assessing whether a student has a disability in his or her native language or other mode of communication can help educators determine whether a need stems from a lack of English language proficiency or a student’s disability-related needs.

When an EL student is determined to have a disability, the student’s EL and disability-related educational needs must both be met. For EL students, in addition to the required IEP team participants under IDEA, it is essential that the IEP team include participants under IDEA, it is essential that the IEP team include participants who have knowledge of the student's language needs. It is also important that the IEP team include professionals with training, and preferably expertise, in second language acquisition.

CPSD must take the following steps to help prevent over-identification of ELs in Special Education: (1) When a student is having difficulty mastering specific skills, it is important for the teacher to accommodate the instructional strategies and pace of instruction for the student. (2) If the student continues to have difficulty after consistent language accommodations and Tier 1 and Tier 2 interventions, the student must be referred to the Student Evaluation Team (SET) along with the TST.  The EL coordinator must be a member of the TST. (3) A number of factors must be considered when deciding whether a student must be referred for special education testing. These include the following:

  • Entry date in the United States
  • Years of consistent schooling
  • Educational history, including years in U.S. schools and consistency of education
  • Prior evaluation results
  • Physical conditions that might account for difficulties, including the need for glasses or hearing aids
  • School attendance
  • Input from parents, guardians, and families

 

After this information is reviewed, one of two things may occur: (1) The TST may recommend additional interventions and accommodations for the classroom. (2) The SET team can then make a referral for special education testing to determine if the student has a specific disability. Once a referral is made, testing is completed to determine if the student qualifies as a student with a disability under IDEA.

It is important to note that the parent, guardian, or the TST team may request a comprehensive assessment be completed at any time, which would then require a Multidisciplinary Evaluation Team (MET) meeting within 10 days to determine whether a comprehensive evaluation must be completed at this time.

Specific procedures of special education assessment are provided in the Mississippi Policies and Procedures Regarding Children with Disabilities under the Individual with Disabilities Education Act Amendment of 2004 (2009). As noted earlier, proficiency assessment in both English and the child’s first language can identify the dominant language for the purpose of further evaluation and assessment if needed. Nonverbal tests are another alternative.

All students who qualify for services under IDEA, regardless of the type or degree of disability, share certain rights and needs, including:

  • The right to a free and appropriate public education
  • The right to an IEP specifying the student’s unique needs along with the special education and related services the student is to receive
  • The need to have cognitive, linguistic, academic, and social/emotional characteristics considered and appropriate environmental modification or accommodations made. (Mississippi EL Guidelines, 2018).

Multi-Tiered System of Support for English Learners

In accordance with the Mississippi EL Guidelines (2018), once an EL student has been identified as struggling, the CPSD will monitor the student’s progress, provide evidence-based interventions, and adjust the intensity and nature of those interventions depending on a student’s responsiveness. Schools also identify students with learning disabilities or other disabilities. When an EL who is actively receiving support from an EL program is observed by the mainstream teacher to have continuing difficulties with learning, the first course of action is to consult informally with the EL teacher/specialist to request additional instructional strategies for teaching.

In planning interventions approaches, it is important to understand the program in which ELs are enrolled, how their native language and English proficiency is assessed and monitored, and the core literacy program they receive for the development of native language and/or English literacy skills. It is essential that effective strategies and differentiation to meet the special needs of ELs are implemented at this level to ensure the success of our EL students. Typically, strategies that work best for ELs also benefit struggling native English-speaking students. It is also necessary to understand that while EL services should be implemented at all levels of the Tier process, they do not take the place of high-quality Tier I instruction and do not serve as an intervention for struggling students.

Tier 1 and ELs

At Tier 1, the interventionist can support the general education teachers with implementing strategies that are helpful to English learners as well as specific accommodations that may be helpful for particular students in addition to the strategies already being implemented by the general education teacher.

 

Tier 2 and ELs

The interventionist will provide intensive reading interventions to ELs demonstrating low reading skills immediately when needed. These interventions can be effectively implemented as early as 1st grade. Ensure that interventions are sufficiently intense by retaining small groups (3-6 students) who are provided intervention for a minimum of 30 minutes each day. When students receiving literacy instruction in English demonstrate weak reading skills or have evident reading difficulties, it is critical that teachers not wait for English oral language to improve before providing reading interventions. Teachers must use appropriate practices for building oral reading and speaking skills in addition to vocabulary development.

 

Tier 3 and ELs

ELs who are significantly behind in reading require highly intensive and extensive reading interventions that should begin immediately and continue until the student is able to adequately benefit from reading instruction provided within the general education classroom. Students should be provided with research-based reading interventions that are typically associated with improved outcomes. ELs may not demonstrate immediate significant gains and may require highly individualized reading instruction that considers other factors as attention, language and vocabulary development, and behavior problems. A team approach to problem-solving that considers many of these factors may facilitate the development of an appropriate instructional plan.

It is essential that the EL teacher and Coordinator be involved or consulted at each step of the tier process. This is imperative before making recommendations for intervention strategies. Teams must collaboratively determine if the general education teachers’ instructional techniques are effective with ELs as well as whether or not teachers have implemented the recommended EL instructional accommodations.

 

EL Program Evaluation

The CPSD will annually evaluate its English Learner program for effectiveness and ensure compliance with state and federal reporting requirements. Each school will be charged with reviewing the following data points:

  • Scores on state and local assessments
  • Scores on the English Language Proficiency Test
  • Rates of retention
  • Exit rates
  • Graduation rate
  • Participation rates in gifted and advanced courses
  • Enrollment in prekindergarten and other programs
  • Enrollment rates in special education and related services
  • Attendance rates
  • Participation rates in extracurricular programs
  • Suspension rates
  • Results of parent and family, student, and teacher surveys
  • Results of surveys from other key stakeholders

The Curriculum Department and The Office of Federal Programs will use the data from the surveys to strengthen the program and determine how it can be more effective to serve the EL students and their families.

Professional Development

It is the responsibility of CPSD to ensure that administrators, teachers, and staff are knowledgeable of EL instructional strategies through regular professional development in both onsite and off-site sessions.

Teacher Recruitment

The CPSD will host job fairs, attend job fairs at local colleges, and post the job opening announcements on the Canton Public School District website to attain and attract certified EL teachers and staff.

 

Family and Community Engagement

According to Mississippi EL Guidelines (2018), the CPSD has a legal obligation to communicate meaningfully with Limited English Proficient parents and families and to adequately notify them of information about any program, service, or activity called to the attention of non-LEP parents. Successful communication provides LEP parents, guardians, and families with the school-related information they need to make informed decisions about, and be helpful participants in, their children’s education. This may include but is not limited to information about language assistance programs, special education and related services, Individualized Education Program (IEP) meetings, grievance procedures, notices of nondiscrimination, student discipline policies and procedures, registration and enrollment, report cards, requests for parent or guardian permission for student participation in the district or school activities, parent-teacher conferences, parent handbooks, gifted programs.

The CPSD will comply with the development and implementation of a clear process for determining (1) if parents and guardians have limited English proficiency, (2) what their primary language is, and (3) what their language needs are. CPSD will use student registration forms and home language surveys to inquire about whether a parent or guardian requires oral and/or written communication in a language other than English.

To the extent practical, the CPSD will translate all communications in the parent’s home language and provide a translator that is familiar with the language.

The CPSD will host numerous outreach programs to strengthen parental and community engagement including family literacy nights, informational forums, and culturally-based engagement activities.

 

 

References

Mississippi Department of Education (2018) Mississippi English Learner Guidelines: Regulations, Funding Guidance, and Instructional Supports. http://www.mdek12.org/sites/default/files/Offices/MDE/OAE/OEER/EL/El%20Guidance%2C%20Funding%2C%20and%20Instructional%20Supports_July2018combined.pdf

United States Department of Education, (2017) English Learner Toolkit. https://www2.ed.gov/about/offices/list/oela/newcomers-toolkit/ncomertoolkit.pdf

 

 

 

 

 

Proficiency Levels at a Quick Glance

Proficiency Level

Question to Ask

Activities/Actions

Level 1- Beginning (Entering)

 

Minimal comprehension

 

No verbal production

Where is…?

What is the main idea?

What example do you see?

What are the parts of…?

Which was your favorite…?

What would be different if…?

Listen

Draw

Mime

Point

Circle

Respond (with one or two words)

Level 2- Early Intermediate (Beginning)

 

Limited comprehension

 

Short spoken phrases

Can you list three…? Tell me.

What facts or ideas show…?

When will you use…?

How is…related to …?

What is your opinion of…?

What way would you design…?

Move

Select

Act/act out

Match

Choose

List

Level 3- Intermediate (Developing)

 

Increased comprehension

 

Simple sentences

How did…happen?

Which is the best answer…?

What do you already know about…?

Why do you think…?

How would you evaluate…?

What would happen if…?

Name

List

Respond (with phrase or sentences)

Label

Categorize

Paraphrase

Tell/say

Analyze

justify

 

Level 4- Early Advanced (Expanding)

 

Very good comprehension

 

Some errors in speech

 

 

 

How would you show…?

How would you summarize…?

What would result if…?

What is the relationship between…?

Would it be better if…?

What is an alternative…?

 

 

 

 

Recall

 

 

 

 

Retell

 

 

 

 

Define

Compare/contrast

Explain

Restate

Describe

Role-play

create

Level 5- Advanced (Bridging)

 

Comprehension comparable to native-English speakers

 

Speaks using complex sentences

 

What were the most obvious…?

What is true about…?

How would you use…?

What ides justify…?

How would you have advised…?

How would you improve…?

Analyze

Defend

Complete

Evaluate

Justify

Support

Create

Describe

express

 

 

Handbook for Teachers of English Learners

 

This handbook contains

General information on EL students

Language Development stages

Suggested instructional strategies

Useful websites

Other supplemental information

 

The Office of Curriculum and Instruction

Dr. Candra Nelson-Scott, Executive Director of Elementary School

Victoria Johnson, Executive Director of Secondary School

Tarro Funches, MATESOL, EL Coordinator

 

MISSION STATEMENT

The mission of the English Learner Program in the Canton Public School District (CPSD) is to provide instruction in English as well as academic support to students who have difficultly reading, writing, speaking, listening to and comprehending English, enabling them to become successful in the regular classroom, the overall environment and the community at large.

 

 

 

 

TABLE OF CONTENTS

 

 

Basic Facts about EL Services………………………………………………………………3

Help! I Have English Learners in My Classroom…………………………………6

Frequently Asked Questions about EL Students………………………………..7

Language Development…………………………………………………………………………….10

Instructional Tips for Teachers of EL Students……………………………..13

Strategies for Teaching of EL Students…………………………………………….16

Forms of Alternate Assessments………………………………………………………….21

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

BASIC FACTS ABOUT ENGLISH LEARNER (EL) SERVICES

  1. Title VI of the Civil Rights Act of 1964 prohibits discrimination on the basis of race, color, or national origin in programs and activities that receive federal funds. The state interprets this, as it relates to EL education as meaning that a district is “obligated” to assure equal educational opportunity for all students, including those who, because of their inability to speak and understand English language instruction are excluded from effective participation in school.

 

  1. A number of terms have been used through the years to identify students who are non-native English speakers. At one point, these students were called English as a Second Language (ESL) students. This term was flawed, because it did not acknowledge that some students learn English and another language simultaneously and that some students might already know two or more languages before learning English. The Every Student Succeeds Act (ESSA) of 2015 brought a slightly different variation on the term, naming this population of students “English learners.” For the purpose of this document and the work of the CPSD, the federal term English learners (ELs) will be used.

 

  1. According to ESSA, an EL is defined as an individual:
  • who is aged 3 through 21;
  • who is enrolled or preparing to enroll in an elementary school or secondary school;
  • who was not born in the United States or whose native language is a language other than English;
  • who is a Native American or Alaska Native, or native resident of the outlying areas; and
  • who comes from an environment where a language other English has had a significant impact on the individual’s level of English language proficiency; or
  • who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and
  • whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual-
  • the ability to meet the State’s proficient level of achievement on State assessments;
  • the ability to successfully achieve in classrooms where the language of instruction is English; or
  • the opportunity to participate fully in society.

 

  1. At the federal level the Supreme Court ruled in Lau v. Nicholas

“There is no equality of treatment merely by providing students with the same facilities. Textbooks, teachers and curriculum for students who do not understand English are effectively foreclosed from any meaningful education.”

 

“Where inability to speak and understand the English language excludes national origin minority groups from effective participation in the educational programs offered by a school, district, and the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.”

 

  1. The following are basic district obligations according to Title VI (Office of Civil Rights)
  • Students must be identified upon enrollment (Home Language Survey)
  • Identified students must be assessed as to their English language proficiency to determine if alternative program services are needed.
  • Each national origin minority student who is determined to be EL will be provided alternative programs services
  • Alternative programs should be instructional approaches recognized as being effective in (1) teaching English language skills, and (2) providing equal access to the core academic curriculum
  • Materials used with EL students should be comparable to those used with native English speaking students.

 

 

 

  1. Basic definitions:

Basic Interpersonal Communication Skills (BICS): is language that is used for social interaction. This type of English is usually learned first by the EL student over a period of two years.

 

Cognitive Academic Language Proficiency (CALP): refers to the English language skills necessary to function successfully in an academic/school environment. Research indicates that it takes a student from three to seven years to acquire CALP.

 

Content-based English as a Second Language: Used of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, and study skills. English is the mode of instruction.

 

EL: English Learner

 

ESL Program: English as a Second Language Program designed to teach EL students English language skills and academic content using English with little use of native language.

 

ESOL: English for Speakers of Other Languages

 

LAS Links: The English Language Proficiency Test (ELPT) given to EL students once a year during the spring.

 

LAS Links Screener: a shorter version of the ELPT that is used to potentially identify students within CPSD that may be in need of ESL services.

 

TESOL: Teaching English to Speakers of Other Languages.

 

 

 

 

 

I HAVE ENGLISH LEARNERS IN MY CLASSROOM!

New ELs are often overwhelmed by the language and culture of a new school setting. Most students entering public schools from other countries have acquired the ability to think, speak and reason in their home languages. However, they come with various levels of schooling and life experiences. These factors, along with differences in learning styles and physical, social and intellectual abilities, affect the students’ progress in learning and must be considered in the design and delivery of their instructional programs.

Classroom Adaptations for English Learners are Important and required

The purpose of adapting content lessons for EL students is to lower the language barrier and make the English used in such lessons as comprehensible as possible. Two factors affect the comprehensibility of language:

  • The degree to which the language used is contextualized through visible situations, and
  • The student’s level of experience and familiarity with the content of the spoken or written text.

Thus, to be successfully communicative, the lessons must be designed to build upon the student’s background knowledge and to rely on nonlinguistic cues so that the EL student can comprehend the material and the teacher’s messages.

Please Note:

An EL student’s initial progress will also depend on the level of literacy attained in his or her first language (L1). If a student is a good reader in the L1, he or she will be a good reader in the second language (L2). Conversely, if a student is a poor reader in the L1, then the same will hold true for the L2. A major goal in EL education, therefore, is to ensure that while a student is learning a new language, cognitive development and literacy continue to develop without interruption.

 

 

 

What is my role as an EL teacher/tutor?

The expectations of EL teachers/tutors are to provide language acquisition services to students by using the state-adopted ELD standards, which is a set of interactive and interdependent components that exemplify WIDA’s vision for academic language development. Interventionists can assist students with acquiring English by building on students’ background knowledge, understanding academic language across content areas while providing some content area support. EL interventionist is also responsible for tracking EL growth, completing LSP’s, completing weekly lesson plans that are aligned with the ELD standards and MCCR standards. Interventionists are to collaborate with general/content area teachers on weekly standards, by doing this the interventionist will be able to build upon the academic language for each subject area.      

 

 

FREQUENTLY ASKED QUESTIONS ABOUT EL STUDENTS

 

  1. How do we decide who is an EL student?

EL students are identified through a HSL when they register for school. If the survey indicates that their first language is not English or they speak a language other than English at home, they are flagged for an EL language proficiency screener. For LAS Links, if a student scores Approaching Proficient (AP) or Not Proficient (NP), they are labeled as EL.

  1. Who is the main source of instruction for an EL student?

The regular classroom teacher has the main responsibility for instructing an EL student. An ESL teacher or tutor can provide extra support to the EL student, but the EL student has much to learn from the regular classroom teacher and their peers, so the most must be made of this time in the classroom.

  1. What are the stages of language acquisition?

Stage 1: Preproduction/silent period: when student takes in the new language but does not speak it.

Stage 2: Early Production: when a student begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language.

Stage 3: Speech Emergent: speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics.

Step 4: Beginning Fluency: speech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.

Step 5: Intermediate Fluency: communicating in the second language is fluent, especially in social language situations. The student is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher-order thinking skills in the second language such as offering an opinion or analyzing a problem.

Step 6: Advanced Fluency: the student communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, students may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.

  1. What are the roles of an ESL teacher or tutor?

Building vocabulary and the ability to formulate ideas in English are very important. ESL teachers and tutors focus on listening, speaking, reading, and writing at the EL student’s ESL level. ESL instructors do not necessarily teach the same standards or curriculum as the classroom teachers but reinforce those concepts by utilizing state English Language Development (ELD) standards. It is important to remember that students continue to receive instruction at their grade level curriculum in the regular classroom. Direct EL services are provided to students based on their level of proficiency.

  1. How do you know if a student’s difficulties are caused by more than just language or culture?

EL students usually make great progress with consistent, systematic support. If an EL student is not showing expected growth, a referral should be made to the student evaluation team.

  1. How can you help EL parents understand their child’s needs?

Schools are encouraged to collaborate with their EL teachers or tutors to support the linking of families to the school. By encouraging EL parents to attend conferences and secure translators when necessary.

  1. Why do some EL students seem to make more progress than others?

Students who don ‘t understand English because they are new can improve faster than EL student who have been here longer if they have a stronger academic background in their own L1 and have better academic skills. An academically strong student may only need to learn the language, whereas others may be lacking background in education and the skills they need to succeed.

  1. What are annual EL assessments?

As required by federal law, the state of Mississippi has adopted the LAS Links English Language Proficiency Test (ELPT). This information is used, along with information from the classroom teacher, to determine if an EL student should continue to be classified as EL.

  1. How can the EL Coordinator help teachers know more about their EL student?

The EL Coordinator provides professional development, monitor and track identified and exited EL data, share samples of student work, list of modifications, assist with completing of LSPs, EL accommodations, assist with documenting HLS, LAS Links test scores, and assist teachers understand what is expected of the EL students.

  1. Will all EL students be promoted to the next grade?

According to MDE EL Guidelines, EL students are not held back or failed due to lack of language proficiency. The hope is that they will catch up with their peers with support. In rare cases, teachers might give EL students failing grades, after showing they have made accommodations and modifications to help the student be successful, and the student has not exhibited effort even with these modifications. The MDE EL Guidelines also suggests that districts use a modified grading scale for EL students.

  1. What will happen to students who are tested out or exited from an EL program?

EL student progress will continue to be monitored for four years following their exit from the program to make sure they have not been removed from ESL support too soon.

  1. How can an alternate grading scale assist our EL students?

According to the Mississippi Department of Education (2018), “…as students are working to learn English during the initial stages of language acquisition, it is a violation of their Civil Rights to retain them due to limited language proficiency. Under Title VI of the Civil Rights Act of 1964 (Title VI) and the Equal Educational Opportunities Act of 1974 (EEOA), schools must ensure that EL students are placed appropriately and can participate meaningfully and equally in educational programs. Districts are required to take steps to ensure that students are not retained solely because they are still in the early stages of learning English. Students who receive extensive language supports and classroom accommodations must have this information noted in their report cards, and accommodations must be shared with the families of EL students to ensure that they have an understanding of true academic performance in English language proficiency.

  1. How do I know what my students are expected to learn?

EL teachers/tutors are required to use WIDA Can-Do-Descriptors to assist with students acquiring English. The Can-Do-Descriptors are proficiency level based and relates to the English language proficiency (ELP) standards. Also, describe how English language learners process and use language for each language domain and level of proficiency by grade cluster.

  1. Should I set yearly goals for my EL students?

Yes, goals should be set for EL student in each language domain. Said goals should be placed in ELLevations (EL data portal). Ensuring that each student reach their goal, teachers must keep records of student’s assignments, teacher made test, standardized test, and ELPT scores. The status of goals can be changed in ELLevation from “not met”, to either no evidence, off track, on track, not met, met, and/or exceeds. This must be check quarterly.

 

 

 

 

 

 

 

 

 

 

 

 

 

Language Development Levels

As Related to the LAS Links ELPT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Proficiency Levels at a Quick Glance

Proficiency Level

Question to Ask

Activities/Actions

Level 1- Beginning (Entering)

 

Minimal comprehension

 

No verbal production

Where is…?

What is the main idea?

What example do you see?

What are the parts of…?

Which was your favorite…?

What would be different if…?

Listen

Draw

Mime

Point

Circle

Respond (with one or two words)

Level 2- Early Intermediate (Beginning)

 

Limited comprehension

 

Short spoken phrases

Can you list three…? Tell me.

What facts or ideas show…?

When will you use…?

How is…related to …?

What is your opinion of…?

What way would you design…?

Move

Select

Act/act out

Match

Choose

List

Level 3- Intermediate (Developing)

 

Increased comprehension

 

Simple sentences

How did…happen?

Which is the best answer…?

What do you already know about…?

Why do you think…?

How would you evaluate…?

What would happen if…?

Name

List

Respond (with phrase or sentences)

Label

Categorize

Paraphrase

Tell/say

Analyze

Justify

Level 4- Early Advanced (Expanding)

 

Very good comprehension

 

Some errors in speech

How would you show…?

How would you summarize…?

What would result if…?

What is the relationship between…?

Would it be better if…?

What is an alternative…?

Recall

Retell

Define

Compare/contrast

Explain

Restate

Describe

Role-play

Create

Level 5- Advanced (Bridging)

 

Comprehension comparable to native-English speakers

 

Speaks using complex sentences

 

What were the most obvious…?

What is true about…?

How would you use…?

What ides justify…?

How would you have advised…?

How would you improve…?

Analyze

Defend

Complete

Evaluate

Justify

Support

Create

Describe

Express

                   

 

 

 

 

 

 

 

 

 

 

INSTRUCTIONAL TIPS FOR TEACHERS OF EL STUDENTS

 

  1. Simplify your language, but not the concept.
  • Speak directly to the student or face the class when speaking
  • Emphasize nouns and verbs
  • Use simple sentence structure and vocabulary
  • Avoid conditional forms of speech (e.g. “could”, “would”)
  • Avoid slang expressions
  • Minimize the use of, and explain idiomatic expressions
  • Rephrase instead of repeating
  • Model or demonstrate directions.
  • Always speak in a normal tone (not louder)
  • Avoid overstressing correct pronunciation and grammar
  • Teach groups of related words together, not in isolation
  • Help your student to feel part of the group by assigning classroom responsibilities
  • Never discourage parents from speaking with their child in their native language
  • Remember that it can take two to seven years for a non-English speaker to start competing academically with English speaking peers
  • Learn the student’s given name. Do not shorten or Americanize a name unless requested by the parent or student.
  1. Use simple English.
  • Example: say “I will” rather than I’ll (avoid contractions)
  • Example: say “please” rather than “I want you to.”
  • Example: say “Your coat?” and point, rather than “Is this your coat?”
  • Example: say “I am tired.” Rather than “I need a break.” (avoid idioms or slang).
  • Ask student to repeat or rephrase instructions.

 

Remember, English is hard to learn. Here are some reasons why:

          The bandage was wound around the wound

          The farm was used to produce produce

          The dump was so full that it had to refuse more refuse

          When shot at, the dove dove into the bushes

          I did not object to the object.

          They were too close to the door to close it.

  1. Announce Objectives.
  • Write objectives on the board
  • State objectives orally at the beginning of each lesson
  • Review objectives at the end of each lesson
  • Use “front loading” techniques: tell them what you’re going to teach them, teach them, and tell them what you taught them
  • Put the lesson in context of its broader theme by previewing upcoming lessons
  • Allow an EL student to copy a good student’s notes or make copies of your own notes.
  1. Write legibly.
  • Use the whiteboard, promethean boards, and anchor charts to write important words or ideas
  • Remember that some students have low levels of literacy or may be unaccustomed to the English alphabet
  • Print, many ELs cannot read cursive.
  1. Demonstrate and Use Manipulatives.
  • Use gestures and facial expressions
  • Emphasize key words and phrases using intonation, repetition, and gestures
  • Incorporate pictures and objects to teach words and concepts (This will build on their prior knowledge.)
  • Incorporate pictures, charts, maps, and word banks
  • Incorporate hands-on activities into each lesson (like using play money)
  • Use objects like visual displays, photos, and authentic materials such as newspapers and magazine clippings
  • Have picture dictionaries and books on tape available
  • Utilize computer resources
  • Use real objects (realia) to help students understand
  • Model all activities. (Show student how to do it.)
  1. Adapt the Materials.
  • Use graphic organizers to simplify the language (e.g. timelines, diagrams and webs)
  • Make information comprehensible
  • Label objects in the classroom in English
  • Incorporate music, movement, and role-playing/drama
  • Add elements of students’ cultures
  • Provide list of directional words (circle, write, draw, cut, read, fix, copy point, fill in, underline, match, add/subtract, trace).
  • Use lower grade-level material with more illustrations and less text, if age appropriate
  • EL students can be given the responsibility for making maps or models or drawing or collecting pictures until verbal and written skills are close to those of the rest of the class
  • Summarize at the end of the day what was taught.
  1. Learning Requires Repetition.
  • Don’t be afraid to over-teach
  • Encourage the student to indicate when he does not understand you (secret signal).
  • Don’t accept “I don’t know” or shrug for an answer
  • Allow sufficient wait time or think time
  • Employ daily routines in classroom activities
  • Post a schedule in the classroom, and provide a picture schedule
  • Check frequently for comprehension (Ask questions, Think-Pair-Share)
  • Don’t ask “Do you understand?” Ask students to reword or explain
  • Use technology that promotes language development.
  1. Utilize Cooperative Learning.
  • Peers can help make materials and study tools
  • Peers can repeat or rephrase directions
  • A peer tutor should be native English speaker
  • Provide time for EL student and a peer to review together
  • Use group assignments
  • Place non-speakers with a student who speaks their language when necessary. Be aware that this practice may turn into a social distraction. Use this strategy judiciously.
  1. Adapting Assessment.
  • Provide immediate feedback to students on their output
  • Look beyond grammatical problems to underlying thoughts
  • To simplify, reduce the number of test questions
  • Initiate frequent interactions with EL students
  • Avoid oral correction of language error, model correct usage
  • Design appropriate rubrics for assignments and assessment related to EL needs
  • Allow students to demonstrate knowledge in less traditional ways such as drawings, reports, projects, posters, and oral or visual presentations
  • Avoid over-correcting. Be selective in correcting grammar
  • Consider giving EL students a second chance to correct errors before grading
  • View assessment as ongoing throughout the unit of instruction.

 

 

STRATEGIES FOR TEACHING EL’S IN CONTENT AREAS

 

Ways to Engage Your EL Students in Academic Learning:

 

Strategy 1

 

Create a Welcoming Language-Rich Environment with Opportunities for Immediate Success

  • Label everything in your classroom so that newcomers see the names of objects in the school environment
  • Show respect for your EL students by introducing their home countries and cultures to the class as a whole. If possible, learn a few phrases in your student’s native languages and teach them to the class.
  • Praise EL students for what they specifically can do. Create frequent opportunities for success even if it is a task as simple as correctly identifying a picture or object when the student hears its name
  • Assign classroom duties to your EL students from the beginning to make them feel a part of the group
  • Speak slowly and clearly in simple sentences at first, but never distort language or concept.

 

Strategy 2

 

Build on EL Student’s Prior Knowledge and Teach Essential Vocabulary

  • Use organizational activities such as semantic mapping, KWL, timelines, and other strategies to determine where the students stand in relation to the content of the upcoming lesson
  • Whenever possible provide EL students with a list of essential vocabulary a day or two before the introduction of a new lesson so that the students can use a simplified English or bilingual dictionary to learn the meanings and familiarize themselves with the words. This approach also helps students identify prior knowledge about the topic from their native languages
  • Use oral pre-reading activities and allow time for discussion and questioning before assigning academic reading assignments to ensure that EL students have the background information and linguistic skills necessary to accomplish the assignment.

 

 

 

Strategy 3

 

Explain cultural assumptions and use culturally relevant material whenever possible.

  • Textual information often relies on cultural assumptions and information that EL students will most likely not have. It is necessary to provide and interpret explanations whenever needed
  • Personalized and culturally relevant examples should be included when appropriate
  • When teaching a unit on the American Civil War, for example, start the class by looking at the concept of conflict in general and have EL students give examples from their own background or countries (e.g. have students to complete a report on the Guatemalan Civil War followed by a graphic organizer on both wars).

 

Strategy 4

 

Use a variety of visual aids and teach to all learning styles.

  • EL students benefit greatly from visual clues to help them get meaning from “context reduced” material
  • Visual clues may include facial expressions, gestures, realia, pictures, charts, graphs, maps, etc.
  • Graphic organizers are particularly helpful in allowing EL students to plot complex material visually.

 

Strategy 5

 

Lighten the Linguistic Load by simplifying grammatical structures and paraphrasing. To lighten the linguistic load:

  • Limit sentences to one concept
  • Use the active voice, not the passive voice
  • Use concrete examples and contextualize
  • Use the subject-verb-object pattern for most sentences
  • Write a summary of the lesson in a simpler form of English
  • Simplify the vocabulary, retaining key concepts and essential technical vocabulary
  • Use repetition. When giving directions to beginners use the same structures every day. For example don’t say, “Open your book to page 39,” one day and switch to, “Turn to page 39, the next.

 

 

Strategy 6

 

 Teach language along with content.

 

While teaching content, classroom teachers can help students increase their English proficiency by:

  • Modeling the pronunciation of difficult words in the lesson;
  • Emphasizing word meanings;
  • Emphasizing base grammatical structures that are necessary to understand and discuss the content area material;
  • Creating a classroom climate where students feel comfortable making mistakes and taking risks.

 

Strategy 7

 

Teaching interdisciplinary thematic units whenever possible…

 

  • Thematic units across disciplines help EL students make connections and achieve a deeper understanding of concepts. They also serve to reinforce new vocabulary.

 

Strategy 8

 

Design curricular units for depth rather than breadth

  • In both social studies and science curricula, the emphasis is too often on breadth instead of clearly understanding concepts in depth. Spending more time on truly learning fewer concepts enhances the chances of success for ELs.

 

Strategy 9

 

 Actively teach study skills and metacognitive tools.

 

  • Students need to realize that textbooks are organized differently than literature books or basal readers. Students need to be aware that textbooks are written to inform, not entertain.
  • Point out the most common patterns of textbooks: Cause/effect, compare/contrast, time order, simple listing, descriptive and problem/solution
  • Encourage students to use available text features: captions, glossary, index, study questions, table of contents, footnotes, marginal notes, use of bold type and italics, etc.
  • Categorize! Even though the students can’t read the text, they can look at pictures and pick out certain words. Provide them with a shortlist of words pertaining to the lesson and let them categorize the words. For Social Studies the categories could be people, places, things, and events. Set students up with buddies to help get started.
  • Create an outline of the topic for EL students using simple grammar. Cutting up the outline and putting it back together increases familiarity with the topic and helps in the learning sequence
  • Continually have students reflect on how to find meaning in the textbooks and other reading materials. Teach skills such as skimming, summarizing, and looking for main ideas.

 

Strategy 10

 

Use Hands-on Activities

 

  • Experiential activities are of great importance to students not proficient in the language of instruction. EL students can be actively involved
  • Present information both verbally and visually
  • Include experimentation, measurement, construction, graphing, chart, and mapmaking, etc.

 

Strategy 11

 

Modify the EL Students’ Assignments, Assessment and Testing.

 

  • Continually monitor students’ progress. Formal and informal assessments are necessary to see whether students show comprehension of the material being taught
  • Vary the levels of the questions being asked according to the student's current level of speech production.
  • Provide as many opportunities as possible for EL students to demonstrate their skills and knowledge in different ways including drawings, keyword outlines, graphs, projects, etc.

 

 

 

 

 

 

Strategy 12

 

Use Cooperative Learning

  • Studies have shown that EL students benefit greatly from cooperative learning experiences.
  • EL students work more efficiently with an English speaking buddy or in a small group
  • Include EL students in assorted group work even if their comprehension is very limited. THEY ARE LEARNING SOMETHING.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 How Many Ways Can I Assess My ELs?

 

According to Colorin Colorado (2018), informal assessments allow teachers to track the ongoing progress of their students regularly and often. While standardized tests measure students at a particular point in the year, ongoing assessments provide continual snapshots of where students are throughout the school year. By using informal assessments, teachers can target students’ specific problem areas, adapt instruction, and intervene earlier rather than later. Ongoing assessments are particularly important for ELs. Standardized tests in English do not usually reflect ELs true content knowledge or abilities. Yet, informal assessments can provide a better-rounded picture of their skills, abilities, and ongoing progress. Teachers can use performance-based assessments to assess ELs language proficiency and academic achievement through oral reports, presentations, demonstrations, written assignments, and portfolios.

 

Commonly used performance-based assessments

 

  • Reading with partners
  • Retelling stories
  • Role-Playing
  • Giving description or instructions using visual or written prompts
  • Oral reporting to the whole class
  • Telling a story by using a sequence of three or more pictures
  • Completing dialogue or conversation through written prompts
  • Debating, either one-on-one or taking turns in small groups
  • Brainstorming
  • Completing incomplete stories
  • Playing Games

 

Portfolio assessments

 

Portfolios are practical ways of assessing student work throughout the entire year. With this method, you can systematically collect descriptive records of a variety of student work over time that reflects growth toward the achievement of specific curricular objectives. Portfolios include information such as, sample work, and evaluations that serve as indicators for student performance.

  • Samples of written student work, such as stories, completed forms, exercise sheets, and descriptions
  • Drawings representing student content knowledge and proficiencies
  • Tapes of oral work, such as role-playing, presentations, or an oral account of a trip
  • Teacher descriptions of student accomplishments, such as performance on oral tasks
  • Formal test data, checklists, and rating sheets

 

In addition to teachers keeping up with portfolios, allow students to have an active role in their education.

  • Students can select samples of their work and reflect on their own growth over time.
  • Teachers and ELs can meet to develop their goals and standards.
  • Together with students, teachers can set tangible, realistic improvement goals for future projects
  • Teachers, students, or class can create their own rubric

 

ELs need to learn grade-level academic content even though they are still in the process of learning English. If ELs are at the beginning or intermediate stages of English language development, teachers can still use their ability and challenge them with content knowledge activities. An EL needs your help to exercise their critical thinking skills, such as knowledge, comprehension, application, analysis, synthesis, and evaluation. The following assessment techniques can be used to reduce ELs difficulties while teachers assess EL content knowledge.

  • Scaffolding assessments allow ELs to demonstrate their content knowledge through exhibits or projects, drawings, and graphic organizers. Consider giving ELs extra time to complete these tasks, or to give short expenses.
  • Differentiated scoring scores content knowledge separately from language proficiency. To score content knowledge, look at how well ELs understand key concepts, how accurate their responses are, and how well they demonstrate the processes they use to come up with responses. 

 

RESOURCES 

 

K/W/H/L

 

This graphic organizer is to assist with building students’ background knowledge and then add to their schema. The K stands for “what we know” about the topic. The W stands for “what we want to learn” about a topic. The H stands for “how we will find the information” about the topic, and the L stands for “what we learned” about the topic.

 

 

Theme: Folktales (Grades 1-2)

K

W

H

L

What We Know

What We Want to Know

How We Will Find Out

What We Have Learned

  • Stories are not true (fiction).

 

  • Setting takes place a long time ago.

 

  • Stories are creative.

 

  • Stories have good and bad characters.
  • How many folktales are there?

 

  • What do the characters have in common?

 

  • How were the stories created?

 

  • Who created the stories?

 

 

  • reading stories

 

  • online research

 

 

  • encyclopedia
  • Tales are from different parts of the world?

 

  • Most tales do not have identifiable authors.

 

 

  • Tales started as oral tellings.

 

 

 

 

 

 

Theme: Water Cycle (Grades 3-5)

K

W

H

L

What We Know

What We Want to Know

How We Will Find Out

What We Have Learned

  • Rain comes from clouds.

 

  • It snows in the mountains.

 

  • Precipitation is another word for rain.

 

  • The water cycle is a nonstop cycle.
  • What happens to clouds to make it rain?

 

  • Why does it snow?

 

  • Why don’t the oceans overflow?

 

 

 

  • Science textbooks

 

  • Online research

 

 

  • Trip to the library
  • Precipitation happens when a lot of water has condensed, and the air cannot hold it anymore.

 

  • When water vapor is cooled below freezing point, it snows.

 

  • Oceans have large surface areas (no overflow).

 

 

 

 

 

 

                              

 

 

 

 

 

Theme: Topography/Erosion (Grades 6-8)

K

W

H

L

What We Know

What We Want to Know

How We Will Find Out

What We Have Learned

  • Erosion changes shapes of mountains.

 

  • Erosion has to do with water.

 

  • Erosion happens all the time.

 

 

  • Why does erosion happen?

 

  • What other factors cause erosions?

 

 

  • Science textbooks

 

  • online research

 

 

  • trip to the library
  • There are five types of erosion: gravity, water, shoreline, ice, and wind.

 

  • Erosion happens when running water, sea waves, wind, or glaciers pick up materials from Earth’s surface.

 

 

 

 

 

Cognates List

English

Spanish

angular

angular

author

author

battle

batalla

conflict

conflicto

empire

imperio

factor

factor

horizontal

horizontal

kilogram

kilogramo

list

lista

map

mapa

margin

margen

object

objecto

quarter

cuarto

second

segundo

telescope

telescopio

temperature

temperature

thesis

tesis

tunnel

tunel

ultimate

ultimo

united

unido

velocity

velocidad

verb

verbo

victory

victoria

 

 

 

 

 

 

 

Root Words

Roots and their Meanings

Examples

a (not)

atypical, abnormal, abridge

act (do)

action, activity, react, interaction

aero (air)

aerobics, aerodynamic, aeronautics

alter (other)

alternative, altercation, alterego

anim (life, spirit)

animal, animate, animosity, inanimate

annu, enni (year)

annual, anniversary, biennial, millennium

aqua (water)

aquarium, aquatic, aquamarine, aquarius

astr (star)

astronaut, astronomy, disaster, asterisk, asteroid

audi (hear)

audience, auditorium, audible, audition, audiovisual

bene (good)

benefit, benefactor, beneficial

bi (two)

bicyle, biennial, binoculars

biblio (book)

bibliography, bible, biochemistry, biopsy, biosphere

bio (life)

biology, biography, biochemistry, biopsy, biosphere

cardi, cord (heart)

cardiac, cardiology, cardiovascular, cordial, accord, concord, discord

chron (time)

chronological, synchronize, chronicle, chronic

claim, clam (shout)

proclaim, exclaim, acclaim, clamor, exclamation

cogn (know)

recognize, incognito, cognition, cognizant

corp (body)

corporation, corpse, corps, corpuscle, corpus

cosm (world, order)

cosmonaut, cosmos, cosmopolitan, microcosm

cred (believe)

credit, discredit, incredible, credential, credulous

cycle (wheel)

bicycle, cyclone, cycle, encyclopedia, recycle

dem (people)

democracy, demagogue, demography

dic (speak)

dictate, predict, contradict, verdict, diction

doc (teach)

doctrine, document, doctor, indoctrinate, docile

don, donat (give)

donation, donor, pardon, donate

duc (lead)

duct, conduct, educate, induct, aqueduct

eco (house, environment)

ecology, economics, ecosystem

equ (even)

equal, equator, equality

fac, fic (make, do)

factory, manufacture, facsimile, efficient, proficient, sufficient

flect, flex (bend)

reflect, deflect, reflection, inflection, genuflect, reflex, flexible

form (shape)

form, uniform, transform, reform, formal

gen (give birth)

generation, generate, genocide, progeny, genealogy

geo (earth)

geography, geometry, geology, geophysics

grad (step, go)

gradient, grade, gradual

gram (write, draw)

telegram, diagram, grammar, epigram, monogram

gran (grain)

granule, granola, granary

graph (write)

photograph, phonograph, autograph, biography, graphite

herb (grass)

herbicide, herbivore, herbal

hospit (host)

hospital, hospitality, hospice

hydr/o (liquid, water)

hydroponics, hydraulic

iatr (doctor)

pediatrician psychiatry, podiatry, geriatrics

infra (beneath, below)

infrastructure, infrared, infrasonic

inter (between, among)

international, intersect, interaction, intercept

judic, jur, jus (law)

judicious, judge, jury, justice

junct (join)

juncture, conjunction, adjunct, injunction

kilo (thousand)

kilogram, kilobyte, kilometer

kine, cine (movement)

kinetics, kinesiology, telekinesis, cinema

labor (work)

labor, laboratory, collaborate, elaborate

liber (free)

liberty, liberal, liberate

loc (place)

location, locate, dislocation, allocate, local

log (world)

monologue, logic, morphological

lun (moon)

lunar, lunatic, lunacy

lust (shine)

luster, illustrate, lackluster, illustrious

manu (hand)

manual, manufacture, manuscript, manipulate

mar (sea)

marine, submarine, mariner, maritime

memor

memory, memorial

ment (mind)

mental, mention

meter (measure)

metric, thermometer, centimeter, diameter, barometer

migr (wander)

migrate, immigrant, emigrate, migratory

morph (shape)

morphology, amorphous, metamorphoses, anthropomorphic

mot, mov (move, motion)

mobile, automobile, mobilize, motion, motor, promote, demote, motile, remove

mort (death)

mortician, mortal, immortal, mortify

nat (born)

natal, native, nation, nativity, innate

naut (ship)

nautical, astronaut

neg (no)

negative, negate, renege

neo (new)

neophyte, neonatal, neoclassic

ob, os (in the way, against)

object, opposition, obstinate, obstreperous, ostentatious

onym (name)

pseudonym, synonym, antonym, anonymous

or (mouth)

oral, orator

ori (rise, to be born)

origin, original, originate, aborigine

ortho (straight)

orthodontist, orthodox, orthopedist, orthography

pater, part (father)

paternal, paternity, patricide, patriarch

path (suffering)

pathology, pathogen, sympathy, empathy

ped (foot)

pedal, pedestrian, biped, pedestal

pend (hang)

pendant, pendulum, suspend, append, appendix

phil (love)

philosophy, philanthropist, philharmonic, anglophile

photo (light)

photograph, telephoto, photosynthesis, photogenic

popu (people)

population, populace, popular

port (carry)

portable, transport, import, export, porter

quesit, quer, quisit (search, seek)

question, inquest, request, query, inquisitive

quot (how many, how great)

quote, quota, quotient

radi (beam, space)

radius, radio, radiation, radium, radiator, radiology

rect (straight)

erect, rectangle, rectify, correct

rid (laugh)

ridiculous, deride, ridicule

rod, ros (gnaw)

corrode, erosion

rupt (break)

rupture, erupt, interrupt, abrupt, bankrupt

san (health)

sanitary, sanitation, sane, insanity, sanitarium

scend (climb)

ascend, descend, transcend, descent

sci (know)

science, conscience, conscious, omniscient

scop (see)

microscope, telescope, periscope, stethoscope

scrib, script (write)

inscribe, describe, prescribe, transcript, scripture

sect (cut)

section, dissect, intersect sect, bisect

sens, sent (think, feel)

sensation, sense, sensitive, sensible, sensory

serv (save, keep, serve)

serve, servant, service, servile

sign (sign)

signal, signature, significant, insignia

simil (like)

similar, simultaneous, simulate, simile

sist (stand)

consist, resist, subsist, assist

sol (alone)

solo, solitary, desolate, soliloquy

solv (loosen)

dissolve, solve, solvent, resolve

son (sound)

sonar, sonata, sonnet, unison, sonorous

soph (wise)

philosopher, sophomore, sophisticated, sophist

spec (see)

inspect, suspect, respect, spectator, spectacle

struct (build)

structure, construct, instruct, destruction

sum (under, below)

summit, summary, sum, summons

surg, surr (rise)

surege, insurgent, resurgent, resurrect, insurrection, resurrection

tact (touch)

tactile, intact, contact, tact

tele (far, end)

telescope, telegram, telephone

terr (land)

territory, terrain, terrestrial, terrace

therm (heat)

thermometer, thermal, thermostat, thermos

tract (pull, drag)

tractor, attract, subtract, traction, extract, contract

trib (pay, bestow)

contribute, tribute, tributary, attribute

urb (city)

urban, suburb, urbane, suburban

vac (empty)

vacancy, vacation, vacuum

verb (word)

verbal, verbatim, verbosity

vert, vers (turn)

convert, inversion, invert, vertical

vid, vis (see)

evidence, provide, providence, visible

viv (live)

revive, survive, livid

volv (roll)

revolve, involve, evolve, revolver

vor (eat)

carnivore, herbivore, omnivore

zo (animal, living being)

protozoa, zoo, zoology

 

 

 

 

Affixes

Prefixes

Meaning

Examples

anti-

against

antiwar

de-

down, off of

destroy

dis-

not, apart

disagree

en(m)-

in, on

encode, embrace

fore-

outside

forecast

in(m)-

in

intake, implant

in-, im-, il-, ir-

not

injustice, impossible, illiterate, irregular

inter-

between

interact

mid-

middle

midway

mis-

wrongly

mistake

non-

not

nonsense

over-

excessive, above

overlook

pre-

before

preview

re-

again

return

semi-

half

semicircle

sub-

under

submarine

super-

above

superstar

trans-

across

transport

un-

not

unfriendly

under-

under

undercover

-able, -ible

can be done

doable

-al, -ial

quality, relation

personal

-ar, -er, -or

 one who

beggar, doer, actor

-ed

past verb

turned

-en

material, make

golden

-er

more

higher

-est

most

best, biggest

-ful

full of

careful, joyful

-ic

quality, relation

linguistic

-ing

present participle

running

-(t)ion

condition, action

action

-(i) ty

state of

infinity, sanity

-(t) ive

having the quality of

motive, votive

-less

without

fearless, careless

-ly

having

quickly, quietly

-ment

mental, mention

enjoyment

-ness

state of

kindness

-ous

full of

joyous, religious

-s

more than one

books

-y

having

happy, windy

 

 

 

 

 

  

Academic Word List

Group 1

analyze

approach

area

assess

assume

authority

available

benefit

concept

consist

constitute

context

contract

create

data

define

derive

distribute

economy

environment

establish

estimate

evident

export

factor

finance

formula

function

identify

income

indicate

individual

interpret

involve

issue

labor

legal

legislate

major

method

occur

percent

period

policy

principle

proceed

process

require

research

respond

role

section

sector

significant

similar

source

specific

structure

theory

vary

 

Group 2

achieve

acquire

administrate

affect

appropriate

aspect

assist

category

chapter

commission

community

complex

compute

conclude

conduct

consequent

construct

consume

credit

culture

design

distinct

element

equate

evaluate

feature

final

focus

impact

injure

institute

invest

item

journal

maintain

 normal

obtain

participate

perceive

positive

potential

previous

primary

purchase

range

region

regulate

relevant

reside

resource

restrict

secure

seek

select

site

strategy

survey

text

tradition

transfer

 

 

 

 

 

 

 

Group 3

alternate

circumstance

comment

compensate

component

consent

considerable

constant

constrain

contribute

convene

coordinate

core

corporate

correspond

criteria

deduce

demonstrate

document

dominate

emphasis

ensure

exclude

framework

fund

illustrate

immigrate

imply

initial

instance

interact

justify

layer

link

locate

maximize

minor

negate

outcome

partner

philosophy

physical

proportion

publish

react

register

rely

remove

scheme

sequence

sex

shift

specify

sufficient

task

technical

technique

technology

valid

volume

 

 

Group 4

access

adequate

annual

apparent

approximate

attitude

attribute

civil

code

commit

communicate

concentrate

confer

contrast

cycle

debate

despite

dimension

domestic

emerge

error

ethnic

goal

grant

hence

hypothesis

implement

implicate

impose

integrate

internal

investigate

job

label

mechanism

obvious

occupy

option

output

overall

parallel

parameter

phase

predict

principal

prior

professional

project

promote

regime

resolve

retain

series

statistic

status

stress

subsequent

sum

summary

undertake

 

 

 

 

 

 

 

Group 5

academy

adjust

alter

amend

aware

capacity

challenge

clause

compound

conflict

consult

contact

decline

discrete

draft

enable

energy

enforce

entity

equivalent

evolve

expand

expose

external

facilitate

fundamental

generate

generation

image

liberal

license

logic

margin

medical

mental

modify

monitor

network

notion

objective

orient

perspective

precise

prime

psychology

pursue

ratio

reject

revenue

stable

style

substitute

sustain

symbol

target

transit

trend

version

welfare

whereas

 

 

Group 6

abstract

accurate

acknowledge

aggregate

allocate

assign

attach

author

bond

brief

capable

cite

cooperate

discriminate

display

diverse

domain

edit

enhance

estate

exceed

expert

explicit

federal

fee

flexible

furthermore

gender

ignorant

incentive

incidence

incorporate

index

inhibit

initiate

input

instruct

intelligence

interval

lecture

migrate

minimum

ministry

motive

neutral

nevertheless

overseas

precede

presume

rational

recover

reveal

scope

subsidy

tape

trace

transform

transport

underlie

utilize

 

 

Group 7

adapt

adult

advocate

aid

channel

chemical

classic

comprehensive

comprise

confirm

contrary

convert

couple

decade

definite

deny

differentiate

dispose

dynamic

eliminate

empirical

equip

extract

file

finite

foundation

globe

grade

guarantee

hierarchy

identical

ideology

infer

innovate

insert

intervene

isolate

media

mode

paradigm

phenomenon

priority

prohibit

publication

quote

release

reverse

simulate

sole

somewhat

submit

successor

survive

 thesis

topic

transmit

ultimate

unique

visible

voluntary

 

 

Group 8

abandon

accompany

accumulate

ambiguous

append

appreciate

arbitrary

automate

bias

chart

clarify

commodity

compliment

conform

contemporary

contradict

crucial

currency

denote

detect

deviate

displace

drama

eventual

exhibit

exploit

fluctuate

guideline

highlight

implicit

induce

inevitable

infrastructure

 inspect

intense

manipulate

minimize

nuclear

offset

paragraph

plus

practitioner

predominant

prospect

radical

random

reinforce

restore

revise

schedule

tense

terminate

theme

thereby

uniform

vehicle

via

virtual

visual

widespread

 

 

Group 9

accommodate

analogy

anticipate

assure

attain

behalf

bulk

cease

coherent

coincide

commence

compatible

concurrent

confine

controversy

converse

device

devote

diminish

distort

duration

erode

ethic

format

founded

inherit

insight

integral

intermediate

manual

mature

mediate

medium

military

minimal

mutual

norm

overlap

passive

portion

preliminary

protocol

qualitative

refine

relax

restrain

revolution

rigid

route

scenario

sphere

subordinate

supplement

suspend

team

temporary

trigger

unify

violate

vision

 

 

Group 10

adjacent

albeit

assemble

collapse

colleague

compile

conceive

convince

depress

encounter

enormous

forthcoming

incline

integrity

intrinsic

invoke

levy

likewise

nonetheless

notwithstanding

odd

ongoing

panel

persist

pose

reluctance

so-called

straightforward

undergo

whereby

 

 

Sentence Frames

 

A sentence frame is a way to support instruction for students on the features of language (grammar and sentence structure) while also incorporating the functions of language (cognitive structures). In their writing and speaking, students need to combine sentences to formulate complex thoughts and correctly use conjunctions, prepositions, idiomatic expressions, and other grammatical phrasing in order to be considered academically literate. By using a sentence frame, teachers provide students with a scaffold for both their thinking and speaking.

 

Standard Correlation:

Students will use English to obtain, process, construct and provide subject matter information in spoken and written form.

 

Differentiating by Proficiency Level

Beginning:

Sentence frames should be fairly simple for beginning English Learners. If delivering a less on classifying and categorizing the frame that can be used is_____ and _____ are types of____.

Intermediate:

At this level, sentence frames can integrate complex language that can require students to provide more information. Continuing the example for classifying and categorizing, frame appropriate for intermediate students might be: ___, ____, and___ are all examples of____.

Advanced:

Advanced students can be provided frames that include even more complex syntax and require more input from students. Following the classifying and categorizing example, ___ and ___ have/are both ___, so we can categorize them as __ would be an appropriate frame.

 

 

   

Classify and Categorize

Frame

Examples

“There are __types/kinds of___.”

 

“___, ___, and___are all/all have___.”

 

“__and___could be classified as __becuase___.”

 

“Because ___are all/all have___, we could categorize them as ___.

 

There are three general types of clouds.

 

Stratus, cumulus, and cirrus are all types of clouds.

 

Cumulonimbus and nimbostratus could be classified as low clouds because they appear below three kilometers.

 

Because cirrostratus, cirrus, and cirrocumulus clouds are all found above nine kilometers, we could categorize them as high clouds.

 

 

Cause and Effect

Frame

Examples

“___because___.”

 

“Because/Since ___is/was___, ____.”

 

“As a result of ____, ____.”

 

 

The ice melted because it was hot outside.

 

Since the weather was hot, all of the ice melted.

 

As a result of the warm weather, the ice melted.

 

 

 

Compare and Contrast

Frame

Examples

“A __is/has___, but a ___is/has ___.”

 

“They both are/have___, but a ____ is/has___.”

 

“__and___ are similar/different becuase___.”

 

“There are many similarities/differences between ___and___. For example, they both ___.” Or, “There are many differences between ___ and ___. For example, ___ but ___.

 

A blizzard has snow, but a northeaster has snow or rain.

They both are storms, but a northeaster is a snowstorm or a rainstorm.

 

A blizzard and a northeaster are similar because they can both produce significant snowfall.

 

There are many differences between a blizzard a northeaster. For example, blizzards are characterized by extremely low temperatures but northeasters can occur in very cold or somewhat warm temperatures.

 

 

 

 

Sequencing

Frame

Examples

“First, __. Then, ___. Next, __.  Finally, ___.”

 

“To begin, _____.”

 

“Prior to___, ____.”

 

“Lastly, ______.”

 

“Once you ____, then you ___.”

 

 

 

First, mix the dry ingredients in a large bowl. Then, combine the wet ingredients in a separate bowl. Next, add the wet ingredients to the dry and stir. Finally, pour the mixture into the cake pan.

 

To begin, you need a clean, dry space in which to work.

 

Prior to baking the cake, you need to purchase all of your ingredients.

 

Lastly, put the cake in the oven and bake at 375 degrees.

 

Once you have combined all of the ingredients, then you pour the mixture into the cake pan.

 

Main Idea           

Frame

Examples

“It is mainly about___.”

 

“The main idea is ___.”

 

“The main idea is ___.
A detail that supports this is ____.”

 

 

It is mainly about the ways alligators and crocodiles are alike and different.

 

The main idea is the similarities and differences between alligators and crocodiles.

 

The main idea is the similarities and differences between alligators and crocodiles. A detail that supports this is that alligators and crocodiles both have a long fourth tooth. 

 

 

 

 

Fact and Opinion

Frame

Examples

“__is a fact because___.”

 

 

“___ is an opinion because we cannot prove ___.”

 

“The word ___ is evidence that this statement is a(n)____ because ___.”

 

 

George Washington was the first president is a fact because we can prove it.

 

George Washington was a brave an is an opinion because we cannot prove that everyone agrees he was brave.

 

The word brave is evidence that this statement is an opinion becauseh it explains what someone thinks about George Washington. 

 

 

 

 

 

 

 

 

 

Signal Words

Signal Words for Cause

because

bring about

contribute to

due to

the reason for

give rise to

led to

on account of

created by

since

given that

while

as

whereas

as a result of

 

Signal Words for Effect

as a result

consequently

hence

so

therefore

for this reason

outcome

finally

then

after

accordingly

subsequently

 

Signal Words for Comparing

like

similar

as

same

in the same way

too

both

most important

have in common

the same as

similarly

as well as

 

Signal Words for Contrast

although

yet

whereas

however

but

while

differ

instead

unless

unlike

on the contrary

contrary to

even though

on the other hand

the reverse

 

 

Signal Words

Signal Words for Classify and Categorize

categories

elements

numbers

characteristics

features

parts

classes

groups

sorts

classify

kinds

types

divide

methods

ways

dimensions

aspects

 

 

 

Signal Words for Sequencing

first

then

next

last

second

third

before

afterward

as soon as

eventually

meanwhile

finally

later

after

while

during

subsequently

now

 

Signal Words for Fact

is

are

have

was

were

will be

 

Signal Words for Opinion

believe

think

seems

may

appears

probably

likely

possibly

feel

good

bad

best

excellent

awful

greatest

 

 

 

 

 

 

 

 

 

Signal Words for Summarize (Main Idea)

accordingly

last of all

basically

to summarize

consequently

therefore

finally

the effect

hence

the implication

in conclusion

the most important

in retrospect

thus

in  summary

to recapitulate

then

as a result

last of all

in brief

in short

on the whole

to sum up

ultimately

 

  Resources

 

Building Academic Language through Content-Area Text (2011) pp. 62- 65, 88-101. By E. Bowers and L. Keisler.

 

Colorin Colorado. (2018). Using Informal Assessments for English Language Learners. Retrieved from: http://www.colorincolorado.org/article/using-informal-assessments-english-language-learners

 

          Colorin Colorado. (2018). The Role of Background Knowledge. Retrieved from:

           http://www.colorincolorado.org/role-background-knowledge 

         

Colorin Colorado. (2017). Differentiation and RTI for English Language Learners. Retrieved from: http://www.colorincolorado.org/teaching-ells/ell-strategies-best-practices/differentiation-rti-english-language-learners  

 

          Colorin Colorado. (2017). Peer Tutoring and ELLs. Retrieved from:

          http://www.colorincolorado.org/peer-learning-and-ells

 

          Himmel, J. (2018). Language Objectives: The Key Effective Content Area

           Instruction for English Learners. Retrieved from:

http://www.colorincolorado.org/article/language-objectives-key-effective-      content-area-instruction-english-learners

 

          Mississippi Department of Education. (2018). English Learner Guidelines

          Regulations, Funding Guidance, and Instructional Supports. Retrieved from:           

http://www.mde.k12.ms.us/docs/federal-programs/english-learner-guidelines-regulations---funding-guidance-and-instructional-supports_20180518.pdf?sfvrsn=2