Institute Student Achievement Toolkit 2008

ESL/Bilingual
State Requirements
As teachers of students who are English language learners, it is important to understand all of the specific state requirements, laws and standards for these students. Below are a list of specific links to resources that will enable you to build that context.

ESL Standards and Requirements

NYS Standards for English as a Second Language (ESL) NYS ESL Performance Indicators by Grade Level NYC Public Schools Bilingual / ESL / ELL Identification Process

Bilingual Standards/Requirements
NYS Standards for Bilingual Education NYS Standards for Native Language Arts (NLA)

Eligibility Requirements
NYC Public Schools Bilingual / ESL / ELL Identification Process (Flowchart of assessment in NYC) 1) Parent Survey 2) Lab-R is the diagnostic exam that students take in order to qualify for a bilingual or ESL Program. 3) NYSESLAT. This is the State end of year assessment that all students must take. There is one for every grade level group below. The state however also requires all ESL students to take the general education assessment as well. 4) FAQ about Eligibility

Overview of Different ESL Programs

There are many different types of ESL/Bilingual education programs in New York City. It is important for you to familiarize yourself with what model your school will be using and so we have provided an Overview page of the different types of ESL programs in NYC as well as an ESL Terminology page. You will have students in your classroom with varying language ability levels and so it is important to know the differences between these category of students. The Language Acquisition Levels Chart outlines for you characteristics of students at these different levels of proficiency. You also may be asked to be the ESL coordinator of your school depending on how large the ESL population and program is at your school. The ESL Coordinator Responsibilities page outlines specific tasks and responsibilities of this role.

Specific ESL Resources for Teachers of English Language Learners ESL Teaching Resource Category Description Resource

The Sheltered Instruction Observation Protocol is one of the most commonly used research-based frameworks in planning for English language instruction. This approach has been applied to a variety of different program designs such as transitional bilingual classrooms, dual-language programs and English only programs. SIOP extends the time students have for getting language support services by integrating ESL strategies to teaching in the content areas. For our English language learners they must be taught in a way that enables them to build their knowledge of the English language as well as the specific content that must be mastered in order to be successful academically. They also need explicit socialization to the implicit cultural expectations of the classroom. The SIOP model therefore integrates all three of these knowledge gaps through the scaffolding nature of the how instruction is delivered to our Language learners. The resources listed give you a glimpse of how you can plan your instruction using the SIOP model. They include a description of the elements of the SIOP lesson plan, an outline of the actual Lesson Plan framework and sample lessons for different age groups.

SIOP Lesson Planning SIOP Lesson Plan Outline Elem. Example MS Example HS Example

Lesson Planning

Another important aspect to planning for Language Learners includes knowing how to ensure a focus on language development skills in conjunction with content objectives. The resources listed explain how one would approach incorporating language development skills into a lesson plan.

Writing Language Objectives Planning with a Focus on Language Development

Principles of Effective Vocabulary Instruction includes 1) A describes importance of using prior knowledge in vocabulary instruction; gives six guidelines to effective vocabulary instruction 2) A list of Stages of Word Learning, Types of Vocabulary, Levels of Word Knowledge, Categories of Academic Vocabulary; helpful way of viewing vocabulary knowledge 3) An Instructional Strategy for Introducing New Words (with examples of each step). 4) Questions to Plan Vocabulary Instruction 5) Strategies for Accelerating Vocabulary Development. 6) 10 broad suggestions, could be given to students directly 7) Instructional Resources for Academic Vocabulary Development including Instructional References, Learners Dictionaries, Graphic Organizer books. This resource focuses on vocabulary strategies that are based on context clues. Below is a description of each strategy that is included. The Prediction, Association, Verification and Evaluation Method (PAVE) o with Procedures, Instructional Tips, Student-Friendly Steps, Templates (blank and completed) Context, Structure, Sound, Reference (basic strategy for handling unknown words) Steps in Determining Meaning from Context (10 steps followed by detailed explanation for most steps as well as 4 exercises for Determining Types of Context Clues and using resources) Word Attack Paradigm 6 steps to figuring out an unknown word while reading Contextual Redefinition Strategy (arguably a frontloading technique, students guess a words definition, look it up, and

Principles of Effectives Vocabulary Instruction

Vocabulary Strategies

Using Context for Known and Unknown Words

double-check their original guess) Latin and Greek Roots are important in enabling students to tackle new vocabulary. This resource includes: 2 page list of Idioms Root of the Week Graphic Organizer 5 page list of Common and Less Commonly Used Roots, Meanings and Examples Example of prefixes and suffixes affecting a words meaning 20 most frequent affixes in Printed School English Greek and Latin Prefixes and Suffixes A Word Part Map

Latin/Greek Word Parts and Idioms

Vocabulary Strategies

Tools to Help Students Use New Vocabulary includes. Linear Arrays for showing connections between words and shades of meaning Vocabulary Knowledge Rating Sheets (students selfevaluation and reflection) Examples of Original Sentences Using a New Word Vocabulary Study Card Sample and Graphic Organizer Directed Paraphrasing (a way for students to use new vocab. in their own words) Stop! Practice for Beginners to recall new vocabulary Vocabulary Building Graphic Organizers. Specific instructional organizers to clarify vocabulary words RISE Elementary cards that give specific strategies and organizers to teach vocabulary to grade K-5. RISE Secondary cards that give simple and quick directions on how to teach vocabulary to older students.

Tools to Help Students Use New Vocabulary

Vocabulary Graphic Organizers RISE ELEM. Vocabulary Cards RISE SEC. Vocabulary Cards

ESL Speaking and Listening Strategies

Speaking Resources include: Sentence starters to build up academic discourse in classroom during discussion A list of language strategies, activities and games to develop the spoken language Speaking Rubric from HighPoints Curriculum. Listening Resources Different strategies and ways to incorporate listening activities into your lessons. Resources to encourage interaction and cooperation: List of Group/pair activities that can be integrated across the content areas. Kaagen Cooperative learning for Classroom building and learning modalities.

Speaking Prompts 1 and 2 Developing the Spoken Language Speaking Rubric Listening Activities Group/Pair Strategies Classroom and Teambuilding

ESL Reading Strategies

Before, During, and After Reading Activities Straightforward suggestions on how to have students predict well, some more profound than others (e.g. predicting from key illustration, title, etc) Modeled Reading, Skimming and Scanning Text, Shadow Reading, Jigsaws Story Innovation, Wanted Posters, Freeze Frame*, Cloze (after reading to increase fluency); some for beginning readers, some applicable to all Cloze Passage Procedures: Cloze passages are a way to development vocabulary through reading as well as useful for determining readers ability to use context to predict missing words; describes different types of cloze tests to use with respective rationale. Graphic Organizers English Language Learners needs support in organizing and departmentalizing information in a visual way. These graphic organizers are things you can use to enhance specific reading strategies to build comprehension.

Before, During, and After Reading Activities Guidelines for Using the Cloze Procedure to Determine Text Readability and Sample Cloze Passage Graphic Organizers for Prediction Graphic Organizers for Summarizing Graphic Organizers for Questioning Graphic Organizers for Clarifying

Accommodating Assessments for ESL students.

Assessments

Knowing how to differentiate assessments for ESL students can be a daunting task. This resource list several different ways in which you can scaffold assessments for our language learners based upon bloom verb. Word Study Folder: Spanish Phonics Spanish Phonics Picture Cards Spanish Syllabication Making Spanish Words Activity Lesson Making Spanish Cards: Letter Cards Reading Folder: Spanish Vocabulary Graphic Organizers Spanish Comprehension Graphic Organizers o Cause and Effect o Main Idea o Prediction o Compare and Contrast o Venn Diagram o Book Response o KWL o Sequencing Spanish Leveled Booklist (Fountas and Pinnel Levels) Writing Folder: Spanish Transitions Words Spanish Writing Rubric Spanish Model Student Work Spanish Editing Checklist Spanish Writing Graphic Organizers Math Folder: Spanish/English Math Glossary. International Math Glossary.

ESL Assessments Accommodations

Spanish Resources

PALABRA ESTUDIO (WORD STUDY)

LECTURA (READING)

ESCRITURA (WRITING)

MATEMATICAS
(MATH)

Link to Main Folder