ESOL methods

CALP

Cognitive Academic Language Proficiency.

SIOP

Sheltered Instruction Observation Protocol. A system for teaching language and content effectively.

Advanced Fluency

Advanced Fluency: Ask student to explain

language objective

Aspects of language the teacher is explicitly trying to develop that include: listening, speaking, reading, and writing. Student will label the planets on a graphic organizer.

BICS

Basic interpersonal communication skills

ELL

English Language Learner

LAB

Language Assessment Battery -Measures English language proficiency in listening, speaking, reading and writing

ZZ

Never serviced but answered yes on form.

Content objective

Objectives that focus on WHAT students are to learn, and they need to be observable and measurable Student will know the planet in the solar system and their order.

Alternative Assessments

Observation Oral or written interviews Demonstrations Oral or written retelling Role plays Portfolios journaling

LZ

Permanently exited

LY

Receiving services

Summative Assessments

Summative assessments occurs at the end point and provides a basis for a letter grade.

TBE

Transitional Bilingual Education

TWI

Two-Way Immersion

CUP

common underlying proficiency

pre production question

solar system Preproduction: Ask questions that students can answer by pointing at pictures in the book ( "Where is the sun?").

Plyler vs. Doe

"Undocumented alien children cannot be denied a free, public education because such a denial would violate their constitutional right of equal protection."

Scaffolding for adding fractions

1- teacher models adding fractions 2-teacher models and explains adding fractions with manipulatives 3-students work on adding fractions with manipulatives with the teacher guidance 4-students work in small group to solve addition of fractions problems 5-students work in pairs to solve problems students work independently to solve problems

Comprehensible Input features

10. Speech appropriate for student proficiency levels (slower rate and simple sentences for beginners) 11. Clear explanation of academic tasks 12. A variety of techniques to make concepts clear (modeling, demonstrations, gestures, etc)

SUP

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Lesson preparation

Clearly define content objectives -write on the board, state orally Clearly define language objectives -write on the board, state orally Choose content concepts for age appropriateness and "fit" with educational background of students Use supplementary materials to make lessons clear and meaningful Adapt content to all levels of student proficiency -use graphic organizers, study guides, taped texts, jigsaw reading ... Provide meaningful and authentic activities that integrate lesson concepts with language practice opportunities -surveys, letter writing, making models, plays, games

CELLA

Comprehensive English Language Learning Assessment -Measures English language proficiency in listening, speaking, reading and writing

Review/Assessment

Comprehensive review of key vocabulary. Comprehensive review of key content concepts. Regular feedback provided to students on their output.  Assessment of student comprehension and learning of all lesson objectives throughout the lesson. Reviewing and Assessing - ongoing and continuous Assess before, during, and after lessons Assessment findings - guide lesson design and instruction

CBI

Content Based Instruction

Lesson delivery

Content object language objectives pacing lesson student engaged 90% + of the time

Criterion referenced tests

Criterion referenced tests are tests that are used to demonstrate how well students have learned the material they are presented with. Contrary to NRT's, criterion-referenced tests allow teachers to gauge what students actually know and can do. Assessing ESL students' competency through criterion-referenced tests is useful due to the diverse needs of ESL students.

early production

Early Production: Ask questions that students can answer with one or two words (which planet is closest to the sun?)

ELD

English Language Development

LF

Exited services monitored for 2 years

FCAT

Florida Comprehensive Assessment Test -Subject Area exams measuring achievement of Sunshine State Standards in Reading, Writing, Mathematics and Science

Lau v. Nichols

In 1971 the San Francisco, California school system was integrated as a result of a federal court decree. Chinese students in the school system did not speak English. Some students received supplemental courses in English language, and others did not receive such instruction. The students alleged that they were not provided with equal educational opportunities and not being afforded their Fourteenth Amendment rights.

Intermediate Fluency

Intermediate Fluency: Ask "What would happen if ..." and "Why do you think ..." questions ("why do you think it is it hotter on Venus than earth?")

explain SOLOM

It is an informal assessment measure used to provide a "snapshot" of an ELL's English language proficiency. It is useful for observational purposes and to guide teaching and learning, but it is not designed to show instructional gains.

Norm-referenced tests

Norm-referenced tests are tests that rank students on a continuum from low achievers to high acheivers.Traditionally, standardized assessment for reading comprehension in ESL consisted of mostly NRT tests which stands for norm -referenced tests. NRT's are the "fill in the bubble" tests or basic multiple choice and matching- item tests. Scholars within the field criticize these tests because they have little or no connection between the content of the tests and ESL learners' academic competencies, (O'Malley and Pierce, 1996). Basically, they don't have internal validity and do not measure what they are supposed to measure.

Interaction component of the SIOP

Opportunities for interaction Group Configurations Wait Time Opportunities for clarification in native language (L1), if possible.

5 stages of language acquisition

Pre-production Early production Speech emergence Intermediate fluency Advanced fluency

Guidelines for Modifying Assessments

Provide a version of the test with simplified language. Simplify directions Read test questions aloud Supply word banks for tests Provide matching activities Allow extra time to complete tests Allow students to respond orally rather than in written form.

SIOP: Practice and Application

Provide hands-on materials and/or manipulatives for students to practice using new content knowledge. Provide activities for students to apply content and language knowledge in the classroom. Provide activities that integrate all language skills (i.e., reading, writing, listening, and speaking).

Castañeda vs. Pickard

Set the standard for the courts in examining programs for LEP students. Basically districts must have (3 part test): 1. A pedagogically sound plan for LEP students. 2. Sufficient qualified staff to implement the plan (includes hiring of new staff and training of current staff). 3. A system established to evaluate the program. Castañeda did not require bilingual education programs to meet these standards. It required only that "appropriate action to overcome language barriers" be taken through well implemented programs

SDAIE

Specific Designed Academic Instruction in English

Speech Emergence

Speech Emergence: Ask "why" and "how" questions that students can answer with short sentences ("Explain how the earth revolves").

SOLOM

Student Oral Language Observation Matrix

SIOP components

There are 8 components in this model. 1) Preparation, 2) Building Background (connections to background knowledge and experiences), 3) Comprehensible Input. i.e. visuals, realia, modeling, step-by-step directions. 4) Learning Strategies. 5) Interaction. 6) Practice and Application. 7) Effectiveness of Lesson Delivery. 8) Review/Assessment. With this model students can develop their BICS and CALP.

The Florida Consent Decree

every LEP student is entitled to equal access to appropriate programming. Main goal is to develop the student's proficiency in English and academic potential.

Formative Assessments

give students feedback and the chance to revise work. Examples include rubrics, checklists, portfolios, journals, conferencing, graphic organizers, mind maps, peer review.