ELL Programs

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ELL Programs by Mind Map: ELL Programs

1. ESL Program

1.1. Summary of Standards and Objectives

1.2. Standard 1:Students will listen, speak, read, and write in English for information and understanding.

1.2.1. 1. Students identify and use reading and listening strategies to make text comprehensible and meaningful.

1.2.1.1. Strategies: a.Use sentence strips b.Have students present information with illustrations, comic strips, or other visual representations

1.2.2. 2. Students read, gather, view, listen to, organize, discuss, interpret, and analyze information related to academic content areas from various sources.

1.2.2.1. Strategies: a. Provide videos, written text and oral presentations on information related to content area.

1.2.3. 3. Students formulate, ask, and respond to various question forms to obtain, clarify, and extend information and meaning.

1.2.3.1. Strategies: a. Formulate questions using the Who, what, when, where, why format.

1.2.4. 4. Use the process of prewriting, drafting, revising, peer editing, and proofreading (the “writing process”) to produce well-constructed informational texts.

1.2.4.1. strategies: a. Create templates for the "writing process"

1.2.5. 5. Apply self-monitoring and self-correcting strategies for accurate language production and oral and written presentation, using established criteria for effective presentation of information.

1.2.5.1. Strategies: a. Referring back to the pre-writing illustration

1.2.6. 6. Apply learning strategies to acquire information and make texts comprehensible and meaningful.

1.2.6.1. Strategies: a. Creating graphic organizers linking to prior knowledge. b. Read to answer comprehension questions

1.3. STANDARD 2: Students will listen, speak, read, and write in English for literary response, enjoyment, and expression.

1.3.1. 1. Read, listen to, view, write about, and discuss texts and performances from a wide range of authors, subjects, and genres.

1.3.1.1. Strategies: a.Use picture books, myths, fables, poems, stories, plays, novels, and other fiction and nonfiction texts in authentic and modified forms. b. Use storyboards

1.3.2. 2. Identify and use reading and listening strategies to make literary text comprehensible and meaningful.

1.3.2.1. Strategies: a. skimming, scanning, previewing, reviewing, listening selectively, listening for a specific purpose, and listening for main ideas and details. b. role play and dramatization

1.3.3. 3. Locate and identify selected literary elements and techniques in texts and relate those elements to those in other works and to students’ own experiences.

1.3.3.1. Strategies: a.Organize setting, character, plot, theme, point of view, repetition, characterization, imagery, graphically. b. Ask inferential questions

1.3.4. 4. Read aloud with confidence, accuracy, and fluency.

1.3.4.1. Strategies: a. Practice teacher-student paired reading b. use audio books that include accompanying text c. encourage reading out loud in non threatening environment to build confidence

1.3.5. 5. Create stories, poems, songs, and plays, including those that reflect traditional and popular American culture, observing the conventions of the genre; create an effective voice, using a variety of writing styles appropriate to different audiences, purposes, and settings.

1.3.5.1. strategies: a. Using a variety of techniques to present written work

1.3.6. 6. Create, discuss, interpret, and respond to literary works, using appropriate and effective vocabulary, grammar, spelling, and punctuation in writing, and using appropriate vocabulary, grammar, and pronunciation in speaking.

1.3.6.1. Strategies: a. Response should be available through written means as well as verbal means. Eg: Podcasts, Prezi's

1.4. STANDARD 3: Students will listen, speak, read, and write in English for critical analysis and evaluation.

1.4.1. 1. Develop and present clear interpretations, analyses, and evaluations of issues, ideas, texts, and experiences, supporting positions with well-developed arguments.

1.4.1.1. Strategies: a.Present current affair news in appropriate reading and writing level. b.

1.4.2. 2. Assess, compare, and evaluate the quality of spoken or written texts and visual presentations, using different criteria related to the organization, subject area, and purpose of text.

1.4.2.1. Strategies: a.Use checklists and templates to review and evaluate.

1.4.3. 3. Recognize and communicate personal and multiple points of view within and among groups, in discussing, interpreting, and evaluating information in texts and presentations.

1.4.3.1. Strategies: a. Use venn diagrams to compare opinions when evaluating information

1.4.4. 4. Evaluate students’ own and others’ work, individually and collaboratively, on the basis of a variety of criteria.

1.4.4.1. Strategies: a. Use self evaluating and peer editing checklists b.Peer editing through "Gallery walks" and comments

1.4.5. 5. Speak and write, using the conventions and features of American English, to effectively influence an audience (e.g., to persuade, negotiate, argue).

1.4.5.1. Strategies: a.Teach spoken language features including appropriate grammar, vocabulary, pronunciation, and intonation. b. Teach students English phrases and idioms to be used in their speech and writing.

1.4.6. 6. Engage in collaborative activities through a variety of groupings to discuss, share, reflect on, develop, and express opinions and evaluations about a variety of experiences, ideas, and information.

1.4.6.1. Strategies: a. Use jigsaw method to share and express opinions.

1.5. STANDARD 4: Students will listen, speak, read, and write in English for classroom and social interaction.

1.5.1. 1. Use a variety of oral, print, and electronic forms for social communication and for writing to or for self, applying the conventions of social writing.

1.5.1.1. Strategies: a. Use Blogging as means of maintaining social communication. b. Using student friendly social media that can be monitored such as edmodo.

1.5.2. 2. Describe, read about, participate in, or recommend a favorite activity, book, song, or other interest to various audiences.

1.5.2.1. Strategies: a. Writing book reviews on goodreads incorporates social communication as well as a writing to recommend books.

1.5.3. 3. Request and provide information and assistance, orally or in writing, for personal, social, and academic purposes.

1.5.3.1. Strategies: a. Teach expressions and routines include asking permission, making and responding to requests, greeting, making promises, thanking, and apologizing. b. model good methods.

1.5.4. 4. Listen attentively, take turns speaking, and build on others’ ideas when engaged in pair, group, or full-class discussions on personal, social, community, and academic topics.

1.5.4.1. Strategies: a. Role play situations and model behaviors and speech. b. Show videos on courtesy and good practices c. Phone call strategy

1.5.5. 5. Follow oral and written directions to participate in classroom and social activities, and provide directions to peers in selected interactions.

1.5.6. 6. Use appropriate vocabulary, expressions, language, routines, and interaction styles for various audiences and formal and informal social or school situations, noticing how intention is realized through language.

1.5.6.1. Strategies: a. Use workshop strategies to practice communicating in specific contexts such as chatting with friends, participating in group discussions, greeting a principal or other adult, making purchases.

1.6. STANDARD 5: Students will demonstrate cross-cultural knowledge and understanding.

1.6.1. 1. Demonstrate an understanding of cultural and language patterns and norms in American English, including different regional and social varieties of English.

1.6.1.1. Strategies: a. Use research techniques to create voice threads on cultural and language patterns.

1.6.2. 2. Demonstrate an understanding of a broad range of U.S. cultural and political referents through institutions, functions, and processes at the local and national levels, and compare/contrast these with parallels in the students’ native community.

1.6.2.1. Strategies: a. Use Venn diagrams for differentiating between the cultures. b. Use mind mapping tools to demonstrate understanding

1.6.3. 3. Recognize and share cross-cultural experiences and ideas, and connect with those of others.

1.6.3.1. Strategies: a. Culture share presentation activities. b. small group presentations

1.6.4. 4. Interpret and demonstrate knowledge of nonverbal and oral communication features, and understand the contexts in which they are used appropriately.

1.6.4.1. Strategies: a. Use miming and dramatization to demonstrate and recognize gestures, body language, volume, stress, intonation, and pace.

1.6.5. 5. Compare and contrast oral traditions, myths, folktales, and literature from the United States and international regions and cultures, including the students’ own, and identify similarities and differences and universal cultural themes.

1.6.5.1. Strategies: a. Expose students to a variety of cultural texts through the literary works explored.

1.6.6. 6. Recognize and demonstrate an appreciation of some commonalities and distinctions across cultures and groups (differentiated by gender, ability, generations, etc.), including the students’ own.

1.6.6.1. Strategies: a. Create literary works of their own using a variety of cultural traditions, beliefs and practices.

2. Bilingual Program

2.1. Primary Language and English Language Oral Proficiency and Literacy Skills: ELL students become competent in listening, speaking, reading and writing of the English language through development of literacy and academic skills in both the primary language and in English.

2.1.1. Strategies

2.1.1.1. Label Items: This clearly will not work for all words, but for those that represent tangible objects or concrete concepts, label things in the class in both English and the primary language so students can start connecting spoken and written words.

2.1.1.2. Make vocabulary drills fun by creating your own flashcards online using flashcard programs. You could also allow students to make their own 3-D flashcards using craft supplies, which helps kinetically as well.

2.1.1.3. Cognates and Word Associations: Have students sort vocabulary words and accompanying pictures into categories (colors, animals, food etc or by gender, size, weight etc) as this required students to think about each word's definition and also its meaning to help put the word in context. This helps students process broad concepts using specific examples, allowing them to draw greater connections.

2.1.1.4. Total Physical Response: You can use the same actions to represent the same words, or similar words, in both languages. Both students and teachers should say the word while doing the actions, which helps students connect and transfer the two things. This process is often called "the bridge".

2.1.1.5. Have a Language of the Day (LOD) schedule: If your school does not specify either language explicitly for a certain subject, then instruction can change daily according to the LOD. Moreover, you can alternate days where students go over routines, warms ups, discussion, small group conversation etc in that language. You can also allow students to keep separate journals for each language, and alternate days for each journal.

2.2. Video: Destination Casa Blanca on the history of bilingual education: https://www.youtube.com/watch?v=0tIppleeIjk

2.3. Emphasize the mastery of English language skills, as well as mathematics, science and social studies, as integral parts of the academic goals for all students to enable ELL students to participate equitably in schools.

2.3.1. Strategies

2.3.1.1. Be dramatic: have kids write or perform skits, plays, musical performances etc using vocabulary words to demonstrate content. In this way, students will be exposed to new vocabulary, and will be building sentences, plots and conclusions.

2.3.1.2. Specify a language for each subject, as instruction in primary languages helps students retain information and allows students full access to all concepts in the subject area.You can use demonstrations to simulate discussions so all levels can grasp the concept. Soliciting student input and allowing students to introduce new topics in the lesson themselves is also a good way to integrate students.

2.3.1.3. Split students to specialize instruction: divide the classroom into open activity areas and have students who are dominant in English teach a concept to those who are stronger in their primary language.

2.3.1.4. Create flexible working groups to allow different modes of instruction: allow students to work independently, then in groups of two, groups of four, and finally independently again. Grouping allows students to learn from each other, while separating students allows you to tailor instruction to specific individuals, provide private feedback, and helps you pinpoint strengths and weaknesses.

2.3.1.5. Have students accomplish challenging tasks in groups to shelter difficulties. A good group activity to address would be to simulate real-life situations to connect concepts learned in class.

2.4. Video: Common Core in the Bilingual Classroom: Harlem, NY, USA -- https://www.youtube.com/watch?v=CH78LPRlbhM

2.5. Emphasize the importance of demonstrating positive cross-cultural attitudes and behaviors.

2.5.1. Strategies

2.5.1.1. Value diversity: Valuing a culture, language, history and society can be done by highlighting certain accomplishments and incorporating unique examples to show learned concepts. For example, discuss famous scientists, innovators, historians etc from that culture to demonstrate lessons.

2.5.1.2. Be conscious of the dynamics that happen when two cultures interact: Observe the stereotypes, stigmas, and admiration between the students from different backgrounds and incorporate these observations into your lessons for the classroom. Connect these concepts to the real world outside the classroom by bringing in news clips, and discussing popular culture and media from both cultures.