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TRANSCRIPT
ENGLISH FOR SPEAKERS OF OTHER LANGUAGES
(ESOL) PROGRAM
Grades K - 12
Pleasant Valley School DistrictBrodheadsville, Pennsylvania 18322
Revised 2/2013
TABLE OF CONTENTSPhilosophy of ESOL Program.........................................................2
Preface............................................................................................3-4
Entrance Procedures......................................................................5-6
Home Language Survey.................................................................7
Parent Entry Letter........................................................................9
W-APT Placement Scores...............................................................10
Procedures for Reporting ESOL Progress......................................11
WIDA Can-Do Descriptors..............................................................12-20
Student Performance Outcomes....................................................21
Beginner Level Performance Outcomes.........................................22
Intermediate Level Performance Outcomes...................................30
Advanced Level Performance Outcomes........................................38
Criteria Necessary to Exit ESOL Program.....................................43
Post-Exit Monitoring Program.......................................................45
Parent Exit Letter...........................................................................46
Post-Exit Monitoring Forms...........................................................47
Parent Re-Entry Letter...................................................................54
Letter From ESOL Student............................................................55
TESOL Standards...........................................................................56
Accommodations for ESOL Students.............................................61
Alternate Assessments for ESOL....................................................63
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PHILOSOPHY OF ESOL PROGRAM
The Pleasant Valley School District provides an ESOL instructional
program that promotes the natural abilities of all children to acquire
language. It is characterized by creative teaching strategies, which both
inspire and challenge students.
The district values the knowledge, culture, and language that each
student brings to school. It provides experiences that relate the student's
foundation of prior learning to the acquisition of English making the
transition into the new culture a comfortable one.
Second language instruction incorporates the skills of listening,
speaking, reading, and writing. All modalities of cognitive and learning
styles are included to make instruction relevant and comprehensible.
Language instruction strives to accommodate individual
proficiencies by presenting learning activities at the appropriate level of
difficulty. ESOL instruction varies in scope and incorporates content
areas into all lessons.
ESOL teachers create an atmosphere of acceptance and support for
the language learner. Positive attitudes and approaches to instruction
are such that students will find a freedom to experiment with language
and not be afraid to make mistakes.
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PREFACE
This curriculum is designed to be used in all grades K - 12.
Through this curriculum, our students will attain linguistic competence as
well as develop critical thinking and problem solving strategies.
Research into second language acquisition shows that learners go
through stages of second language acquisition. The instructional
objectives stated in the ESOL curriculum take these varying stages into
consideration. Objectives have been designed to be more linguistically
and cognitively challenging as the students advance in their levels of
proficiency.
The curriculum follows a pattern that comprehension precedes
language production, placing a great deal of emphasis on listening skills
and comprehensible input by the instructor. Audiovisual aids, body
language, and realistic settings are encouraged in order to make
language understandable by the students. As long as the students
understand language through context, the teacher can use language
constructions not yet acquired to help the learners advance to the next
level of acquisition.
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Reading and writing skills are integrated into the curriculum. They
are introduced at the appropriate time of development based on the
learner's level of proficiency. Reading materials are selected according
to the student's readiness. Writing activities are taught using a whole
language approach. Oral discussion, brainstorming, and group-writing
projects are commonly used at pre-writing levels.
This curriculum has been developed thematically. It is not textbook
driven, but utilizes a variety of materials, both commercially produced
and teacher generated, to achieve the desired outcome. Organization of
the curriculum, based on the WIDA™ (World-Class Instructional Design
and Assessment) Consortium Model, is as follows:
ENTERING, Level1 - students will match oral language to classroom and everyday objects;point to stated pictures in context;Respond non-verbally to oral commands or statements (e.g., through physical movement).
EMERGING, Level 2 - students will match pictures, objects or movements to oral descriptions;follow one-step oral directions (e.g., “stand up”; “sit down”).DEVELOPING, Level 3 - students will follow two-step oral directions, one
step at a time; draw pictures inresponse to oral instructions; respond non-verbally to confirm
or deny facts.
EXPANDING, Level 4 -students will follow oral directions and compare with visual or nonverbal models (e.g., “Draw a circle under the line.”); distinguish
between what happens first and next in oral activities or readings;role play responses.
BRIDGING, Level 5 - students will arrange objects or pictures according
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to descriptive oraldiscourse; identify pictures/realia associated with grade-level academic
concepts from oral descriptions.REACHING, Level 6 - students will read, write, speak and listen at grade-
level proficiency.
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ENTRANCE PROCEDURES
The Civil Rights Act of 1964, Title VI, Language Minority
Compliance Procedures, requires school districts/charter schools to
identify limited English proficient students (language minority students).
The Pennsylvania Department of Education has selected the Home
Language Survey (HLS) as the tool to identify limited English proficient
students. The purpose of this survey is to determine a primary or home
language other than English (PHLOTE). Schools have a responsibility
under federal law to serve students who are limited English proficient
and need ESOL instruction in order to be successful in academic
subjects. Given this responsibility, school districts/charter schools have
the right to ask for the information they need to identify these
students. The HLS must be given to all students enrolled in the school
district/charter school. The HLS is given one time and remains in
the student's permanent record file through the student's graduation.
Student placement into an ESOL program must be based on the results of
the Home Language Survey, the WIDA ACCESS Placement Test (W-APT),
and consideration of multiple criteria.
From the HLS, LEAs identify students with a primary home language
other than English (PHLOTEs). From the PHLOTE list, LEAs implement a
process to identify students who are in need of English language
instruction programs. Based on further information and the use of
multiple criteria, a PHLOTE student may beformally assessed for English
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language proficiency (using the W-APT) for possible placement in an
English language instructional program or
exempted from a formal English language proficiency assessment.
The W-APT test assesses the student's ability to perform using listening,
speaking, reading, and writing skills. The resulting test score show the
student to be in one of the aforementioned six levels of English
proficiency.
If the student does not meet or exceed the cut-off score on the W-
APT, the parent is notified in writing of the student's entrance into the
ESOL program. The letter must be signed by the parent and returned to
school. It is then kept on file in the student's permanent record.
ESOL programs are mandated by the Pennsylvania Department of
Education; therefore, a parent may not seek to have his or her child
excused from a district’s ESOL program unless the instruction conflicts
with the family’s religious belief.
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HOME LANGUAGE SURVEY
The Office of Civil Rights (OCR) requires that school districts/charter schools/full day AVTS identify limited English proficient (LEP) students in order to provide appropriate language instructional programs for them. Pennsylvania has selected the Home Language Survey as the method for the identification.
School District: Pleasant Valley School District Date:School:Student’s Name: Grade:
1. What is/was the student’s first language? __________________________
2. Does the student speak a language(s) other than English?(Do not include languages learned in school.)
Yes No
If yes, specify the language(s): ____________________________________
3. What language(s) is/are spoken in your home? ______________________
4. Has the student attended any United States school in any 3 years during his/her lifetime?
Yes No
If yes, complete the following:Name of School State Dates Attended
______________________ _____________ __________________
______________________ _____________ __________________
______________________ _____________ __________________
Person completing this form (if other than parent/guardian):
Parent/Guardian signature:
*The school district/charter school/full day AVTS has the responsibility under the federal law to serve students who are limited English proficient and need English instructional services. Given this responsibility, the school district/charter school/full day AVTS has the right to ask for the information it needs to identify English Language Learners (ELLs). As part of the responsibility to locate and identify ELLs, the school district/charter school/full day AVTS may conduct screenings or ask for related information about students who are already enrolled in the school as well as from students who enroll in the school district/charter school/full day AVTS in the future.
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English For Speakers of Other Languages Pleasant Valley School District
Brodheadsville, PA 18322
Date: ___________________________________
Student's Name: __________________________
Dear Parents (Guardians):
The Pleasant Valley School District welcomes you and your child to our school family. The administrators, faculty and staff value the culture, language and traditions that your child brings to our school.
Your child was recently screened and tested based on information from the Home Language Survey which you completed at registration. The test results indicated that your child is eligible for enrollment in the state mandated English for Speakers of Other Languages (ESOL) Program.
The ESOL Program is not a bilingual program. The students are immersed in a totally English-based language curriculum. The ESOL program specialist will meet with your child one period every day, focusing on listening, speaking, reading and writing skills, aimed at improving his/her vocabulary, grammar and language proficiency.
Your child will remain in the program until further testing indicates that ESOL services are no longer needed. (Additional state information can be found on the back of this paper.)
If you have any questions and or/concerns about the ESOL program please do not hesitate to contact the ESOL program specialist at the school. Your child's success is very important to us and we will do everything we can to maximize your child's potential. Please sign and return the bottom portion of this letter as soon as Possible. Thank you.
Sincerely,
ESOL Program Specialist
Date: ________________________________________Student's Name: _______________________________
My signature verifies that I have read and understand that my child will be enrolled in the ESOL Program and will remain there until future English language proficiency assessments indicate that he/she has attained the state mandated level of proficiency required to exit the program.
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Parent's Signature: ___________________________
W-APT SCORES DETERMINE ESOL PLACEMENT
Kindergarten
When using the W-APT for identification and/or placement of
kindergarten students, a raw score for listening and speaking of 15 or
higher meets the minimum requirement for a student to be exempted
from an English language instructional program. Scores of 14 and below
are an indicator that a student is in need of English language instruction.
In either case, additional criteria must inform the
identification/placement decision. (See below).
Grades 1-12
When using the W-APT for identification and/or placement, a composite
proficiency score of 4.6 or higher meets the minimum requirement for a
student to be exempted from an English language instructional program.
Scores of 4.5 and below are an indicator that a student is in need of an
English language instructional program. In either case, additional criteria
must inform the identification/placement decision. The additional criteria
must include current or previous grades and performance on state
assessments and LEA assessments (formative and/or summative).
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PROCEDURES FOR REPORTING ESOL PROGRESS
At the end of each marking period, the ESOL Program specialist
and the classroom teacherin Grades K-4 will collaborate to determine and
ensure that the student is making adequate progress in language-related
academic areas to be reported on the regular report card distributed by
the classroom teacher.
This is done so that the student will not receive an unsatisfactory
mark during the time in which he/she is acquiring the necessary language
skillsto bring about success in the academic categories.
Marks include: (4.) exceeds expectations, (3.) meets expectations, (2.)
making adequate progress towards expectations, and (1.) insufficient
progress towards expectations.
At the end of each marking period in Grades 5-12, students will
receive an ESOL grade on the report cards which reflects their
performancein the content area of ESOL English/language arts class.
1111
1212
1313
1414
1515
1616
1717
1818
1919
2020
2121
2222
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STUDENT PERFORMANCE OUTCOMES
Students will demonstrate the following skills:
A. LISTENING COMPREHENSION
To identify functional vocabulary and to develop listening comprehension skills which include the ability to follow directions; understand basic structures, expressions, and vocabulary; understand and respond to oral questions; and match spoken words and descriptions to pictures.
B. ORAL PRODUCTION
To use correct pronunciation, stress, and intonation, to accurately produce functional vocabulary; to develop oral skills; to greet and identify people; to ask for and give information, to ask for and give directions, to express opinions; and to express personal situations.
C. READING
To develop basic reading skills which include visual perception; sequential order, identification of alphabet letters and the sounds they represent; left to right progression; identification of rhyming words; acquisition of comprehension skills; and development of critical thinking skills.
D. WRITING
To develop basic writing skills that include following directions; preparing for standardized test formats; tracing and writing letters and numbers; left to right progression; writing own names; writing own words and sentences; illustrating sentences and stories; creating own books.
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BEGINNER LEVEL
PERFORMANCE OUTCOME #1: Use basic language to function in school and community
Proficiencies I: Give personal information and greetingsActivities
A. Use verb "to be" in present tense (am, is, are).
B. Answer yes/no questions.C. Introduce pronouns (personal, possessive).D. Use "what, where, who, how old?"E. Hello/Good morning; Goodbye/Good night.F. Left to right progression.G. Top to bottom order.H. Writing own name.I. Numbers 1-10.J. Introduce letter names and sounds.K. Introduce colors and color words.
A. Model self-introductions.
B. Role-play.C. TPR strategies.D. Name tags.E. Numeral flash cards.F. Songs.G. Chants.H. Fingerplays.I. Games.
Proficiencies II: Follow directions/commands Activities
A. Respond to "stand up, sit down, raise your hand, go to, cut, write, copy, come here".
B. Use location words (up, down, left, right, here, there).
C. Use prepositions of place (in, on, to, from, behind, between, above, below).
D. Demonstrative adjectives.E. Minimal pairs.
A. TPR strategies.B. Games.C. Chants.D. Role-play.E. Collect or draw
pictures to illustrate vocabulary.
F. Songs.G. Dictations.H. Word cards.
Proficiencies III: Ask for/give information and directionsActivities
A. Use "can/can't".B. Use "to have" (present tense).C. Use regular plurals.D. Use "to be" (past/future tenses).E. Follow sequence.F. Copy/write sentences.G. Use words to describe quantity.H. Describe family relationships.
A. Model objectives.B. Role-play.C. Make a map.D. Play guessing games.E. Describe locations.F. Take a school tour.G. Follow directions to
complete pictures.
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I. Identify shapes, colors.J. Name days of the week; months of the year.K. Use location words.Proficiencies IV: Communicate basic needs Activities
A. Use "I want, I need, I like".B. Use "May I...?".C. Use "Yes, I do/No, I don't".
A. Model the language.B. Show and Tell.C. Create dialogues.D. Chain drill games.E. Interviews.F. Create self-books
about likes and dislikes.
PERFORMANCE OUTCOME #2: Use basic classroom vocabulary and demonstrate appropriate school behavior
Proficiencies I: Identify school surroundings/personnelUsing appropriate vocabulary
Activities
A. Identify classroom objects.B. Identify personnel and their jobs.C. Describe locations in school.D. Use directional vocabulary.
A. Take a school tour.B. Draw a floor plan of
the classroom/school.C. Invite school
personnel to introduce themselves.
D. Role-play school personnel doing their work.
E. Take photographs around school.
Proficiencies II: Behave in accordance with school/Classroom rules Activities
A. Use "must not/should not/will not".B. Determine cause/effect.C. Use "or" to show consequences.
A. Demonstrate, illustrate, and play act class rules.
B. Brainstorm acceptable/unacceptable rules.
C. Develop reward system.
D. Define class helpers.
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PERFORMANCE OUTCOME #3: Use vocabulary related to the body and health
Proficiencies I: Identify and name parts of the body Activities
A. Use possessives.B. Use question words.C. Identify physical discomfort.D. Read vocabulary of body parts.E. Label body parts.F. Identify 5 senses.G. Describe activities related to body parts
(combing hair, brushing teeth, getting dressed, bathing, washing face and hands).
A. Sing songs.B. Create shape people.C. Skeleton puzzles.D. Paper dolls.E. "Simon-Says" game.F. TPR strategies.G. Drawing people.H. Assemble paper
skeleton.
Proficiencies II: Describe personal characteristicsand preferences Activities
A. Identify "how much?/how many?".B. Compare characteristics.C. Create family trees.D. Chart height/weight.
A. Describe mirror image.
B. Play "I want to be...." game.
C. List and role-play hobbies.
D. Take polls.E. Create a bulletin
board of preferences.F. Match people with
descriptions.G. Draw self-portraits.
Proficiencies III: Describe and illustrate good healthand hygiene practices Activities
A. Use personal pronouns.B. Use verbs "to have, to feel".C. Use vocabulary words "pain, ache".D. Discuss good health practices.E. Discuss good nutrition.
A. Illustrate the food pyramid.
B. Role-play describing symptoms of an illness to a medical professional.
C. Invite health professionals to describe their work.
D. Make booklets of good and poor hygiene
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practices.E. List common
childhood illnesses and discuss.
F. Send a get well card to someone.
G. Discuss medicine bottle labels and warnings.
H. Cut out pictures from magazines and categorize.
Proficiencies IV: Recognize appropriate clothing for Individual seasons Activities
A. Discuss weather-related clothing.B. Use vocabulary to describe types of
clothing.C. Indicate inappropriate dressing practices.
A. Dress paper dolls.B. Cut out pictures and
categorize according to seasons.
C. Discuss types of clothing considered appropriate for various occasions.
D. Bring in samples of clothing to display.
E. Design articles of clothing for individual seasons.
PERFORMANCE OUTCOME #4: Use basic vocabulary to discuss home and community
Proficiencies I: Identify and describe family members and relationships Activities
A. Use possessive nouns/pronouns.B. Use terms of affection.C. Use formal/informal language.D. Use "do/does" questions/answers.E. Use "have/has" questions/answers.
A. Describe activities between family members.
B. List titles of family members.
C. Draw a family portrait.D. Discuss family
relationships.E. Copy/write stories
about family.
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F. Write friendly letters to family members.
G. Create a family tree (multigenerational).
Proficiencies II: Name and describe rooms, furnishings,and activities in the home Activities
A. Use prepositions of place (next to, beside, under, behind).
B. Use "larger than/smaller than".C. Use vocabulary to name furnishings.
A. Name rooms in the house.
B. Draw a floor plan.C. Describe furnishings in
each room.D. Through cooperative
learning, cut out pictures from magazines and design a room.
E. Tell about activities performed in each room.
F. Copy/write story about favorite room.
G. Compare homes to types of home in various parts of the world.
Proficiencies III: Identify and describe community places,Activities, and occupations Activities
A. Use contractions (where's, what's, they're).B. Use prepositions of place.C. Name community workers.D. Tell jobs of each worker.E. Read from/make maps.
A. Name and describe places in the community.
B. Name/write jobs.C. Draw pictures of
workers.D. Match pictures of
workers with work places.
E. Write a shared story about the community.
F. View a filmstrip/video about places in the community.
G. Role-play jobs.H. Make a map of the
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school neighborhood.
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PERFORMANCE OUTCOME #5: Use basic language to describe daily activities
Proficiencies I: Describe before and after school activities Activities
A. Use simple past/past progressive tense.B. Use "what, where, when?" questions.C. Sentence writing/reading.D. Chart making.
A. Engage in storytelling about student's activities before or after school.
B. Chart activities before/after school.
C. TPR comprehension game.
D. Sequence before/after school activities.
E. Illustrate activities.
Proficiencies II: Describe school routines and calendarActivities
A. Use contractions (it's, how's, what's).B. Use newspapers.C. Read and write vocabulary related to
school/community.D. Discuss holidays.E. Review shapes.F. Make a graph.G. Make a calendar.
A. Make a classroom map.B. Identify classroom
furnishings.C. Use TPR strategies to
direct commands.D. Role-play cafeteria
activities.E. Illustrate appropriate
behaviors in the auditorium and library.
F. Name/label parts of the calendar.
G. Make a monthly calendar.
H. Discuss weather conditions.
I. Match holiday illustrations to holiday words.
J. Identify shapes in the classroom.
K. Use a newspaper to interpret weather symbols (work cooperatively).
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Proficiencies III: Relate weekend activities Activities
A. Use past tense.B. Use wh-questions.C. Use "going to" for future tense.
A. Cut out pictures from magazines to illustrate weekend activities.
B. Graph students' leisure activities.
C. Make a language experience chart.
D. Copy/write a paragraph describing activity.
Proficiencies IV: Tell time to the hour, half hour, andquarter hour Activities
A. Use past and present tense.B. Use prepositions of time.C. Use abbreviations of time (AM/PM).D. Distinguish between analog and digital time.E. Sequencing.
A. Make and use demonstration clocks.
B. Sequence pictures to indicate time.
C. Write time in analog and digital fashion.
PERFORMANCE OUTCOME #6: Use basic language to discuss occupations and leisure activities
Proficiencies I: Identify common occupations Activities
A. Use "going to" in present tense form.B. Use "going to" in future tense form.C. Use habitual present tense.D. Use "like" plus infinitive.
A. Make a collage of people at their jobs; label each occupation.
B. Role-play interaction using various occupations.
C. Make a chart of favorite jobs.
Proficiencies II: Identify leisure activities Activities
A. Use comparatives and superlatives.B. Describe ongoing actions in the past.
A. Discuss pictures of people at leisure.
B. Make a bulletin board of people at leisure activities; label.
C. Conduct a show and tell presentation.
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Proficiencies III: Describe apparel and equipment usedin leisure activities Activities
A. Use "it's".B. Use plurals.C. Discuss cause and effect.
A. Bring in objects or pictures of equipment.
B. Have students identify and describe use of objects.
C. Discuss health and safety concerns.
PERFORMANCE OUTCOME #7: Use basic language to describe features in nature
Proficiencies I: Identify the four seasons and weatherpatterns Activities
A. Use "it's".B. Use "__ly" adverbs.C. Use "__y" adjectives.D. Develop graph-reading skills.
A. Present pictures of seasons and model language.
B. Collect pictures of landscapes and classify by seasons.
C. Use a thermometer to chart temperature changes.
D. Chart precipitation changes.
Proficiencies II: Identify animals and their environmentActivities
A. Use "used to...".B. Differentiate between real and imaginary.
A. Read stories about animals.
B. Take a trip to a farm or a zoo.
C. Discuss issues of animal care.
D. Make a bulletin board of animals.
E. Label a map to show native animal habitats.
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INTERMEDIATE LEVEL
PERFORMANCE OUTCOME #1: Respond to personal information questions
Proficiencies I: Describe and generalize about familyRelationships Activities
A. Use "when" clauses.B. Use prepositions of time.C. Use interrogative form.D. Use "ago".E. Sequence information in paragraphs.F. Inferencing.G. Predicting.
A. Peer interviews about family.
B. Construct a family collage and write a descriptive paragraph.
C. Analyze family relationships in comic strips.
D. Infer family relationships from pictures.
Proficiencies II: Relate past personal experiences Activities
A. Use past tense forms.B. Use "could/couldn't".C. Compare/contrast.D. Creative writing.E. Sequencing.F. Use a time line.
A. Write an autobiographical sketch.
B. Write a composition about a family member.
C. Play "20 Questions".D. Engage in free
dialogues.
PERFORMANCE OUTCOME #2: Describe and discuss allocation of personal time
Proficiencies I: Establish priorities Activities
A. Use adverbs of frequency and sequence.B. Use progressive tense.C. Use time expressions.D. Use "could/couldn't, can/can't, have to/had
to".
A. List and categorize daily activities.
B. Chart activities by priority.
C. Write a paragraph about your priorities and defend your ideas.
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Proficiencies II: Plan and implement a personal scheduleActivities
A. Use "going + infinitive".B. Use "could/couldn't".C. Use present and future tenses.
A. Keep a daily log of activities for a week.
B. Develop a personal schedule.
C. Compare and contrast different schedules.
PERFORMANCE OUTCOME #3: Determine roles and functions within the school community
Proficiencies I: Compare and contrast the various rolesand functions of school personnel Activities
A. Use interrogative form.B. Use comparative and superlative adjectives.C. Use object pronouns.
A. Role-play the jobs of school personnel.
B. Formulate a questionnaire.
C. Create dialogues.D. Discuss reasons for
various roles and functions.
E. Prepare suggestions for school improvement.
PERFORMANCE OUTCOME #4: Examine the role of students within the school community
Proficiencies I: Express and interpret student obligationpertaining to a school routine
Activities
A. Use third-person present tense.B. Use present progressive tense.C. Use present perfect tense.
A. Assign classroom helpers.
B. Form cooperative groups to identify obligations.
C. Develop a True/False listening activity pertaining to students' understanding of school routines.
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D. Develop a class reward policy to address matters of concern.
E. Design a job chart.F. Play a game to
highlight class responsibilities.
G. Develop a student rules handbook.
Proficiencies II: Relate personal ability and interest toExtra curricular activities Activities
A. Use sequential order in paragraphs.B. Develop main idea within a paragraph.C. Use cooperative learning strategies.
A. Have group discussions about individual interests.
B. Use graphic organizers to record students' interests or abilities.
C. Write a composition about an interest or special ability.
D. Invite a guest speaker to tell students about available activities.
E. Select books from the school library based on special interests.
PERFORMANCE OUTCOME #5: Discuss health issues
Proficiencies I: Determine factors that contribute to andMaintain good health Activities
A. Use reflexive pronouns.B. Use present tense.C. Use future tense.D. Use present progressive tense.
A. Brainstorm information about nutrition and good health.
B. Create a food pyramid.
C. Make a collage of nutritious foods.
D. Make a booklet showing healthful
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activities.E. Discuss labels on food
packages.
Proficiencies II: Develop a plan for maintaining goodHealth Activities
A. Use reflexive pronouns.B. Compare and contrast.C. Make inferences.D. Predict outcomes.E. Respond to cloze activities.
A. Keep a log of individual eating habits and leisure activities.
B. Record information from logs onto graph or chart and discuss findings.
C. Work cooperatively to determine what constitutes a healthful life-style.
D. Keep group logs to track changes in life-styles.
E. Cut out pictures from magazines and newspapers.
F. Invite physical education teacher to speak to the class.
G. Invite the school nurse to speak to the class.
PERFORMANCE OUTCOME #6: Discuss safety rules
Proficiencies I: Demonstrate and apply knowledge of safetyRules in school and other environments Activities
A. Use future tense.B. Use past tense.
A. Review and practice procedures for fire drills.
B. Illustrate safe and unsafe scenes and actions.
C. Plan and take a field trip around the community and
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discuss safety at each location.
D. Write a skit about safety.
E. Create a comic strip with conversation bubbles.
F. Role-play calling "911" for help.
PERFORMANCE OUTCOME #7: Discuss safety rules
Proficiencies I: Identify public buildings, communityAgencies and services provided
Activities
A. Model request modalities ("would like" + infinitive).
B. Map reading.C. Letter writing.D. Summarizing.
A. List public buildings.B. Have students collect,
discuss, and display pictures of people who provide community services.
C. Work cooperatively to write a letter requesting information from a public agency.
D. Create charts to summarize practical information gathered.
E. Develop a reference center of community resources and services.
F. Invite guest speakers to tell about their services.
PERFORMANCE OUTCOME #8: Tell time in analog and digital forms
Proficiencies I: Solve problems involving time Activities
A. Chain drills.B. Use present, past, and future tenses.C. Sequencing.
A. Match time on a clock to written sentences.
B. Read and note time to
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D. Predicting outcomes.E. Math skills.
the quarter hour and five-minute intervals.
C. Estimate length of time needed to complete a task.
D. Solve word problems.
Proficiencies II: Use appropriate verb tenses to conveytime-related activities Activities
A. Use present, past, and future tenses.B. Sequencing.C. Predicting.D. Cloze activities.
A. Select correct verb tense in written activity.
B. Rewrite story changing verb tenses.
C. Create demonstration clocks.
D. Create time-related dialogues using clocks.
PERFORMANCE OUTCOME #9: Engage in money transactions
Proficiencies I: Use money to make change Activities
A. Use math concepts.B. Use quotation marks.C. Use pictures from magazines, newspapers,
and catalogs.
A. Simulate shopping by using cutout pictures.
B. Use free and fixed dialogues to make purchases.
C. Run a bake sale.D. Select appropriate
responses in conversational sequences.
Proficiencies II: Plan and explain a personal budget Activities
A. Use "how?, how much?, and wh-questions".B. Interpret a graph.C. Predict situations and outcomes.D. Compare and contrast.
A. Brainstorm differences between wants and needs.
B. Develop a spending plan using a specified amount of money.
C. Budget for and plan a party.
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D. Show and interpret budgeted amounts on a graph.
Proficiencies III: Interpret bills of purchase and fillout order forms Activities
A. Determine how many, quantity, size, total, and amount.
B. Discuss shipping and handling charges.C. Discuss and determine tax on purchases.
A. Discuss information necessary to complete an order form.
B. Complete a book order form.
C. Use store receipts to discuss and interpret subtotals, totals, and taxes.
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PERFORMANCE OUTCOME #10: Discuss matters related to travel
Proficiencies I: Plan and explain a personal travelitinerary Activities
A. Use "if" clauses.B. Use present progressive tense.C. Use interrogative forms.D. Use imperative forms.E. Develop dialogues.
A. Ask for and give directions to reach a desired location.
B. Use a map to plan a route.
C. Interpret a travel itinerary.
D. Cooperatively plan a trip and develop a trip itinerary.
E. Determine time estimations for the trip.
F. Contrast the time needed to travel to a location by train and by plane and contrast and discuss advantages/disadvantages of each.
Proficiencies II: Relate leisure time activities to the fourseasons Activities
A. Use "can/can't".B. Compare likes and dislikes.C. Use comparative adjectives.D. Utilize research practices.E. Reporting in writing.F. Recognize and use travel brochures.
A. Brainstorm to compile a list of leisure-time activities that are appropriate to each season.
B. Create a seasonal, leisure-time activity collage.
C. Research travel destinations to seasonal vacation spots.
D. Write a report about research findings.
E. Invite a travel agent to
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speak to the class.
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PERFORMANCE OUTCOME #11: Explore the multicultural variations in holidays, customs, and foods
Proficiencies I: Name and describe multicultural holidaysActivities
A. Use various verb tenses.B. Use past participles.C. Work cooperatively.
A. Brainstorm a list of holidays.
B. Describe ways in which holidays are celebrated in the U.S.
C. Create a multicultural holiday collage.
D. Research the history of holidays to develop a group presentation.
E. Write compositions comparing holiday celebrations in two different countries.
F. View films about different holiday customs.
G. Invite guest speakers to present holiday variations.
H. Read storybooks about various multicultural holidays.
PERFORMANCE OUTCOME #12: Use descriptive language to discuss the weather
Proficiencies I: Explore climate-related terms and weatherconditions Activities
A. Interpret from maps.B. Creative writing techniques.C. Work cooperatively.D. Use regular and irregular verb tenses.E. Use adjectives and adverbs.F. Develop and interpret a graph.
A. Interpret a weather map.B. Record local weather
conditions for a set period of time. Graph and interpret results.
C. Predict weather conditions for a particular region.
D. Listen to, watch, or read a weather report. Create
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your own report on an assigned day.
E. Engage in conversation about weather using correct terminology.
PERFORMANCE OUTCOME #13: Discuss the animal kingdom
Proficiencies I: Describe animals in their natural habitatsActivities
A. Use correct sentence structure.B. Use logical connectors such as "therefore,
however, and because".C. Use reference books.D. Research for a report.E. Work cooperatively.
A. Read and discuss stories about animals in their natural surroundings.
B. Share information about animals from the students' native countries.
C. Take a trip to the zoo. Assign groups to report on various animals.
D. Research endangered species. Give oral reports.
E. View videos about different animals.
F. Read factual stories and fables about animals.
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ADVANCED LEVEL
PERFORMANCE OUTCOME #1: Use appropriate language in social interactions
Proficiencies I: Make inquiries and requests usingappropriate language Activities
A. Use reflexive pronouns.B. Use object pronouns.C. Use present progressive.D. Use a telephone directory.E. Read from a take-out menu.
A. Role-play through free dialogues:1. Telephone for
emergencies.2. Order take-out
food.3. Make
appointments.4. Call for
information.B. Use picture clues to
develop dialogues
Proficiencies II: Use appropriate expressions for a givensituation
Activities
A. Use past progressive tense.B. Use clauses with "when," "if," "while," "since,"
and "because."C. Use adverbs and adverbial phrases.D. Determine cause and effect.E. Identify mood and emotion.F. Sequencing.
A. Role-play the following situations:1.Giving and
receiving congratulations.
2.Giving and receiving expressions of sympathy.
3.Offering and accepting apologies.
4.Sportsmanship scenarios.
5.Acceptable manner of communicating disagreement and demands.
B. Keeps written and illustrated records
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of above situations and develop a group handbook.
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PERFORMANCE OUTCOME #2: Discuss matters contributing to school and community climate
Proficiencies I: Articulate ways to improve school andcommunity environment Activities
A. Use clauses with "because," "so," "when," "while," and "if."
B. Use language of persuasion.C. Make inferences.D. Identify cause and effect.E. Summarize.F. Read and utilize school newsletter and local
newspaper.
A. Brainstorm areas in need of improvement in school and community.
B. Select issues in which students can bring about change.
C. Develop an action plan by setting goals, assigning responsibilities, and setting a time line.
D. Evaluate status of action plan on a regular basis.
Proficiencies II: Examine ways to demonstrate personalresponsibility Activities
A. Use "should" + the present participle.B. Use "ought to" and "have" + the infinitive.C. Contract writing.D. Examine cause and effect.
A. Discuss conflicting demands placed on students (i.e. peer pressure vs. school responsibility).
B. Role-play situations illustrating negative peer pressure while at school.
C. Brainstorm and list possible solutions to handling negative peer pressure.
D. Develop a contract highlighting personal responsibility.
E. Maintain a log of situations in which students have
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demonstrated personal responsibility.
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Proficiencies III: Plan for choices after completeundergraduate schooling Activities
A. Use "should" + the present participle.B. Use "ought to" and "have" + the infinitive.C. Contract writing.D. Examine cause and effect.
A. Complete a vocational aptitude questionnaire.
B. Make visits to local training centers, and colleges with students who are interested in furthering their education.
C. Write letters of invitation to successful community leaders to come and speak to students about career choices.
D. Familiarize students with practical requirements of applying for higher education (applications, interviews, and exams).
PERFORMANCE OUTCOME #3: Discuss the individual's responsibilities to others
Proficiencies I: Identify individual and social valuesActivities
A. Use comparative language adjectives (superlatives).
B. Make oral presentations.C. Summarize.D. Write letters.
A. Discuss materials reflecting culture and cultural values (movies, stories, pictures).
B. Develop a group listing of important values.
C. Give an oral presentation on a living person who
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exemplifies one or more of the values on the list.
D. Write a letter to one person who has been discussed in oral presentations.
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Proficiencies II: Compare individual and social valuesacross cultures Activities
A. Use comparative language.B. Use antonyms.C. Compare and contrast.D. Recite stories.E. Research various cultures.
A. Research the culture of a foreign country and make a collage.
B. Share personal stories of life in native cultures.
C. Compare and contrast cultural variations.
PERFORMANCE OUTCOME #4: Expand knowledge of community resources
Proficiencies I: Obtain information on community resourcesActivities
A. Outline.B. Use verb and object + infinitive.C. Use a telephone directory.D. Interview school personnel.
A. Determine areas of need and interest among students.
B. Invite school personnel to share information about available resources.
C. Assign students to contact community organizations for information about sports leagues, sports clinics, clubs, and support services.
Proficiencies II: Share information about communityservices Activities
A. Give directions.B. Advertise.C. Write invitations.
A. Make a shopping guide to the neighborhood.
B. List names and addresses of stores and what each sells.
C. Create a hometown
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guide to favorite places.
D. Write directions to get to each place in the hometown guide.
E. Photograph locations to incorporate into hometown guides.
F. Write invitations to parents to a meeting and distribute guides. Tell about research completed.
PERFORMANCE OUTCOME #5: Discuss employment opportunities
Proficiencies I: Compile information about employmentOpportunities Activities
A. Use clauses with "before/after" and "when."B. Use "have to" and "has to."C. Recognize career-related idioms.D. Make predictions.E. Categorize.
A. Brainstorm a list of known occupations.
B. Cut out pictures from magazines and newspapers showing various careers.
C. Give oral presentation telling about desired career.
D. Use yellow pages of telephone directory to identify additional occupations.
E. Categorize careers according to skills needed for success.
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CRITERIA TO EXIT THE ESOL PROGRAM
In order to meet the required state exit criteria for Pennsylvania’s English language instructional programs for ELLs, LEAs must use both of the required exit criteria listed below. In addition, LEAs must ensure that students meet one of the two additional exit criteria provided below to exit from an English language instructional program:
Required Exit Criteria:
1.Score of BASIC on the annual Pennsylvania System of School Assessment (PSSA).
SPECIAL CIRCUMSTANCES:
•For students transferring from other states, out-of-state academic achievement assessment results may be considered when the academic proficiency level is comparable to BASIC on the PSSA.
•For students that are in a grade that is not assessed with the PSSA, LEA’s must use each of the remaining criteria listed below to exit students.
2.Scores of 5.0 on a Tier C ACCESS for ELLs assessment (see Items A and B below for cutoff score flexibility)
A.Following the scoring criteria in the table below, the W-APT may be administered between April and June to students who scored below the minimum cutoff for program exit on the January administration of the ACCESS in order to demonstrate sufficient progress to justify exit.
NOTE: The W-APT may ONLY be administered to a student once in any school year.
Grade Level ACCESS Score Required W-APT Scores*1-5 4.6-4.9 5.0 in each domain 6-8 4.7-4.9 5.0 in each domain9-12 4.8-4.9 5.0 in each domain
* A student must score 5.0 in each domain (listening, speaking, reading and writing). A composite proficiency score will not be used.
B.A score of PROFICIENT on the reading PSSA can be used along with all other required criteria outlined in this policy to justify exit for students who achieve a composite proficiency score of 4.5 to 4.9 on the January administration of the ACCESS. In this case, W-APT scores are not
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necessary to demonstrate progress from the time of ACCESS administration to the end of the school year.
Additional Exit Criteria:
1.Final grades of C or better in core subject areas (mathematics, language arts, science and social studies).
2.Scores on district-wide assessments that are comparable to the BASIC performance level on the PSSA.
When the student has met all criteria for exit, a letter will be sent
home to the parent informing him/her of the child's exit status. The
parent must then sign the letter indicating their receipt of the
information and return the letter to the student's teacher. A copy of the
letter will be kept on file in the student's permanent record in the office.
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POST-EXIT MONITORING PROGRAM
A requirement of NCLB Title III: Language Instruction for LEP and
Immigrant Students is to monitor transitioned (exited) students’
academicachievement and progress for a period of two years after exit
from an ESOLprogram.
To ensure consistency in the process in which former ELLs are monitored
for the two-year period after exit, the Pennsylvania Department of
Education provides reportforms as guidance for monitoring student
academic achievement and progress after exit.
The primary purpose of the report forms is to monitor a former ELL’s
academicachievement after exit and to ensure that he/she is continuing to
progress and besuccessful without encountering difficulty as a result of
English language skills. The twoforms include (1) an elementary and (2) a
middle/secondary report. Monitoring of studentprogress shall begin as
soon as the student exits an ESOL program. For studentswho exit a
program at the end of the school year, monitoring begins the following
schoolyear.
Please note that multiple criteria such as grades, local and state
assessment scores,work samples, and other relevant academic
achievement records must be considered. Tothat end, the report form
includes additional space for LEAs to document additionalmultiple
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criteria considered in monitoring former ELL academic achievement
andprogress.
During the two year monitoring period, any student encountering
academic difficulty thatis determined to be a result of English language
skills may be reclassified and placedback into an
ESOL education program if needed. Content and ESOL teacher inputis
critical in the process. The completed report form is evaluated by an
ESOL Program Specialistin collaboration with other administrators and
educators and must be maintained in thestudent record folder.
An important element that must be considered is communication with
parents. Parentsmust be notified of the student’s progress and any
evaluation to reclassify the student intoan ESOLprogram if monitoring of
student academic achievement and progressidentifies the need for
continued ESOL instruction.
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English for Speakers of Other Languages Pleasant Valley School District
Brodheadsville, PA 18322 Date:
Student:
Dear Parents (Guardians):
Your child has been receiving ESOL (English for Speakers of Other Languages) services. He/she has shown satisfactory progress in all language skills areas.
Based upon district and state approved criteria, your child has been exited from the ESOL program. We are confident that your child will be able to successfully meet all grade level requirements in the content academic areas; however, should your child's grades become sub-standard, he/she can be re-entered into the program. His/her performance will be monitored for the next two years.
It has been a pleasure working with your child. If you have any questions or concerns, please contact the me at once. Please sign and return the bottom portion of this letter to the ESOL program specialist immediately. Thank you!
Sincerely,
ESOL Program Specialist ____________________________________________________________________________
ESOLDate:
My signature indicates that I have read and understand that my child, ____________________________, will be immediately exited from the ESOL program. I also understand that my child's academic performance will be monitored for two years. After two successful academic years, the student will be permanently removed from the ESOL monitoring list.
Print Name: _________________________________
Parent's Signature: ___________________________
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English for Speakers of Other Languages Pleasant Valley School District
Brodheadsville, PA 18322
Date: ____________________
Student: __________________
Dear Parents:
Your child, ____________________________, was recently exited from the ESOL program. Since exiting the program, your child's academic progress in the core content areas has been carefully monitored.
After conferencing with your child's teachers and reviewing your child's portfolio, it became apparent that additional ESOL services are needed. It has been determined that your child will re-enter the ESOL program this marking period. Please sign and date the bottom portion of this form and return it to the school as soon as possible. For more information please feel free to contact me at your earliest convenience.
Sincerely,
ESOL Program Specialist
ESOL Program Specialist Pleasant Valley School District
Date: ________________________________
Student: ______________________________
My signature indicates that I have read and understand that my child will be re-entered into the ESOL program and will remain there until further English language proficiency assessments indicate that he/she is ready to exit the program.
Parent Signature: ______________________
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Hello, I am your ESOL Student.Please assign a buddy to me -- someone who will be a
good role model and can speak my language.
If I am a Beginner, I may need one year just to listen and adjust. (The Silent Period). Please be patient with me.
Bathe me in literature -- read to me, have my classmates read
to me, and let me listen to stories on tape. Understand that the language I am learning may not
have the same sounds as my first language.
Please do not ask me to speak in front of the class until I am
confident enough to do so. Start me out with "yes" or "no" questions.
Rephrase for me. Remember to go from concrete to abstract.
Even when I appear to have mastered conversational English, I'm still an ESOL student. (Model for me.)
It may take me a lot longer to read and write my second language on grade level. (Model for me.)
If I am an Intermediate or Advanced Student, please keep
providing me with lots of vocabulary-learning opportunities.
This is very important -- remember how you learned your first language -- NATURALLY!
Ask me about my culture. Learn something about my culture, please. I did not come to you knowing nothing.
Thank you for reading! Your ESOL Student
Name: _______________________________
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From: _______________________________
To: _______________________________
ACCESS BROCHURE -- THE TESOL STANDARDS
Ensuring Access to Quality Educational Experiences for Language Minority Students
Language minority students are those students who learned a language other than English as their first language. These students may be immigrants, refugees, or native-born Americans. They may come to school with extensive formal education or they may be academically delayed or illiterate in their first language. Such students arrive at school with varying degrees of English proficiency. Some may not speak English at all; others may speak English, but need assistance in reading or writing English.
Whatever the case, it is clear that schools that hope to help these students meet the National Education Goals must provide special assistance to them. While the type of special assistance may vary from one district or school to another, all special assistance programs must give language minority students full access to the learning environment, the curriculum, special services and assessment in a meaningful way.
Teachers of English to Speakers of Other Languages, Inc. (TESOL) offers the following standards of access to help schools judge the degree to which programs of special assistance are helping language minority students to meet the National Education Goals. The standards have been developed by the TESOL Task Force on the Education of Language Minority Students, K-12, in the United States. They are based on the most current research on language learning in academic settings.
Access to a Positive Learning Environment
1. Are the schools attended by language minority students safe, attractive, and free of prejudice?
2. Is there evidence of a positive whole-school environment whose administrative and instructional policies and practices create a
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climate that is characterized by high expectations as well as linguistically and culturally appropriate learning experiences for language minority students?
3. Are teachers, administrators, and other staff specifically prepared to tailor instructional and other services to the needs of language minority students?
4. Does the school environment welcome and encourage parents of language minority students as at-home primary teachers of their children and as partners in the life of the school? Does the school inform and educate parents and others concerned with the education of language minority students? Does the school systematically and regularly seek input from parents on information and decisions that affect all critical aspects of the education of language minority students, their schools and school districts?
Access to Appropriate Curriculum
5. Do language minority students have access to special instructional programs that support the second language development necessary to participate in the full range of instructional services offered to majority students?
6. Does the core curriculum designed for all students include those aspects that promote (a) the sharing, valuing, and development of both first and second languages and culture among all students and (b) the higher order thinking skills required for learning across the curriculum?
7. Do language minority students have access to the instructional programs and related services that identify, conduct and support programs for special populations in a district? Such programs include, but are not limited to, early childhood programs, special education programs, and gifted and talented programs, as well as programs for students with handicapping conditions or disabilities, migrant education programs, programs for recent immigrants, and programs designed for students with low levels of literacy or mathematical skills, such as Chapter 1.*
Access to Full Delivery of Services
8. Are the teaching strategies and instructional practices used with language minority students developmentally appropriate, attuned to students' language proficiencies and cognitive levels, and culturally supportive and relevant?
9. Do students have opportunities to develop and use their first language to promote academic and social development?
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10. Are nonclassroom services and support services (such as counseling, career guidance, and transportation) available to language minority students?
11. Do language minority students have equal access to computers, computer classes and other technologically advanced instructional assistance?
12. Does the school have institutional policies and procedures that are linguistically and culturally sensitive to the particular needs of language minority students and their communities?
13. Does the school offer regular, nonstereotypical opportunities for native-English-speaking students and language minority students to share and value one another's languages and cultures?
Access to Equitable Assessment
14. Do language minority students have access to broadly based methods of assessing language and academic achievement in the content areas that are appropriate to students' developmental level, age, and level of oral and written language proficiency in the first and second languages? Are these measures nonbiased and relevant? Are the results of such assessments explained to the community from which the student comes in the language, which that community uses?
15. Do language minority students have access to broadly based methods of assessing special needs? Again, access is further defined by using measures that are nonbiased and relevant, the results of which are explained to the community from which the student comes and in the language, which that community uses.
* Chapter 1 is now referred to as Title I according to the reauthorized Elementary and Secondary Education Act of 1995.
Source: TESOL Association
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NATIONAL STANDARDS
The TESOL (Teachers of English to Speakers of Other Languages) Association has created national guidelines for grades Pre-K through 8. Though children of different ages achieve these goals differently, the goals remain the same across grade levels. Keep these standards in mind as you plan the instruction and assess student progress. You might even create a personalized assessment system for each student based on the standards and include it in their portfolios.
Goal 1, Standard 1To use English to communicate in social settings. Students will use English to participate in social interactions: Sharing and requesting information Expressing needs, feelings, and ideas Using non-verbal communication in social interactions Getting personal needs met Engaging in conversations Conducting transactions
Goal 1, Standard 2To use English to communicate in social settings. Students will interact in, through, and with spoken and written English for personal expression and enjoyment: Describing, reading about, or participating in a favorite activity Sharing social and cultural traditions and values Expressing personal needs, feelings, and ideas Participating in popular culture
Goal 1, Standard 3To use English to communicate in social settings. Students will use learning strategies to extend their communicative competence: Testing hypotheses about language Listening to and imitating how others use English Exploring alternative ways of saying things Focusing attention selectively Seeking support and feedback from others Comparing non-verbal and verbal cues Self-monitoring and self-evaluating language development Using the primary language to ask for clarification Learning and using language "chunks" Selecting different media to help understand language Practicing new language Using context to construct meaning
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Goal 2, Standard 1To use English to achieve academically in all content areas. Students will use English to interact in the classroom. Following oral and written directions, implicit and explicit Requesting and providing clarification Participating in full-class, group, and pair discussions Asking and answering questions Requesting information and assistance Negotiating and managing interaction to accomplish task Explaining actions Elaborating and extending other peoples' ideas and words Expressing likes, dislikes, and needs
Goal 2, Standard 2To use English to achieve academically in all content areas. Students will use English to obtain, process, construct, and provide subject-matter information in spoken and written form: Comparing and contrasting information Persuading, arguing, negotiating, evaluating, and justifying Listening to, speaking, reading, and writing about subject-matter
information Gathering information orally and in writing Retelling information Selecting, connecting, and explaining information Analyzing, synthesizing, and inferring from information Responding to the work of peers and others Representing information presented visually Hypothesizing and predicting Formulating and asking questions Understanding and producing technical vocabulary and text features
according to content area Demonstrating knowledge through application in a variety of contexts
Goal 2, Standard 3To use English to achieve academically in all content areas. Students will use appropriate learning strategies to construct and apply academic knowledge: Focusing attention selectively Applying basic reading-comprehension skills, such as skimming,
scanning, previewing, and reviewing text Using context to construct meaning Taking notes to record important information and aid one's own
learning Applying self-monitoring and self-corrective strategies to build and
expand a knowledge base
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Determining and establishing the conditions that help one become an effective learner (e.g., when, where, and how to study)
Planning how and when to use cognitive strategies an applying them appropriately to a learning task
Actively connecting new information to information previously learned Evaluating one's own success in a completed learning task Recognizing the need for and seeking assistance appropriately from
others (e.g., teachers, peers, specialists, community members) Imitating the behaviors of native English speakers to complete tasks
successfully Knowing when to use native-language resources (human and material)
to promote understanding
Goal 3, Standard 1To use English in socially and culturally appropriate ways. Students will use the appropriate language variety, register, and genre according to audience, purpose, and setting: Using the appropriate degree of formality with different audiences and
settings Recognizing and using standard English and vernacular dialects
appropriately Using a variety of writing styles appropriate for different audiences,
purposes, and settings Responding to and using slang appropriately Responding to and using idioms appropriately Responding to and using humor appropriately Determining when it is appropriate to use a language other than
English Determining appropriate topics for interaction
Goal 3, Standard 2To use English in socially and culturally appropriate ways. Students will use nonverbal communication appropriate to audience purpose, and setting: Interpreting and responding appropriately to nonverbal cues and body
language Demonstrating knowledge of acceptable nonverbal classroom
behaviors Using acceptable tone, volume, stress, and intonation, in various social
settings Recognizing and adjusting behavior in response to nonverbal cues
Goal 3, Standard 3To use English in socially and culturally appropriate ways. Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence:
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Observing and modeling how others speak and behave in a particular situation or setting
Experimenting with variations of language in social and academic settings
Seeking information about appropriate language use and behavior Self-monitoring and self-evaluating language use according to setting
and audience Analyzing the social context to determine appropriate language use Rehearsing variations of language use in different social and academic
settings Deciding when use of slang is appropriate
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MODIFICATIONS/ACCOMMODATIONS FOR ESOL
Before a test is administered, teachers, counselors, program administrators should review EACH student's need for special accommodations.
1. Can the student understand and follow oral directions in English?2. Can the student read and understand written test directions in
English?3. Can the student read and understand objective (multiple-choice) test
questions written in English?4. Can the student write paragraph length responses to free response
(open-ended) questions in English?
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Pleasant ValleySchool DistrictEnglish For Speakers of Other Languages
ESOL Modification/Accommodation Checklist
ESOL Student: Year:
Content Teacher: Subject: Teaching Modifications MP1 MP2 MP3 MP4Utilized “near point”
Peer support/buddy system
Parent/volunteer support teacher
Chapters/stories on tape
Supplemental materials utilized
Modified lessons/objectives
Alternative assignments
Extended time for completion
Slower paced instruction
Study guides provided
Total Physical Response (TPR) Utilized
Rephrasing/simplifying vocabulary
Words banks using content vocabulary
Picture dictionary utilized
Manipulatives/visuals to reinforce meaning
Cooperative grouping
Scaffolding/jigsawing
Sheltered instruction
Assessment Accommodations
Modified test
Extended time provided
Opportunity to retake/repeat assignment
Alternative assessment tools used
Test read aloud/reworded
Modified scoring
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Manipulatives utilized
ESOL Program Specialist: George Smith 2/27/09
Alternative Assessments for ESOL
1. Nonverbal Assessment Strategies
Physical Demonstrations:• Students can point or use other gestures or perform hands-on
tasks or act out vocabulary, concepts, or events. An example would be use of thumbs up, thumbs down, or other nonverbal signs to true or false statements.
Pictorial Products:• Teachers can ask students to produce and manipulate drawings,
dioramas, models, graphs, or charts. They can ask students to illustrate, rather than explain, their understanding of concepts and contents. Pictorial journals work well here.
2. K-W-L Charts (What I know, What I want to know, What I learned)• For LEP students, the chart can be completed in the first language
or with illustrations.
3. Oral Performance or Presentations• Performance-based assessments would include interviews, oral
reports, and role plays that describe, explain, summarize, retell, paraphrase, etc. When conducting interviews in English with students in the early stages of language development to determine English proficiency and content knowledge, teachers are advised to use visual cues as much as possible and allow for a minimal amount of English in the responses.
4. Oral and Written Products• Content area thinking and learning logs, reading response
journals, writing assignments (both structured and creative) dialogue journals, and audio and visual cassettes work well for assessing ESOL students' progress.
5. Portfolios• The following types of materials can be included: audio and video
taped recordings of readings or oral presentations, writing
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samples, art work, conference or interview notes, checklists (by teachers, peers, or the student), tests and quizzes.
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