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How to Survive the EXPLOSION Growth of ESOL Learners. Upper Elementary and Middle School Levels. Numbers of ESOL Students in SC. 2003-2004 12,653 2004-2005 16,049 2005-2006 20,005 2006-2007 24,685 2007-2008 28,543. Identifying ESOL Students. Home Language Survey NCLB Law/Title III
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How to Survive the EXPLOSION Growth of ESOL Learners Upper Elementary and Middle School Levels
Numbers of ESOL Students in SC • 2003-2004 12,653 • 2004-2005 16,049 • 2005-2006 20,005 • 2006-2007 24,685 • 2007-2008 28,543
Identifying ESOL Students • Home Language Survey • NCLB Law/Title III • LAS/IPT Screening Assessment (new students) • Placement & Notification Process • ELDA Test (Spring) • Review for Future placement: • PACT/PASS • MAPS • ELDA • HSAP • Class Grades • Teacher Recommendations • Possibility of Monitor Status • Exit Status • Special Education- referring ESOL students
ESOL Share Time • Share Activity with your Elbow Partner • Tell various ways that ESOL students are identified at the school level
Acronym Orientation Activity • BICS • CALP • LEP • ESOL • ELL • L1 and L2 • NES • PEPSI • SIOP • SDAIE • TPR
What is Language Acquisition? • Cooperative Learning Groups • Explore what you think LA is • Make a list in your group to share • 10 minute Restroom Break • Ticket Out- Post it Notes
What is Language Acquisition? • Review post-it notes of “What is Language Acquisition?” • Krashen states, “Acquisition and learning are 2 separate processes. Learning is knowing about a language. Acquisition is the unconscious process that occurs when language is used in real conversation.” • Second language competency develops most quickly when the learner focuses on accomplishing tasks rather than focusing on the language itself. (Rigg & Hudelson, 1986; Krashen & Terrell, 1983)
Language Acquisition Theory • PEPSI • Monitor learning as opposed to acquisition- not addressing spelling or grammar but building oral language • Comprehensible Input • Affective Filter
Stages of Language Acquisition • Preproduction (ELDA Levels) • Early production • Speech emergence • Intermediate fluency • Advanced fluency
Stages of Second Language Acquisition • Preproduction • Minimal comprehension • No verbalization • Nods for yes or no • Draws and points
Stages of Second Language Acquisition • Early production • Has limited comprehension • One-to-two word responses • Participates using key words and familiar phases • Uses present tense verbs
Stages of Second Language Acquisition 3. Speech emergence • Has good comprehension • Produces simple sentences • Makes grammar and pronunciation errors • Frequently misunderstands jokes
Stages of Second Language Acquisition 4. Intermediate fluency • has excellent comprehension • makes few grammatical errors • Advanced fluency • student has a near-native level of speech
Brainstorm Activity • Divide into cooperative learning groups • Generate a list of strategies which will help ESOL students develop language skills.
Conga Line Activity • Groups will be divided by 1-2, 1-2 and form two separate lines for sharing language. • Music plays, step-up and share a strategy that you came up with in your cooperative learning group.
Strategies, Accommodations, Modifications • Strategies • Setting objectives and providing feedback • Nonlinguistic representations • Cues, questions, and advance organizers • Cooperative learning • Summarizing and note-taking • Homework and practice • Reinforcing effort and providing recognition • Generating hypotheses • Identifying similarities and differences
Accommodations • Check out - Individualized accommodation and modification plan • Other ideas: • Podcasting by teacher, student or volunteer • Computer programs-Rosetta Stone, Odyssey, Imagine Learning English • WebQuest • Movie Creations • Writing and singing raps • Teacher Tube • Power Point Presentations • Promethean boards • Blogs http://www.youtube.com/watch/v=NN211pWXjXI
Suggestions for practicing language • Conga line • Inside/Outside Circle • Carousel Posters • Cooperative learning groups • Elbow Partners • Graffiti posters • Tickets out • Read Aloud! Think Aloud! • Graphic organizers • Highlighting • Jigsaw-expert group/partner reading of materials
How Do I Meet the Needs of ALL My Students? • By using other students as “mini teachers” • Adapting instruction for all types of learning modalities • Activity for teachers to practice ……….(Water Cycle)………
Technology • Rosetta Stone- language based instruction • Odyssey – ELL component • Internet Sites for ELLs • Catherine Brown www.acceleratingminds.com • MS Office-Technology Standards • Podcasting, WebQuest • Audio Books from library • Everything ESL Websites (get) • Internet sites that integrate content materials • Newspapers, magazines
ESOL Standards • http://ed.sc.gov/agency/Accountability/Federal-and-State-Accountability/old/fp/documents/ESOLStandards_000.doc
Resources • http://ed.sc.gov/agency/Accountability/Federal-and-State-Accountability/old/fp/ESOLTitleIII.html • Catherine Brown- acceleratingminds.com • www.eduplace.com/graphicorganizer/ • Everything ESL www.everythingesl.net