Enhancing Reading Comprehension

Report
ESL: Meeting the Needs of our
LEP & Struggling Students
District LEP Population (3 Year Trend)
Pull-OUt Guidelines for
Language Instruction
Most
Instructional Time
5th and 4th Grade Pre-functional
3rd Grade Pre-functional
5th
3rd Grade Beginner
2nd Grade Pre-functional and
Beginner
1st Grade Pre-functional and
Beginner
5th
1st
Intermediate
Least Instructional Time
Kind.*
Pref. +
Beg.
*Note: The lower grade levels
have the language broken down
for them in their classrooms
already
Lab and Sheltered Core
Lab and Sheltered Core
Sheltered Core
Sheltered Core or Gen Ed
Gen Ed (Per ODE)
Differentiation means
starting where the kids are!
- Carol Ann Tomlinson
When thinking differently about learners, consider …
• Readiness
• Information, concepts, and skills students demonstrate at entry point of
learning experience
• Interests
• Topics, problems, and processes of personal relevance to students (passion
learning)
• Learning Profile
• Combination of students’ emotions, cultures, modality preferences, and
intelligences that affect learning
Indicators of Differentiation
• Consistent use of pretesting
• Decrease in the frequency of large group activities
• Increase in
• Small group teaching activities
• Flexible small group learning activities
• Increase in individual alternatives:
• Centers
• Homework
• Contracts
The National Research Center on the Gifted and Talented, 2002
Scaffold Instruction by:
• Activate prior knowledge
• Pique student interest
• Break complex task into “doable” steps
• Model thought processes (think aloud)
• Offer hints or possible choices
• Use graphic organizers
• Explicitly teach vocab. up front
• Ask questions throughout reading
• Model the activity
Proficiency Level
Proficiency
Level
Very Low
PreFunctional
Higher
PreFunctional /
Low
Beginner
High
Beginner/
Low
Intermediate
Characteristics
•
•
•
•
Minimal comprehension
Does not verbalize
Nods “Yes” and “No”
Draws and points
•
•
•
•
Show me…
Circle the…
Where is…?
Who has…?
•
•
Limited comprehension
Produces one- or two-word
responses
Participates using key words and
familiar phrases
Uses present-tense verbs
•
•
•
•
•
Yes/no question
Either/or questions
One- or two-word answers
Lists
Labels
Has good comprehension
Can produce simple sentences
Makes grammar and pronunciation
errors
Frequently misunderstands jokes
•
•
•
•
Why…?
How…?
Explain…
Phrase or short-sentence
answers
Has excellent comprehension
Makes few grammatical errors
Advanced student has a near-native
level of speech
•
•
Decide if…
Retell…
•
•
•
•
•
•
High
Intermediate/
Advanced
Teacher
Prompts/Questioning
•
•
•
Evidence
Topic:
35
+14
49
First , I…
to find…
“I told you to slow
down.”
I knew he was right. I
just couldn’t help it.
My blood was boiling!
This quote tells us…
First…
Next…
Add carry equals sum
plus
tens
The Importance of Context
• The procedure is actually quite simple.
First, you arrange things into different
groups depending on their makeup. Of
course, one pile may be sufficient
depending on how much there is to do.
If you have to go somewhere else due
to lack of facilities that is the next step,
otherwise you are pretty well set…
Tier 3: glossary word:
Multisyllabic
Specific to a subject area
Latin or Greek-based
topography, photosynthesis, isosceles
triangle, sedimentary, oxygenated,
cartographer
Tier 2: Words of education, business,
government, religion:
Components: Prefix, root, suffix
Latin-based
elevation, formation, protrude, expansive,
isolated, remote
Tier 1: Basic conversational words: Friends & family
1 or 2 syllables
Learned naturally, through exposure
hills, grass, rocks, land, sky, clouds, fly, climb,
green, high…
Vocabulary Words
Word
1.
Right
Angle
2.
Force
3.
Imperialism
4.
personification
Definition
Symbol
Example
An angle of 90
degrees
The corners of a
square are right
angles.
A push or pull on
an object
The force from
the punch
knocked him out.
When one country
dominates other
countries
Europe took
Africa’s natural
resources by
force.
Giving human
characteristics to
objects
The flower was
crying for rain.
Is the student literate in their first language?
• Give student the quick reading comprehension test in their language
• ESL Department webpage under Staff… “Reading Comprehension L1”
• If they are, is it the same alphabet?
• If it is, teach sound differences, blends, etc
Pacing:
____ Extended Time
Classroom Supports
____ Longer “wait time” for answering questions
____ Other: ________________
Environment:
Presentation of Subject Material:
____ Use individual/small group instruction
____ Simplify language
____ Tape lectures for playback
____ Show and discuss video clips
____ Assign peer buddy
____ Demonstrate concepts
____ Provide one on one support
____ Provide explicit vocabulary instruction
____ Flexible seating
____ Use manipulatives
____ Work alone
____ Other: ________________
____ Post graphics, charts & visual aids
____ Emphasize critical information
____ Use graphic organizers
Reinforcement & Follow Through:
____ Pre-teach vocabulary
____ Student-teacher goal setting
____ Other: ________________
____ Build confidence with positive comments
Materials:
____ Have student restate directions
____ Check often for understanding/review
____ Provide recorded texts / readings (check with Hudson)
____ Use supplementary materials
____ Highlighted textbooks / study guides
____ Re-teach / extend skills
____ Use adapted textbooks / easier readings
____ Use games (for review and mastery)
____ Allow use of computer
____ Arrange for peer tutoring
____ Varied computer programs
____ Plan cooperative learning experiences
____ Make/use vocabulary files/ personal dictionaries
____ Teach organizational & study skills
____ Provide outline for content materials
____ Daily assignment student notebook
____Other: ________________
Steps for Referring LEP Students to IAT
Progress
slower than
that of
students
with similar
educational
backgrounds
Been in US
schools for
less than a
year
or
Been in US
schools for
more than
a year
Hasn't
moved up
on the
OTELA
2 or more
reading
levels below
grade level
or
or
Has moved
up on the
OTELA
At or just
below grade
level in
reading
or
Progress
comparable
to that of
students
with similar
educational
backgrounds
"Limited"
on
OAA/OGT
in 2 or
more areas
or
"Limited"
on
OAA/OGT
in less than
2 areas
STOP
STOP
STOP
Continue Intervention & Monitoring
or
Progress is
being made in
small group
intervention
STOP
STOP
STOP
Progress is not
being made in
small group
intervention
Refer
Ohio’s Academic Content Standards - Extended
www.elpa.21.org
researchers focused on the role of language in content-area classrooms.
Title III Compliance
Each student will have specific modifications and
accommodations based on their English Language
Level, grade level, and Reading level from the
State tests
English Learner Plan
(ELP)

LEP Building Plan

On-Line Resources
Buildings without ESL units must write a building
LEP plan and monitor the progress of the ESL
students
 The ESL department provides training and
professional development
• Updated ESL Handbook and Links
• ESL On-line PD’s for Building Use
• ESL PD Offerings Calendar
Other ESL Services
• Assessment Center @ Central Enrollment
• Assess incoming students for English proficiency
level
• Place and enroll students in schools with ESL
services
• Nurse
• Family Service Center
• Links ESL families to school resources
• Translation/interpretation services
• Parent Literacy Program
• Curriculum Coaches
•
•
•
•
Professional development (on-line too!)
Resources and strategies for teachers
Analyze data trends
Mediate ESL issues
• OGT, College & Career Readiness Program
•
•
•
•
Program for Non-Grad ESL students
Small group tutoring for OGT
Career development (grades 6-12 too)
Resources for college
• ESL OGT Summer Institute
• ESL 10th-12th graders
• 2 weeks intensive OGT Prep
• Summer OGT administration
• Career Center Support
• Bilingual Assistants assist LEP students
• ESL Call Center
• Spanish, Arabic, Somali and Nepali
• M-F 7:30-3:00 at (614) 365-8802
Contact Us
Director of ESL: Michael Sain – [email protected]
ESL Supervisor: Kenneth T. Woodard - [email protected]
ESL Curriculum Coaches: Kerri Gonzalez- Scheduling, Push-In & Writing Initiative
Mark Paskert- Leveled Literacy Intervention & ESL
Career Center Initiative
Myra Talley- ESL Career Focus & ESL OGT Summer School
John Michael- Spatial Temporal Math Program, ESL Math
Office # (614)365-8802

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