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ESL 509 Technology Based Classroom

Unit 11 Assignment 1

Megz Albert

on 28 July 2013

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Transcript of ESL 509 Technology Based Classroom

ESL 509 Technology Based Classroom
ESL Acronyms
*Title I requires all students to be held to the same standards

*Content standards: assessment includes little flexibility on how students are taught the standards and little flexibility on how students will show what they know

*One System, All Students: Challenges exist in creating a system that accounts for an array of accommodations, modifications, and alternate assessment and keeping validity and reliability of data

Effective Examples of Standards-Based Formative and Summative Assessment of ELLs

***Assessments should address standards and a variety of language activities that are relevant and meaningful that take into consideration the students’ language proficiency, culture, and learning style preferences.

ESL Language Proficiency Standards
There are 5 English language proficiency standards in Pennsylvania (PA ELPS) to help students succeed both academically and socially in the K-12 school setting.

1. English language learners communicate in English for social and instructional purposes within the school setting.
2. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
3. English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Math.
4. English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science.
5. English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

Language Domains
Within each standard, language communication needs to be developed in four distinct ways.
Language Proficiency Levels
Language proficiency is categorized into developmental levels, determined through yearly WIDA testing.
Each proficiency level has its own set of performance descriptors as to what can be expected at each stage for each language domain. These performance descriptors are grouped into grade level clusters.
Level 1: Entering
Level 2: Beginning
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Level 6: Reaching
Professional Resources and Organizations
The following is a list of resources and organizations available to develop a better understanding of language learning topics. Understanding English Language Learners is the first step in become a better educator.
•Comprehensive site containing information, strategies, activities, professional development, policies, guides, webcasts, articles, other web resources, etc
•Resource center with information, tips, lesson plans, Q & A, etc

ELL Resource Lists for Teachers, Parents, and Students
•Utah Education Network's ELL resource list

•List of links for ELL teachers, students and parents compiled by Kilgore Independent School District

•Information related to writing

Online Journals
•This is a free online journal called Language Learning and Technology. All issues are archived, allowing access to articles from 1997 through 2013. Articles can be searched by author, topic, or title.

•This is a site maintained by The Internet TESL Journal. It contains links to ESL topics for both students and teachers, including articles, lessons, techniques, games, jokes, etc.

Models of Collaborative Co-Teaching of ELLs
*Co-Teaching: two or more teachers (e.g. homeroom teacher and ESL certified instructor) sharing the responsibilities of planning, teaching, and assessing a classroom of students
Establish rapport with students
– regardless if you are the homeroom teacher or ESL instructor address the whole class as “your kids”
2. Identify your
teaching styles
with co-teacher
-Discuss strengths and weaknesses of one another
3. Discuss
for the lesson
4. Have a
- make sure you are on the same page with:
-Lesson Plan (objectives, instruction, assessment)
-Class rules and expectations
- Grading
5. Demonstrate
working cooperatively
to students – such an important life skill
-Address multiple intelligences
-Address learning styles
-Address individual’s needs- Including ESL students, students with IEP
Communicate, Communicate, and Communicate!
–Be open to critique and don’t be afraid to share your own thoughts and opinions.
Standards-Based Formative and Summative Assessment of ELLs

* Standards-Based Assessment: standards are set where students are expected to perform, curriculum must be aligned with standards, and then students are assessed on what they should know

*Formative Assessment: informal and formal assessment facilitated by teacher during the lesson/instruction

*Summative Assessment: assessment that occurs after the lesson/instruction

Using CALL to Support Language Development
CALL stands for Computer Assisted Language Learning
Why does CALL provide an optimal learning environment?
•Provides an interactive experience.
• Provides an authentic audience for learners to communicate
•Tasks are authentic and meaningful
•Encourages creativity
•Provides feedback
•Process oriented
•Reduced stress and anxiety levels
•Supports learner autonomy

Example CALL Activities to Support Language Domains
Listening Activities
• Raz Kids, Podcasts, Youtube, Discovery Education, storyline online,

Speaking Activities
•Podcasts, Skype, Digital Storytelling, Go!Animate, Flipgrid

Reading Activities
• Reading A-Z, ePALs, WebQuests, blogs, twitter, Wikis,

Writing Activities
•Email, Blogs, Twitter, Instant Messaging, Facebook, MOOs, Wikis

Professional Organizations
– Association for the Advancement of Computing in Education
– Association for Educational Communications
– International Association for Language Learning Technology
– Teachers of English to Speakers of Other Languages
– Computer Assisted Language Learning Interest Section

ELL Standards and Assessment
•WIDA Can-Do Descriptors


•Circular with expectations for educating students with limited English proficiency and ELLs

Legal Responsibilities
The following guidelines have been outlined for school districts to ensure that their programs are serving ELLs effectively. Districts should:
• identify students as potential ELLs;
• assess student's need for ELL services;
• develop a program which, in the view of experts in the field, has a reasonable chance for success;
• ensure that necessary staff, curricular materials, and facilities are in place and used properly;
• develop appropriate evaluation standards, including program exit criteria, for measuring the progress of students; and
• assess the success of the program and modify it where needed.
Civil Rights
Under civil rights law, schools are obligated to ensure ELLs have equal access to education.
By: Megz Albert, Jessica Berry , Teresa Cusumano, Jillian Whetstone
Limited-English proficient (LEP) students who are not offered services to overcome their language barriers may be inappropriately placed in Special Education classes or not have access to high track courses such as Gifted and Talented Programs.
Title VI of the Civil Rights Act of 1964 prohibits discrimination based on race, color, or national origin. In 1970 Lau v. Nichols, the Supreme Court affirmed the Department of Education to direct school districts to take the steps to help LEP students overcome language barriers and to ensue they can participate meaningfully in the district's educational program.
Parents have the rights to opt to not have their child enrolled in an ELL program.
ELL students must be provided with alternative services until they are proficient enough in English to exit the program. Exit criteria must include some objective of the student's ability to read, write, speak, and comprehend English.
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