Some FIRST QUESTIONS Who are the ELLs I am teaching? What can they do? Will they understand?

1. Some FIRST QUESTIONS Who are the ELLs I am teaching? What can they do? Will they understand?

2. An English Language Learner is not DISABLED. (ANY MORE THAN YOU WOULD BE -LEARNING SPANISH, URDU, OR MANDARIN) They just know a DIFFERENT language and culture. At THS many ELLs are Hispanic from various Central American countries. We also have students from African, Asian, & Middle Eastern countries.

3. WIDA ELP Standards Providing Educational Equity to ELLs through Language Development

4. Where is WIDA? • Alabama • Alaska • Delaware • District of Columbia • Georgia • Hawaii • Illinois • Kentucky • Maine • Maryland • Minnesota • Mississippi • Missouri • Montana • New Hampshire • New Jersey • New Mexico • North Carolina • North Dakota • Oklahoma • Pennsylvania • Rhode Island • South Dakota • Vermont • Virginia • Wisconsin • Wyoming 27 WIDA states represent over 920,000 English Language Learners (ELLs) 2011-12 Standards Adoption - Colorado & Utah

5. Criteria for Performance Definitions • Linguistic Complexity: Expectations of the quantity and organization of the student’s verbal response • Vocabulary Usage: Expectations of the student’s use of appropriate vocabulary for grade level and proficiency level; refers to language quality • Language Control: Expectations of the student’s control of English grammar, word choice in context, and the English sound system; refers to language quality

6. The WIDA ELP Standards Standard 1 – Social & Instructional Language (SIL) English language learners communicate for social and instructional purposes in the school setting. Standard 2 – Language of Language Arts (LoLA) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Standard 3 – Language of Mathematics (LoMA) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math. Standard 4 – Language of Science (LoSC) English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. Standard 5 – Language of Social Studies (LoSS) English language learners communicate information, ideas and concepts necessary for academic success in thcontent area of Social Studies.

7. Four Language Domains 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, interpret, and evaluate written language, symbols, and text with understanding and fluency Writing─ engage in written communication in a variety of forms for a variety of purposes and audiences

8. ACCESS for ELLs Scores

9. Composite Scores Listening (50%) Speaking (50%) Oral Language Score = + Reading (50%) Writing (50%) Literacy Score + = Comprehension Score Listening (30%) Reading (70%) = + Listening (15%) Speaking (15%) Overall Score = + Reading (35%) Writing (35%)

10. Criteria for Performance Definitions • Linguistic Complexity: Expectations of the quantity and organization of the student’s verbal response • Vocabulary Usage: Expectations of the student’s use of appropriate vocabulary for grade level and proficiency level; refers to language quality • Language Control: Expectations of the student’s control of English grammar, word choice in context, and the English sound system; refers to language quality

11. The documents you will receive • Teacher’s ACCESS (or MODAL)test report • Student Referral and Placement Form • Classroom Accommodations for ELLs-- • (if the student has not EXITED to the MONITORING phase)

12. Teacher Report (top)

13. Teacher Report (bottom) Raw Scores by Standard

14. TOOLS Instructional Strategies Your speech • Use good diction, slowing rate of speech if needed. • Be aware of using idioms and slang. • Re-phrase in simpler terms if needed. • Add visual or action to directions or instruction, when possible.

15. Some SCAFFOLDING suggestions • Provide models or examples. • Use visual support in lecture. • Teach and/or practice with “hands-on” activity. • Work in cooperative learning groups. • Provide Assisted note-taking pages. • Use graphic organizers.

16. Working with inclusion helpers • COMMUNICATION: We are there to assist our students, you and others whenever possible. • Please • Discuss placement of students in the room—this will vary according to situation and student language skill level. • Provide us with class materials. • Tell us what is coming up next, • What students will be expected to produce, and • How we can best work with you and our ELLs in various phases of a lesson.

17. A few other helpful tips • We will need a place to sit. • With the lower level students--we need to be next to them. • When possible allow time us to move around helping students with individual, pair, or group work. • We will not force our ideas on you; it would be very helpful if you periodically ask for our input.

18. It’s a great year to be a WARRIOR! We look forward to working with each of you. Our ELL team has high hopes for our ELLs and their futures.