USER MANUAL ELEMENTARY ESL/ELD Placement of ESL/ELD Students in High School Version 1: March 2006

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "USER MANUAL ELEMENTARY ESL/ELD Placement of ESL/ELD Students in High School Version 1: March 2006"

Transcription

1 As a student prepares to move to secondary school, a final assessment should be carried out by the ESL teacher to determine their stage of language proficiency. The ESL/ELD Resource Group of Ontario (ERGO) has developed both an Elementary and a Secondary English Language Proficiency assessment instrument recommended for this purpose. NOTE: Students may substitute up to three ESL or ELD courses for compulsory English credit requirements. Secondary ESL courses are: ESL A This course introduces Basic English language and helps students adjust to their new environment. Students acquire key conversation skills and vocabulary, and use simple sentence patterns. Students also acquire basic orientation information. This is a Stage 1 student. ESL B This course expands on students essential English communication skills and cultural knowledge, and introduces more language studies. Students will develop reading strategies, expand their vocabulary, use more complex sentence patterns, and learn how to use some school and community resources. This is equivalent to a Stage 1-2 student. ESL C This course is designed to improve students accuracy in using English in classroom situations. Students will study and interpret a range of texts and produce more variety in writing. Students continue to acquire study skills (including note-taking and summarizing skills) to enhance their ability to learn in all subjects. This is akin to a Stage 2 or 3 student. ESL D This course prepares students to use English with increasing accuracy in most classroom and social situations. Students will develop reading, writing, and oral presentation skills in all subjects. Students will study and interpret a variety of grade-level texts and extend their ability to research. This is a Stage 3 student. ESL E This course prepares students for secondary school English and other courses at the college and university levels. Students will develop independence in reading literary works and academic texts, in writing essays and narratives, in applying learning strategies and research skills effectively, and learn to respond critically to print and media works. This is a bridge course for university or college preparation English courses. It is not appropriate for a grade 9 ESL student. TCDSB ESL/ELD Placement Procedure/April 18, 2006 Page 1 of 8

2 NOTE: Students may substitute up to three ESL or ELD courses for compulsory English credit requirement. ELD courses provide an accelerated program of literacy development for students who have significant gaps in their education. These courses are for students of all language backgrounds who have recently arrived from countries where access to education may have been very limited. Some have had few opportunities to develop literacy skills in any language. These students could include those from English speaking countries where a different dialect of English was spoken. The four levels of ELD courses are: ELD A This course introduces basic literacy skills and helps students adjust to their new cultural environment. Students will learn to read and write for everyday purposes. Students will also learn school routines and personal management skills. This is equivalent to a Stage 1 ELD student. ELD B This course helps students develop basic literacy skills. Students will read for information and enjoyment, expand their vocabulary, produce some simple forms of writing, and develop and use fundamental study skills. Students will also learn how to participate in group tasks and to use school and community resources. This is similar to a Stage 2 student. ELD C This course helps students to expand their reading and writing skills and their ability to use language. Students will learn effective study skills and will improve their language proficiency through a variety of practical reading and writing tasks, short research projects, classroom discussions, and oral presentations. This is equivalent to Stage 3. ELD D This course prepares students to participate in the educational program that will allow them to continue their education or to seek employment. Students will acquire a variety of literacy skills and learning strategies through guided reading and writing tasks, the use of a range of media resources in guided research projects, and opportunities to communicate in a variety of formal and informal situations. This is a Stage 3-4 level student. Fill in the recommended ESL or ELD course you would advise for each grade 8 student on ESL Form C Annual Review. Base your decision on the student's stage of language acquisition as described for each course above. TCDSB ESL/ELD Placement Procedure/April 18, 2006 Page 2 of 8

3 GUIDE TO ESL/ELD PLACEMENT FOR GRADE 8 STUDENTS ENTERING HIGH SCHOOL The charts below will assist schools in helping ESL and ELD students from grade 8 make the transition to high school equivalent-level courses. 1. The word stages is used at the elementary level, but not at the high school level. Instead, high schools use course codes to indicate ELD/ESL levels of proficiency. 2. All secondary ESL and ELD language courses are coded O for Open. This means they are not streamed as either Academic or Applied. Also, no ESL or ELD language course is tied to any grade level. Therefore, any student in any grade who requires support may take the appropriate ESL or ELD course. Exception: Grade 9 students do not take ESLEO. 3. Most students would be prepared for grade 10 regular English courses after completing ESLDO. After ESLEO students would be prepared for grade 11 or 12 regular English courses. ESL: ENGLISH AS A SECOND LANGUAGE SECONDARY COURSE TO CHOOSE IN GRADE 9* MINISTRY COURSE NAME SECONDARY ELEMENTARY ESL STAGE OF PROFICIENCY ESLAO Beginning Communication in English 1 ESLBO English in Daily Life 1-2 ESLCO English for School and Work 2-3 ESLDO Study Skills in English 3 ESLEO Bridge to English Grade 9 English (ENG1P or ENG1D)** English, Grade 9, Applied English, Grade 9, Academic *The five ESL language courses are ESLAO, ESLBO, ESLCO, ESLDO, and ESLEO. Many are offered at the secondary schools that offer ESL language courses. **Since grade 8 students in ESL Stage 4 are most likely mainstreamed and not necessarily receiving modifications to provincial expectations, we recommend that they take an Applied or Academic English course in grade 9. NOTE: ESLEO is not an appropriate course for grade 9 students since its curriculum is intended as the bridge to college and university preparatory English curriculum courses. TCDSB ESL/ELD Placement Procedure/April 18, 2006 Page 3 of 8

4 GUIDE TO ESL/ELD PLACEMENT FOR GRADE 8 STUDENTS ENTERING HIGH SCHOOL 1. ELDDO would prepare students for grade 10 English, applied. ELD: ENGLISH LITERACY DEVELOPMENT SECONDARY COURSE TO CHOOSE IN GRADE 9* MINISTRY COURSE NAME SECONDARY ELEMENTARY ELD STAGE OF PROFICIENCY ELDAO Beginning Literacy 1 ELDBO Basic Literacy Skills 2 ELDCO Literacy in Daily Life 3 ELDDO** English for School and Work 4 *The four ELD secondary language courses are ELDAO, ELDBO, ELDCO, and ELDDO. **Since grade 8 students in ELD Stage 4 have already met equivalent expectations to ELDDO, it is recommended that they take ESLCO in grade 9. It is also advisable to demit them from ELD in their elementary school and be re-designated ESL before moving on to high school due to greater course selection. TCDSB ESL/ELD Placement Procedure/April 18, 2006 Page 4 of 8

5 TCDSB ESL/ELD Placement Procedure/April 18, 2006 Page 5 of 8

6 Appendix A ESL/ELD Strategies for Accommodations or Modifications For the suggested list of "Strategies for Accommodations and Modifications" or for "Assessment Strategies" click on the tree picture. Click on the sign beside each sentence to locate the strategies. Student may benefit from the following accommodations: - A copy of lessons and/or notes - A photocopy of textbook chapters and anything expected to be read in order to answer questions or do assignments. - A vocabulary list - Use of a book, picture, diagram about the topic in advance of the lesson - Presentation of lesson in step-by-step form wherever possible - Illustration of concepts and sequences using simple graphic organizers - Provision of concrete samples to illustrate lessons - Providing outlines and examples in handouts - Opportunities for extra practice - Use of a buddy to share ideas - Use of first language when taking notes or writing - Use of a listening centre where student can work on a related topic or a cloze activity taken from the text being working on - Use of a reading area where student can look at books relating to the topic - Provision of a cubicle where student can work on a computer program, look at a filmstrip relating to the topic, or view a video resource - Use of a bilingual dictionary - Provision of articles and worksheets relating to the topic to work on independently - Communication with student through a journal - Provision of hands-on activities - Use of cooperative experiences and small group exercises - Use of the students prior knowledge and experiences - Pre-teaching difficult vocabulary and terminology - Addressing individual learning styles - Breaking up new information into bite-size, digestible pieces - Encouraging keeping a dictionary of terms using pictures and first language words - Giving student required reading activities in advance - Having the teacher/librarian identify resources at an appropriate reading level when research is required TCDSB ESL/ELD Placement Procedure/April 18, 2006 Page 6 of 8

7 - Advising ESL/ELD staff in advance when significant written work will be required - Using Think-Pair-Share activities - Using a variety of instructional strategies such as use of peer tutoring or graphic organizers - Use of a variety of learning resources such as bilingual dictionaries and simplified texts at a reduced reading level - One-on-one work with the teacher Appendix B Click on the sign beside each sentence to locate the modifications. Student may require the following modifications: - Modified expectations of some or all of the course expectations - Use of first language in place of English - Reducing content requirements - Allowing use of alternative resources and materials - Modification of course content - Speaking instead of writing - Use of specialized equipment - Limiting amount of reading and writing tasks assigned - Reducing complexity of assignment or presentation N.B. When learning expectations in a course other than ESL or ELD are modified; or accommodations to the learning environment are made, this must be clearly indicated on the student s report card. Page 8, English As a Second Language English Literacy Development, Grades 9-12, The Ontario Curriculum. Appendix C Click on the sign beside each sentence to locate the Assessment Strategies. Assessment Strategies Student may benefit from the following alternatives to assessment: - Modified expectations of some or all of the course expectations - Reduced amount of content to be assessed - Reduced number of lesson outcomes by prioritizing and choosing those that best meet the student s educational goals - Modified appearance of test (less questions per page, picture cues to support verbal instructions, use of larger print and less wordage) - Reduced complexity of test, presentation, or assignment TCDSB ESL/ELD Placement Procedure/April 18, 2006 Page 7 of 8

8 - Changed mode of student response, i.e., short answer questions change to multiple choice - Allocated peers/teachers to proof-read product, help correct grammar, spelling, etc - Allowing extra time for test-taking - Permitting use of word processor/spell check, bilingual dictionary - Use of self/peer evaluation - Use of alternative assessment activities - Taking an oral instead of written test - Having test scribed or dictated - Allowing student/teacher conference/interview - Use of activity checklists, survey - Use of specialized equipment and assistance (i.e., Kurzweil or computer assisted learning) - Allowing portfolios, work samples or product evaluations - Use of open-ended questions - Journal or learning log assessment - Use of student observation/anecdotal records - Assessment of hands-on demonstrations or simulations - Use of graphic organizers to assess knowledge - Use of student workbooks or classroom notes in assessment - Altering mode of student response TCDSB ESL/ELD Placement Procedure/April 18, 2006 Page 8 of 8

English as a Second Language and English Literacy Development

English as a Second Language and English Literacy Development Ministry of Education The Ontario Curriculum Grades 9 to 12 REVISED English as a Second Language and English Literacy Development 2007 CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century............................................

More information

Accommodation Ideas Based on Student Area of Need

Accommodation Ideas Based on Student Area of Need Some information adapted from: Beech, M. (2010). Accommodations: Assisting students with disabilities (3rd ed.). Tallahassee, FL: Florida Department of Education. Student has difficulty with reading comprehension

More information

INSTRUCTIONAL STRATEGIES FOR ESL STUDENTS

INSTRUCTIONAL STRATEGIES FOR ESL STUDENTS INSTRUCTIONAL STRATEGIES FOR ESL STUDENTS ORGANIZATIONAL STRATEGIES ROUTINES Follow a consistent class/daily routine Send assignments on a timely manner for ESL to modify, scaffold and support Post daily

More information

ENGLISH LANGUAGE LEARNERS ESL AND ELD PROGRAMS AND SERVICES

ENGLISH LANGUAGE LEARNERS ESL AND ELD PROGRAMS AND SERVICES 2007 ENGLISH LANGUAGE LEARNERS ESL AND ELD PROGRAMS AND SERVICES Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 Ontario Education excellence for all Ontario

More information

Reading Street and English Language Learners

Reading Street and English Language Learners Reading Street and English Language Learners How do you identify English language proficiency levels on Reading Street? How do English language learners (ELLs) differ from other learners? ELLs have varying

More information

Table of Contents. What is STEP?... 3 The Purpose of STEP... 3 Initial Assessment Ongoing Assessment Background... 4

Table of Contents. What is STEP?... 3 The Purpose of STEP... 3 Initial Assessment Ongoing Assessment Background... 4 Table of Contents Context for STEP What is STEP?... 3 The Purpose of STEP... 3 Initial Assessment Ongoing Assessment Background... 4 2005 Annual Report of the Auditor General of Ontario The ELL Policy

More information

Dublin City Schools Graded Course of Study Grades 9-12 ESL 905/ English Beginner

Dublin City Schools Graded Course of Study Grades 9-12 ESL 905/ English Beginner Overall Secondary Philosophy for English Language Learners Many students who enroll in the Dublin City Schools arrive with diverse levels of English Proficiency. Our English Language Learning program exists

More information

Differentiated Instruction

Differentiated Instruction Differentiated Instruction In any classroom, students will have a range of abilities, needs and interests. Differentiated instruction is any instructional strategy that recognizes and supports individual

More information

EAL Policy Last reviewed September 2016 Next review date July 2017

EAL Policy Last reviewed September 2016 Next review date July 2017 EAL Policy Last reviewed September 2016 Next review date July 2017 POLICY ON EAL (ENGLISH as an ADDITIONAL LANGUAGE) English as an Additional Language is given high priority in St Nicholas School due to

More information

Modifying Curriculum and Instruction

Modifying Curriculum and Instruction Modifying Curriculum and Instruction Purpose of Modification: The purpose of modification is to enable an individual to compensate for intellectual, behavioral, or physical disabi1ities. Modifications

More information

What IS SIOP? SIOP is

What IS SIOP? SIOP is What IS SIOP? SIOP is good teaching PLUS+ purposeful teaching of the language necessary for ELLs to understand content. SIOP Model Components Preparation Building Background Comprehensible Input Strategies

More information

ARABIC AS AN ADDITIONAL LANGUAGE POLICY

ARABIC AS AN ADDITIONAL LANGUAGE POLICY ARABIC AS AN ADDITIONAL LANGUAGE POLICY Page 1 TABLE OF CONTENTS 1. AIM 2. SPEAKING AND LISTENING 3. STRATEGIES 4. TEACHER COLLABORATION Page 2 AIM English is the core language of instruction throughout

More information

STEP. Initial Assessment

STEP. Initial Assessment STEP Initial Assessment Table of Contents STEP Initial Assessment Process 3 Welcoming New Families 4 Reception and Welcome Centres The Welcoming School Roles and Responsibilities Family Interview Student

More information

English Language Arts and Reading Generalist EC 6 Standards. Final

English Language Arts and Reading Generalist EC 6 Standards. Final English Language Arts and Reading Generalist EC 6 Standards Final Texas State Board for Educator Certification Page i ENGLISH LANGUAGE ARTS AND READING GENERALIST EC 6 STANDARDS Standard I. Standard II.

More information

TExES English Language Arts and Reading 4 8 (117) Test at a Glance

TExES English Language Arts and Reading 4 8 (117) Test at a Glance TExES English Language Arts and Reading 4 8 (117) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

More information

Help! My Student Doesn t Speak English. 10 Tips To Help Your English Language Learners Succeed Today

Help! My Student Doesn t Speak English. 10 Tips To Help Your English Language Learners Succeed Today Help! My Student Doesn t Speak English. 10 Tips To Help Your English Language Learners Succeed Today 1. Use your test data. Examine the teacher reports for each student who has been assessed with the Assessing

More information

English Language Proficiency Standards for Precalculus

English Language Proficiency Standards for Precalculus xxviii ENGLISH LANGUAGE PROFICIENCY STANDARDS FOR PRECALCULUS (M) use trigonometric identities such as reciprocal, quotient, Pythagorean, cofunctions, even/odd, and sum and difference identities for cosine

More information

ACCOMMODATIONS AND MODIFICATIONS: A HANDBOOK FOR STAFF. April 2009

ACCOMMODATIONS AND MODIFICATIONS: A HANDBOOK FOR STAFF. April 2009 ACCOMMODATIONS AND MODIFICATIONS: A HANDBOOK FOR STAFF April 2009 April 8, 2009 TABLE OF CONTENTS Introduction Page 2 s and Modifications Page 3 of s Page 4 of Modifications Page 9 1 INTRODUCTION It is

More information

Curriculum Modifications & Adaptations

Curriculum Modifications & Adaptations T O O L S F O R T E A C H E R S 15 Curriculum Modifications & Adaptations There is no recipe for adapting general education curriculum to meet each student s needs. Each teacher, each student, each classroom

More information

COMPLETING THE ONTARIO PROVINCIAL REPORT CARD

COMPLETING THE ONTARIO PROVINCIAL REPORT CARD Information and Technology Services Maplewood Admin Elementary COMPLETING THE ONTARIO PROVINCIAL REPORT CARD Student Achievement is reported to the Ministry through your school s OnSIS submissions. Errors

More information

TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS. Melissa McGavock Director of Bilingual Education

TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS. Melissa McGavock Director of Bilingual Education TOP 10 RESOURCES FOR TEACHERS OF ENGLISH LANGUAGE LEARNERS Melissa McGavock Director of Bilingual Education Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers Making Content Comprehensible

More information

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple

More information

1. All teaching staff are familiar with the Count Me In Guidelines. Yes No Unsure

1. All teaching staff are familiar with the Count Me In Guidelines. Yes No Unsure Printed & Published by Aberdeenshire Council, Law & Administration, Imaging & Printing Services, Telephone 01224 664275 (IPS043885) December 2007 The following checklist is designed to support schools

More information

Study Skills Course overview

Study Skills Course overview Study Skills Course overview GOAL: The purpose of this course is to teach students necessary skills to improve their studying habits and improve their test-taking ability. 1. How is the best way to manage

More information

Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand

Grade 1. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Grade 1 Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teacher Resource Bundle 1 The

More information

TEACHING CREDENTIAL CANDIDATES HOW TO ADAPT LESSONS AND INCREASE VOCABULARY FOR ENGLISH LEARNERS. Abstract

TEACHING CREDENTIAL CANDIDATES HOW TO ADAPT LESSONS AND INCREASE VOCABULARY FOR ENGLISH LEARNERS. Abstract 1 Abstract The purpose of this study was to measure the effectiveness of two instructional activities on teacher credential candidates as they learned how to adapt standards-based content lessons and increase

More information

Timeline Planned Activities Teaching Strategies Assessment Strategies September - Establishing routines - Building independent

Timeline Planned Activities Teaching Strategies Assessment Strategies September - Establishing routines - Building independent TERM ONE: Curriculum Newsletter Subject: Language Arts (English) Grade: 6 Timeline Planned Activities Teaching Strategies Assessment Strategies September - Establishing routines - Modeled reading and writing

More information

WIDA Proficiency Level 1 Entering Assessment

WIDA Proficiency Level 1 Entering Assessment Name: ESL: 1 ( Entering) Butterfly Life CycleDirections: Number the stages and label the pictures of the butterfly cycle using the words from the word bank: butterfly, egg, chrysalis, caterpillar # # #

More information

Models for an Adapted and for a Modified Program

Models for an Adapted and for a Modified Program Models for an Adapted and for a Modified Program Students are assessed to the prescribed learning outcomes Students receive letter grades Adapted Program Instructional practices: Options for: Giving instructions

More information

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP)

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) Research has shown that students acquire a second language in the same way that they acquire the first language. It is an exploratory

More information

Designing Lessons for Diverse Learners by Natalie Olinghouse 2008

Designing Lessons for Diverse Learners by Natalie Olinghouse 2008 Designing Lessons for Diverse Learners by Natalie Olinghouse 2008 Who deserves accommodations? Everyone! Instructional accommodations are not just for students who are struggling. When accommodations are

More information

Developing Standards Aligned IEPs

Developing Standards Aligned IEPs Developing Standards Aligned IEPs February 15, 2011 Webinar Teri Duckett In preparation for the webinar, please read the handout David s Present Levels of Academic Achievement. Pennsylvania Training and

More information

4th Grade MELD Lessons Aligned to CCSS Narrative Writing

4th Grade MELD Lessons Aligned to CCSS Narrative Writing 4th Grade MELD Lessons Aligned to CCSS Narrative Writing Overview Throughout the course of this writing unit you will see strategies used as part of a Culturally Relevant balanced literacy program. You

More information

Course Overview Name of Course: Child Care I Name of Department: Family and Consumer Science

Course Overview Name of Course: Child Care I Name of Department: Family and Consumer Science Course Overview Name of Course: Child Care I Name of Department: Family and Consumer Science The Child Care Career Program This is a three year program designed to give students interested in a career

More information

Program Planning and Assessment for ESL/ELD Learners

Program Planning and Assessment for ESL/ELD Learners Program Planning and Assessment for ESL/ELD Learners Curriculum expectations and assessment criteria established for native speakers of English are not appropriate for students who are learning the language,

More information

READING SPECIALIST STANDARDS

READING SPECIALIST STANDARDS READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental

More information

Ministry of Education. The Ontario Curriculum. English. The Ontario Secondary School Literacy Course (OSSLC), Grade 12

Ministry of Education. The Ontario Curriculum. English. The Ontario Secondary School Literacy Course (OSSLC), Grade 12 Ministry of Education The Ontario Curriculum English The Ontario Secondary School Literacy Course (OSSLC), Grade 12 2003 Contents Introduction....................................................... 3

More information

Individual Education Plan (IEP)

Individual Education Plan (IEP) Individual Education Plan (IEP) THIS IEP CONTAINS AC MOD ALT REASON FOR DEVELOPING THE IEP Student identified as exceptional by IPRC Student not formally identified but requires special education program/services,

More information

Strategies to use When Working with ELL Students

Strategies to use When Working with ELL Students Vocabulary Building Strategies to use When Working with ELL Students Dr. María Torres Director of Diversity and ESOL Ilona Olancin Secondary ELL Curriculum Facilitator Academic Development We require English

More information

Test at a Glance. About this test

Test at a Glance. About this test English to Speakers of Other Languages (0360) Test at a Glance Test Name English to Speakers of Other Languages Test Code 0360 Time 2 hours, with a 30-minute listening section Number of Questions 120,

More information

Language Arts Through ESOL SUNSHINE STATE STANDARDS--FLORIDA for DynEd s LET S GO (Pre-K-3)

Language Arts Through ESOL SUNSHINE STATE STANDARDS--FLORIDA for DynEd s LET S GO (Pre-K-3) Language Arts Through ESOL SUNSHINE STATE STANDARDS--FLORIDA for DynEd s LET S GO (Pre-K-3) General Description: Winner of 13 awards for educational excellence, Let s Go is a multimedia program designed

More information

Individual Education Plan (IEP)

Individual Education Plan (IEP) Individual Education Plan (IEP) THIS IEP CONTAINS AC MOD ALT REASON FOR DEVELOPING THE IEP Student identified as exceptional by IPRC Student not formally identified but requires special education program/services,

More information

Linguistic Accommodations for ELLs Participating in the STAAR Program

Linguistic Accommodations for ELLs Participating in the STAAR Program Linguistic Accommodations for ELLs Participating in the STAAR Program Linguistic accommodations are language supports that decrease the language barrier ELLs experience when learning and demonstrating

More information

Paterson Public Schools Bilingual /ESL Department 133 Ellison Street Paterson, NJ 07505

Paterson Public Schools Bilingual /ESL Department 133 Ellison Street Paterson, NJ 07505 ELEMENTARY BILINGUAL INSTRUCTIONAL SETTING English Language Learners (ELLs) participate in the following programs depending on school population and staffing. These programs, inclusive of the 90 minute

More information

Catering for students with special needs

Catering for students with special needs Catering for students with special needs In preparing students for the assessment tasks, teachers need to be aware of the specific learning needs of individual students in their classes. These could include

More information

A Guide for Educators of English Language Learners

A Guide for Educators of English Language Learners A Guide for Educators of English Language Learners "The struggle for justice does not end when the school bell rings" Table of Contents Section 1: A General Overview of ELL Education K-12 in New York City

More information

Essentials of Human Anatomy and Physiology Marieb 10 th Edition, 2012

Essentials of Human Anatomy and Physiology Marieb 10 th Edition, 2012 Essentials of Human Anatomy and Physiology Marieb 10 th Edition, 2012 To the Texas Science English Language Proficiency Standards Physiology 10e (Marieb) 2012 INTRODUCTION This document demonstrates how

More information

TESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target

TESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the

More information

Creative Ideas: Enhanced to Meet Special Needs of Students

Creative Ideas: Enhanced to Meet Special Needs of Students Creative Ideas: Enhanced to Meet Special Needs of Students INTRODUCTION The Curriculum Center for Family and Consumer Sciences has produced instructional guides for all Family and Consumer Sciences courses.

More information

Program Models. proficiency and content skills. After school tutoring and summer school available

Program Models. proficiency and content skills. After school tutoring and summer school available Holyoke English Language Learners Program Opportunities & Services Program Models ELL students ts participate i t in mixed groupings so they can learn with English-speaking peers. Certified ESL, ELL or

More information

School and classroom structures for comprehensive ELD instruction

School and classroom structures for comprehensive ELD instruction A SCOE Publication, October 2008 Resource School and classroom structures for comprehensive ELD instruction As more and more English learners join our school communities, administrators and classroom teachers

More information

Literacy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English

Literacy Policy. Status: Advisory. Member of Staff responsible: Principal. Associated Policies and documentation: SEND, Teaching of English Literacy Policy Status: Advisory Member of Staff responsible: Principal Associated Policies and documentation: SEND, Teaching of English Implementation Date: September 2014 Review Date: September 2015

More information

DATA COLLECTION PROCEDURES

DATA COLLECTION PROCEDURES DATA COLLECTION PROCEDURES Following are the directions to collect ELL students in the ESL and Bilingual Education. All data collection forms were either consolidated or revised. The forms are enclosed

More information

COURSE SELECTION GUIDELINES FOR ENTERING 9TH GRADE STUDENTS HOW DO I DECIDE WHAT NEEDHAM HIGH SCHOOL LEVELS ARE APPROPRIATE FOR MY CHILD?

COURSE SELECTION GUIDELINES FOR ENTERING 9TH GRADE STUDENTS HOW DO I DECIDE WHAT NEEDHAM HIGH SCHOOL LEVELS ARE APPROPRIATE FOR MY CHILD? COURSE SELECTION GUIDELINES FOR ENTERING 9TH GRADE STUDENTS HOW DO I DECIDE WHAT NEEDHAM HIGH SCHOOL LEVELS ARE APPROPRIATE FOR MY CHILD? All general education courses are based on the Massachusetts State

More information

INDIVIDUAL LANGUAGE LEARNER PLAN (ILLP)

INDIVIDUAL LANGUAGE LEARNER PLAN (ILLP) INDIVIDUAL LANGUAGE LEARNER PLAN (ILLP) Schools with 20 or fewer ELLs within a three grade span (including kindergarten), may provide instruction through the development of Individual Language Learner

More information

Effective Programs for English Language Learners with Interrupted Formal Education

Effective Programs for English Language Learners with Interrupted Formal Education Effective Programs for English Language Learners with Interrupted Formal Education By Olga Tuchman Reproduced with permission of Indiana Department of Education Office of English Language Learning & Migrant

More information

NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM

NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative

More information

TAKU RIVER TLINGIT FIRST NATION LESSONS FOR LANGUAGE ARTS GRADE 4-6

TAKU RIVER TLINGIT FIRST NATION LESSONS FOR LANGUAGE ARTS GRADE 4-6 TAKU RIVER TLINGIT FIRST NATION LESSONS FOR LANGUAGE ARTS GRADE 4-6 In each grade in elementary and secondary school, the Ministry of Education prescribes skills for reading, writing, and oral expression

More information

Modifying the Instruction and Grading ELL Students Shirley Barnés

Modifying the Instruction and Grading ELL Students Shirley Barnés Modifying the Instruction and Grading ELL Students Shirley Barnés Modifying the Instruction and How to grade ELL students are some of those topics that represent a challenge to most teachers and administrators.

More information

Strategies for Teaching English Language Learners

Strategies for Teaching English Language Learners Strategies for Teaching English Language Learners Introduction English Language Learner (ELL) is an umbrella term to describe students for whom English is not the first language. ELLs are not a homogeneous

More information

ESOL Endorsement Program

ESOL Endorsement Program NORTHWEST GEORGIA REGIONAL EDUCATIONAL SERVICE AGENCY ESOL Endorsement Program Methods and Materials NWGA RESA 6/1/2007 Instructor: Lynn Lewis Office: Griffin RESA Conceptual Framework Endorsement and

More information

Policy/Program Memorandum No. 155

Policy/Program Memorandum No. 155 Ministry of Education Policy/Program Date of Issue: January 7, 2013 Effective: Until revoked or modified Subject: Application: DIAGNOSTIC ASSESSMENT IN SUPPORT OF STUDENT LEARNING Directors of Education

More information

Technology for English Language Learners

Technology for English Language Learners Technology for English Language Learners PreK Adult A Multisensory Approach to Learning early literacy and mathematics reading to learn becoming Lifelong learners Grades PreK 5 Support for beginning readers

More information

Writing differentiated plans: An elementary writing example

Writing differentiated plans: An elementary writing example Writing differentiated plans: An elementary writing example Here is an example of an elementary writing lesson plan, followed by possible accommodations to meet student needs. Many of the accommodations

More information

STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8

STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8 STANDARDS FOR Literacy in History/Social Studies Grades 6-8 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the Common

More information

Grade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand

Grade 5. Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Ontario Provincial Curriculum-based Expectations Guideline Walking with Miskwaadesi and Walking with A`nó:wara By Subject/Strand Turtle Island Conservation Ontario Teachers Resource Bundle 1 The Arts 1.1

More information

COURSE OF STUDY OUTLINE BUSINESS GRADE 9/10, BUSINESS, OPEN (BTT10/BTT20)

COURSE OF STUDY OUTLINE BUSINESS GRADE 9/10, BUSINESS, OPEN (BTT10/BTT20) COURSE OF STUDY OUTLINE BUSINESS GRADE 9/10, BUSINESS, OPEN (BTT10/BTT20) 2015 PATHWAYS EDUCATIONAL SERVICES INC. DEPARTMENT: BUSINESS COURSE CODE: BTT10/20 COURSE TITLE: GRADE 9/10 BUSINESS, Open MINISTRY

More information

OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT MIDDLE SCHOOL COURSE OUTLINE

OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT MIDDLE SCHOOL COURSE OUTLINE OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT MIDDLE SCHOOL COURSE OUTLINE Department Course Title Technology Exploring Computers Course Code Abbreviation Computers Expl Grade Level 6 Course

More information

Standards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A

Standards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is

More information

Modifications/Accommodations

Modifications/Accommodations Modifications/Accommodations MODIFICATIONS Imply a change in the type and amount of work expected of the student. A student may be working on a lower level than the other students in the class. In some

More information

Learning Support Policy

Learning Support Policy Learning Support Policy 1 School and student profile Learning support philosophy The ISUtrecht has a personalised approach to learning, and this is achieved through our communicative and proactive staff

More information

Grade Subject Strand Time Grade 4 Language Oral Communication 1 hour 10 minutes

Grade Subject Strand Time Grade 4 Language Oral Communication 1 hour 10 minutes Listen, Let s Figure Out Clogs Together! Grade Subject Strand Time Grade 4 Language Oral Communication 1 hour 10 minutes Brief Description This lesson helps students practice and reflect on their oral

More information

Learner Accommodations and Instructional Modifications in the Mathematics Classroom for Students with Learning Disabilities

Learner Accommodations and Instructional Modifications in the Mathematics Classroom for Students with Learning Disabilities Learner Accommodations and Instructional Modifications in the Mathematics Classroom for s with Learning Disabilities The Learner Accommodations and Instructional Modifications Charts presented in this

More information

Program Overview. This guide discusses Language Central for Math s program components, instructional design, and lesson features.

Program Overview. This guide discusses Language Central for Math s program components, instructional design, and lesson features. Program Overview Introduction This guide discusses Language Central for Math s program components, instructional design, and lesson features. What is Language Central for Math? Program Components Language

More information

Bilingual Education: English Language Learners Secondary Reading/LA Instruction

Bilingual Education: English Language Learners Secondary Reading/LA Instruction POINTS TO BE EARNED: 120 MPP PART I PLANNING DESCRIPTION: Write a brief description of content and intent of component. This component will enable the participants to identify processes and the techniques

More information

Grade-Level Meetings. Passports due: May 4, 2007

Grade-Level Meetings. Passports due: May 4, 2007 Grade-Level Meetings May 4, 2007 Grade-Level Meetings (36 Hours) Definition: Grade Levels meet approximately twice a month Grade Level Meeting facilitated by the OCR literacy coach or content expert during

More information

Guide for Accommodations, Special Provisions, Deferrals and Exemptions

Guide for Accommodations, Special Provisions, Deferrals and Exemptions Ontario Secondary School Literacy Test April 2009 Guide for Accommodations, Special Provisions, Deferrals and Exemptions Support for Students with Special Education Needs and English Language Learners

More information

Zip Zoom English With professional development from Scholastic RED Aligns to Criteria for Title III English Language Acquisition

Zip Zoom English With professional development from Scholastic RED Aligns to Criteria for Title III English Language Acquisition Zip Zoom English With professional development from Scholastic RED Aligns to Criteria for Title III English Language Acquisition The purpose of Title III English Language Acquisition (ELA) is to ensure

More information

FLORIDA TEACHER STANDARDS for ESOL ENDORSEMENT 2010

FLORIDA TEACHER STANDARDS for ESOL ENDORSEMENT 2010 FLORIDA TEACHER STANDARDS for ESOL ENDORSEMENT 2010 Domain 1: Culture (Cross-Cultural Communications) Standard 1: Culture as a Factor in ELLs Learning Teachers will know and apply understanding of theories

More information

Criteria for Evaluating Instructional Materials in Science, Kindergarten Through Grade Eight

Criteria for Evaluating Instructional Materials in Science, Kindergarten Through Grade Eight Criteria for Evaluating Instructional Materials in Science, Kindergarten Through Grade Eight Instructional materials are adopted by the state for the purpose of helping teachers present the content set

More information

BILINGUAL/ESL EDUCATION PROGRAM

BILINGUAL/ESL EDUCATION PROGRAM GOOSE CREEK CONSOLIDATED INDEPENDENT SCHOOL DISTRICT BILINGUAL/ESL EDUCATION PROGRAM PK 12th Unity through Language Mission Statement The mission of the Goose Creek CISD Bilingual/ESL Education Program

More information

Worksheets for The BC Performance Standards

Worksheets for The BC Performance Standards Worksheets for The BC Performance Standards The BC performance standards describe the professional judgments of a significant number of BC educators about the standards and expectations for the following

More information

New Jersey Department of Education. Partnership for Assessment of Readiness for College and Careers (PARCC) Revised December 2014

New Jersey Department of Education. Partnership for Assessment of Readiness for College and Careers (PARCC) Revised December 2014 New Jersey Department of Education Partnership for Assessment of Readiness for College and Careers (PARCC) Testing Accommodations for English Learners (EL) Revised December 2014 Overview Accommodations

More information

Accommodations and Modifications for Students with Disabilities What? When? How?

Accommodations and Modifications for Students with Disabilities What? When? How? Accommodations and Modifications for Students with Disabilities What? When? How? Lakshmi Mahadevan, Ph.D. Rick Peterson, Ph.D., LMFT, CFLE Copyright Notice The materials are copyrighted and trademarked

More information

Syllabus. Course: Strategies for Teaching English Language Learners Presenter: David Noyes. Course Overview

Syllabus. Course: Strategies for Teaching English Language Learners Presenter: David Noyes. Course Overview Syllabus Course: Strategies for Teaching English Language Learners Presenter: David Noyes Course Overview In this highly informative and pragmatic course, David Noyes, a coach in English language development

More information

Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP)

Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) 2012 2013 What is a District Curriculum Accommodation Plan? Massachusetts General Laws require the adoption and implementation

More information

Language Development and Learning: Strategies for supporting pupils learning through English as an additional language (Secondary)

Language Development and Learning: Strategies for supporting pupils learning through English as an additional language (Secondary) 12 CHECKLIST FOR PLANNING 1. Do the bilingual pupils understand the learning intention? 2. Do I know their prior knowledge of this topic? 3. Do I know what English language skills they have and need to

More information

ELL Considerations for Common Core-Aligned Tasks in English Language Arts

ELL Considerations for Common Core-Aligned Tasks in English Language Arts ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical

More information

ESL I English as a Second Language I Curriculum

ESL I English as a Second Language I Curriculum ESL I English as a Second Language I Curriculum ESL Curriculum alignment with NJ English Language Proficiency Standards (Incorporating NJCCCS and WIDA Standards) Revised November, 2011 The ESL program

More information

Listening Speaking Reading Writing

Listening Speaking Reading Writing Advanced CB 21 A One level Assess descriptions and narrations of factual and technical materials. Discriminate for accurate information while taking notes of a complex discourse. Assess the essential message

More information

English as an Additional Language (EAL) Policy Whole School: Senior School/Junior School: EYFS, KS1 and KS2

English as an Additional Language (EAL) Policy Whole School: Senior School/Junior School: EYFS, KS1 and KS2 1 Introduction- Fundamental Principles 1.1 In our school the teaching and learning, achievements, attitudes and well-being of all our students are important. We encourage all our students to achieve the

More information

LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE

LOS ANGELES UNIFIED SCHOOL DISTRICT REFERENCE GUIDE TITLE: NUMBER: ISSUER: Placement of Matriculating English Learners in Middle School and High School ELD (ESL/SH English) Curriculum REF-55 DATE: June 3, 200 Mary Campbell, Administrator Language Acquisition

More information

I. School- Wide DL Components

I. School- Wide DL Components AISD Guidelines for Implementation of the Gómez and Gómez Dual Language Enrichment Model These PK 5 guidelines are designed to promote fidelity in the implementation of the Gómez and Gómez Dual Language

More information

BUILDING CURRICULUM ACCOMMODATION PLAN

BUILDING CURRICULUM ACCOMMODATION PLAN BUILDING CURRICULUM ACCOMMODATION PLAN 2014-2015 ERIC STARK, PRINCIPAL KATE PERETZ, ASSISTANT PRINCIPAL Alone we can do so little; together we can do so much. Helen Keller FRANKLIN PUBLIC SCHOOLS VISION

More information

How To Use the Checklist for Evaluating Learning Materials

How To Use the Checklist for Evaluating Learning Materials This document contains both information and form fields. To read information, use the Down Arrow from a form field. Ontario Adult Literacy Curriculum Framework How To Use the Checklist for Evaluating Learning

More information

ReadyGEN Grade 4, 2016

ReadyGEN Grade 4, 2016 A Correlation of Grade 4, To the Introduction This document demonstrates how, meets the College and Career Ready. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade,

More information

Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure

Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Prepared for the New Mexico Public Education Department Educator Quality Division http://www.ped.state.nm.us/

More information

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Turn and Talk Procedures and Routines

Turn and Talk Procedures and Routines Turn and Talk Procedures and Routines PLAN Language is a childʼs most powerful learning tool. Language is a child s most powerful learning tool. Within all of the instructional contexts that are part of

More information

Graphic Organizers: clustering (please see attachment); senses worksheet (please see attachment)

Graphic Organizers: clustering (please see attachment); senses worksheet (please see attachment) Curriculum Middle School Multi-sensory Writing Grade Level: 8 th grade Language Arts English Proficiency Level: Early Advanced Objective: The aim of this lesson is for English learners as well as other

More information