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CALL Project Summer 2011

group presentation

Natasha Young

on 9 July 2011

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Transcript of CALL Project Summer 2011

http://ctserc.org/s/index.php?option=com_content&view=article&id=541:terms-related-to-english-language-learners&catid=50:7-curriculum-and-instruction&Itemid=143 Common ESL Terminology and Acronyms ESL
silent period
comprehensible input
affective filter
Collaborative Co-teaching Assesment
in content areas formative - ongoing

* differentiated
* process driven
* spontanous or planned

checklists rating scales
rubrics anecdotal records
observations surveys/interviews
tests summative - periodic

* determine student placement
* evaluate students' learning
* report students' achievement

chapter tests
semester exams standardized tests

Ways to improve:
instruct students on test formats
teach testing strategies
teach test language, phrases, and terminology Legal Responsibilities Issue One: The Right TO Attend School Ells are entitled to the same residency and enrollment rules as other students.
Immigration information and Social Security Numbers are not required for school enrollment. Legal Responsibilities Issue Two:Curriculum and Instruction The program must include instruction in ESL.
The program must also provide the student with comprehensible content.
Students should be placed with their peers and provided with necessary support. Legal Responsibilities Issue Three: Evaluation and Assessment Ells are required to take part in the PSSA testing program with accommodations.
Local assessments should have accommodations for ELLs.
ELLs must be assessed for English Language Proficiency. Legal Responsibilities Issue Four: Equal Access to
Special Programs and Opportunities Ells must be given equal access to specialized programs and opportunities and accommodations should be made. Legal Responsibilities Issue Five: Special Education and Early Intervention Evaluation procedures should be free from cultural bias and provided in the child's native language.
Interpretaion services must be provided at parent meetings. Legal Responsibilities Issue Six: Translation and Interpretation Any information pertaining to school must be availbale in multiple languages.
Translators must be made available for non-English speaking families. Legal Responsibilities Issue Seven: Teacher Qualifications
Teachers must hold a certificate as an "ESL Program Specialist". Legal Responsibilities Issue Eight: Funding Services for ELLs are the same system as all PA school funding with some additional support. Legal Responsibilities Issue Nine: The Role of the PA Department of Education PA Department of Education urges schools to contact them for program design,compliance or technical assisstance. http://iteslj.org/Techniques/Fregeau-AssessingELLs.html http://flareassessment.org/resources/WIDA_Focus_on_Formative_Assessment.pdf There are a variety of national, international, and
even local organizations that provide information
and support to ESL/EFL teachers.
Some of the most well-known are: TESOL ACTFL
IATEFL Pennsylvania
English Language
Proficiency Standards The standards blend the
methodologies of language
and content learning. PAs Pre-K12
ELPS make
up two separate
standards 1. The Classroom/
Formative Framework
2. WIDA Summative/
Large Scale Framework
*Neither Framework is
designed to be used as a
stand-alone placement
chart for ELLs. Organization
Format Five English Language
Proficiency Standards 1. Social and Instructional
2. Language Arts
3. Mathematics
4. Science
5. Social Studies Four Language Domains 1.Listening
2. Speaking
3. Reading
4. Writing Five Grade Level Clusters 1. PreK-K
2. 1-3
3. 4-5
4. 6-8
5. 9-12 Five Language Proficiency Levels 1. Entering
2. Beginning
3. Developing
4. Expanding
5. Bridging Frameworks 1.Formative: PA Content Standards
or Assessment Anchors.
2. Summative CAN DO Descriptors The descriptors offer those working with ELLs a
range of expectations for student performance.

They are samples of what ELLs may do to demonstrate
their skills in reading, writing, listening, and
speaking in a school setting. Model Performance Indicators
(MPI) They are functional, measurable indices of the
language domains and aimed at the targeted age/
developmental levels of ELLs.

They are examples of assessable tasks which students
can be expeted to know and/or be able to do as they
approach the transistion to the next level. The need to
develop these standards
stem from three sources
1. Pedagogy
2. Assessment
3. Educational Policy Remember...

The primary use of
the English language
proficiency standards
is to guide curriculum development and alignment, instruction,and assessment for ELLs. Websites for More Information 1. Standards:

2. Legal Issues:
http://www.elc-pa.org/pubs/downloads/english/ell-Current%20issues%20Nov%202006.pdf Collaborative
Co-Teaching ESL Working Definition: Two or more educators serving as co-equal parties
in providing varied amounts of content and language
instruction when working with one group of students, while sharing responsilities for finding resources, creating materials, sharing grading. and supportingdiscipline guidelines with all classroom students, including ELLs (Cook 2004) Co-teaching Models 1 teach, 1 observe 1teach, 1 drift Parallel-Divide class & both teach content at same time Stations- Divide content and
students into groups. Alternative- Group students and
teach to needs Teams- Instruction a conversation not turn taking Improving Co-Teaching Teaching Style Surveys Joint discipline plans Observe eachother Schedule common planning time Openly discuss
administration! http://www.longleaf.net/teachingstyle.html Find model that works for both of you
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