Justin Stevenson 3/5/14 ESL 4 Classroom Profile

ESL Classroom 1

School District: Rose Tree Media School Name: Springton Lake Teacher Name(s): Brittani Lutterman Grade bands: 3-5 Teaching schedule: 8:30am-9:00am, 1pm-2pm Subjects Taught: ESOL Pull Out/Push In ELP levels of ELLs, including special education and gifted ELLs: Level 1 (Beginning | Entering) Level 1 (Beginning | Entering) Level 3 (Intermediate | Developing

Identification of curriculum used in classroom: National Geographic REACH Assessment types used: W-APT ACCESS REACH text provides unit tests as Progress Monitors which assess reading, writing, and grammar skills at beginning, intermediate, advanced, and advanced high level.

ESL Classroom 2

School District: Rose Tree Media School Name: Springton Lake Teacher Name(s): Brittani Lutterman Grade bands: 6-8 Teaching schedule: 9:00am-9:30am, 2pm-3pm Subjects Taught: ESOL Pull Out/Push In ELP levels of ELLs, including special education and gifted ELLs: Level 3 (Intermediate | Developing) Level 3 (Intermediate | Developing) Level 4 (Advanced Intermediate | Expanding) Level 4 (Advanced Intermediate | Expanding) Level 5 (Advanced | Bridging)

Identification of curriculum used in classroom: National Geographic INSIDE Assessment types used: W-APT ACCESS INSIDE text provides Quick Checks and selection tests to provide immediate feedback as students learn with links to reteaching prescriptions. INSIDE also provides unit tests which measure the mastery of skills taught in the unit to monitor progress and provide reteaching.

Justin Stevenson 3/8/14 ESL 4 Student Assessment Chart

The following chart represents the results of the W-APT test for two students who had very recently arrived in the United States. The two students entered into a small class which consisted of only one other student. Student 3 was absent on the day the W-APT was administered to Student 1 and Student 2, although this test would not have been administered to her anyway since she was already a part of the ESOL program. Both Student 1 and Student 2 seemingly spoke no English at all when this test was administered.

Students Student 1

Assessment Method WIDA W-APT

Assessment Results Speaking Score 1 Listening Score 0

The student was assessed on speaking, listening, reading, and writing. For the speaking section, the student made no verbal responses. An example of the listening section would be: student listened to a poem which was read aloud, listened to the questions, and responded by pointing to an answer. For the reading section, the student was

Reading Score 1 Writing Score 1

Composite Proficiency Level (CPL) 1.0

ELP Level 1 (Beginning | Entering)

required to read questions on his own and respond to questions. He again pointed to answers. The student was not given the writing section of the test since he was only able to write in Chinese characters. Student 2 WIDA W-APT Speaking Score 1 Listening Score 1 The student was assessed on speaking, listening, reading, and writing. For the speaking section, the student made no verbal responses. For the listening section, this student also responded by pointing to answers and making no verbal communication. For the reading section, the student seemingly guessed answers by pointing to them since he was unable to read the questions. This student was also not given the writing section since he was unable to write any English letters. Student 3 Absent Absent ELP Level 1 (Beginning | Entering) Composite Proficiency Level (CPL) 1.0 Reading Score 1 Writing Score 1

Taken from http://www.wida.us::

W-APT stands for the WIDA-ACCESS Placement Test. It is an English language proficiency "screener" test given to incoming students who may be designated as English language learners. It assists educators with programmatic placement decisions such as identification and placement of ELLs. The W-APT is one component of WIDA's comprehensive assessment system.

W-APT test items are written from the model performance indicators of WIDA's five English Language Proficiency (ELP) standards:

Social & Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies

Reflection:

Administration of the W-APT is a very useful tool when it comes to determining the Composite Proficiency Level of the student as well as the English Language Proficiency Levels. The test was very simple to understand in terms of how it is supposed to be administered, gives students easy ways to respond to questions (even if they are unable to speak any English), and was very easy to score and determine the CPLs and ELPs of students.

The test also reveals much information about what type of instruction the students should receive as well as tier placement on the ACCESS for ELLs annual assessment. Based on the results of these two students, it was decided they were eligible for ESOL services and were leveled at ELP Beginning|Entering. These students require much instruction in English, and based on their ELP, they should begin with simple object identification, basic English greetings, and start to practice learning and writing the English language. In regards to language acquisition and development, I am unable to make much of a determination since the students are currently at such a beginning level of speaking English. I would assume their social language and basic English greetings and words will begin to emerge as well as their ability to categorize objects or copy basic English words. It would be very interesting to have the opportunity to observe the progress of Students 1 and 2 as they progress in their English skills.

Justin Stevenson 3/2/14 ESL 4 Week Three Summary Paper How does Krashens Natural Order Hypothesis impact morpheme acquisition for ELLs? Krashens Natural Order Hypothesis is the idea that learners acquire parts of language in a predictable order. Krashens hypothesis stated that for any given language, a natural order of grammatical acquisition will occur. Because of this natural order, Krashen believed language acquisition would occur independently; regardless of the teaching sequence of the language. Morphemes are the smallest meaningful unit of a language that cannot be further divided (e.g., in, come, -ing, forming incoming ). It is believed that in second language acquisition, certain morphemes are learned more quickly than others. Studies have shown that the same morphemes are learned first regardless of when the language is being learned. For example, a child learning English as their first language would first learn the same morphemes as a student from China learning English as a second language. Also, children and adults have roughly the same order of morpheme acquisition. This would seemingly prove Krashens Natural Order Hypothesis. If a natural order did exist amongst humans when it comes to language acquisition, it would make sense that a language is learned roughly in the same way, regardless of the student or where they come from, and a predictable order of acquisition does exist.

What is a cognate? Create a list of cognates and strategies used to teach these cognates to ELLs. Cognates are words that have a common etymological origin. Basically, cognates are words that share a similar meaning, spelling, and pronunciation. Although few cognates exist between languages like English and Chinese, there are many common cognates between languages such as English and Spanish. Therefore, cognates tend to be a useful link for ELLs from certain languages which have cognates.

Examples of English Spanish cognates: ambulance Ambulancia angular Angular antioxidant antioxidante appear aparecer arrogance arrogancia arrogant arrogante aspirant aspirante assailant asaltante assembly asimilar adopt adopter adore adorer affect affecter air aire altar altar adacious audaz audacity audacia audience audiencia augment aumentar

Techniques for teaching cognates to ELLs: Techniques Read Aloud Examples When you read aloud to your students, ask the Spanish speakers to raise their hand when they think they hear a cognate. Ask students to find three or four cognates and write them down. Have students read them to the class. Discuss spellings or sounds that are the same and different between the cognates. Have students work in pairs or smalls groups and give them cards which contain cognates. Have students sort the words. Then ask them what the word pairs have in common and write responses on the board. Have students indicate which letters are different between the cognates by circling the letters. Provide students with a list of false cognates. Warn students that they might run into some words that are false cognates. These are words that look alike but do not have the same meaning.. Explain that words can cause problems for English learners due to differences in intonation and stress. For example (in English-Spanish), the words animal/animal or condition/condicin.

Student Reading

Word Sort

Find Differences

False Cognates

Display Intonation/Stress

Compare the list of strategies in your book with your list of strategies you have developed to teach ELLs academic language in the regular content areas. The list of strategies for helping students acquire academic language in Essential Linguistics is as follows: Activate or build background knowledge Preview texts Use graphic organizers Involve students in extensive reading

Throughout my course work, I have developed ideas of my own for strategies to teach academic language to ELLs. Some of my techniques are the same as the ones listed above, but my list is as follows: Have students read diverse texts Summarize (have students complete summary frames) Have students work in teams to translate from social language to academic language and vice versa Introduce academic language in various ways (tell them a story using academic language words, show them videos which use this type of language) Have students complete a venn diagram comparing social and academic words Stress the use of transition words in academic language. Provide students with a list of common transition words and model their use through speech and writing. Address the need to understand and use certain academic language words for standardized testing purposes. Implications from morphology that a teacher must consider when teaching reading and a second language like English to ELLs. When teaching reading and writing to very young students, who are often learning academic language for the first time, it is quite common to not only focus upon the correct spelling or use of the word, but more on the concept the student is trying to convey. I feel this same belief can be held when applying the teaching of English as a second language.

When students are young, it is understood that, to a certain degree, their academic language will develop naturally. Students need to be coached, taught, and corrected to adequately learn academic language, but they are given the time for its development. ELLs are faced with the difficult task of trying to learn social spoken English, writing academic English, and comprehending written and spoken academic English. They often do not have the same previous English knowledge for which to base their academic knowledge, and are therefore forced to conquer quite a difficult task. Keeping this in mind, the development of morpheme knowledge and understanding for the ELL is a very positive means of academic English development. However, just like the younger native English speaker, the teacher must understand that the student is going to make mistakes based upon rules they have perceived to be interchangeable with morpheme usage. Knowing and understanding morphemes can greatly expand ones language vocabulary. Knowing morphemes will help one modify or change words already in their vocabulary. For example, word parts such as -or,- ist, -ian, -ment-, -er, and many others, give one the ability to adjust words to a preferred usage or situation. Teachers know that one of the ways to enhance a students vocabulary is by introducing them to prefixes and suffixes of the English language. By knowing the types of morphemes in English, it makes identification of new words both easier and more accessible. However, it must be expected that understanding these morphemes will result in ELLs sometimes misusing morphemes. For example, applying the suffix er to the end of a word which it does not belong. While this is obviously unacceptable when it comes to proper English academic language, it does still show an understanding of the use of the morpheme and the teacher must recognize that proper usage and academic language usage and understanding will come as that part of their knowledge develops at a natural rate. However, it is still crucial that the teacher emphasize the need for academic language, assist the students in learning their mistakes, and stress techniques for enhancing English academic language.

Justin Stevenson 3/5/14 ESL 4 Communication Support Strategies and Methods The W-APT revealed much information about what types of instruction, communication support and methods the students should receive as well as tier placement on the ACCESS for ELLs annual assessment. The two students who were given the WAPT require much instruction in English, and based on their ELP, they should begin with simple object identification, basic English greetings, and start to practice learning and writing the English language. In regards to language acquisition and development, I am unable to make much of a determination since the students are currently at such a beginning level of speaking English. I would assume their social language and basic English greetings and words will begin to emerge as well as their ability to categorize objects or copy basic English words. Since the ELP and CLP of both students 1 and 2 are the same, they come from the same background, and they are close in age, I have given them similar social goals, academic goals, and support strategies. Although I was unable to test Student 3, I have come up with social goals, academic goals, and support strategies in methods which would be helpful based on viewing her school work journal and speaking with her ESOL instructor. ELL Student Student 1 CLP-1.0 Social Goal -Learn basic English phrases which will enable students to communicate with peers. -Learn basic English phrases which will enable students to communicate with teachers and other adults in school and community settings. -Develop vocabulary skills in reading, writing, speaking, and listening to a level which will allow the student to understand basic Academic Goal -Develop needed vocabulary for academic subjects. -Develop correct grammatical forms/structures in writing. -Develop basic academic English to convey answers, thoughts, and ideas through speech. -Develop basic comprehension skills so student can Support Strategies and Methods -Embrace pedagogy that is based on the culture of the student (build on education by using familiarity of culture). -Instruction based on the strengths that students bring with them to school -Students will practice speaking and writing sentences to develop

ELP-Level 1 (Beginning | Entering)

English necessary in school and community setting (signs, book titles, foods, etc).

understand instruction, assignments, and communicate ideas to classmates.

Student 2 CLP-1.0

ELP-Level 1 (Beginning | Entering)

-Learn basic English phrases which will enable students to communicate with peers. -Learn basic English phrases which will enable students to communicate with teachers and other adults in school and community settings. -Develop vocabulary skills in reading, writing, speaking, and listening to a level which will allow the student to understand basic English necessary in school and community setting (signs, book titles, foods, etc).

- Develop needed vocabulary for academic subjects. -Develop correct grammatical forms/structures in writing. -Develop basic academic English to convey answers, thoughts, and ideas through speech. -Develop basic comprehension skills so student can understand instruction, assignments, and communicate ideas to classmates.

Student 3 CLP-3.1

ELP-Level 3 (Intermediate | Developing

-Improve fluency in English phrases which will enable student to better communicate with peers. -Improve fluency in English phrases which will enable student to better communicate with teachers and other adults in school

- Expand vocabulary for academic subjects. -Improve correct grammatical forms/structures in writing. -Enhance basic academic English to

both academic and social English. -Students will observe English instruction, English videos, and use Imagine Learning software to increase skills in listening, reading, writing, and instruction. -Embrace pedagogy that is based on the culture of the student (build on education by using familiarity of culture). -Instruction based on the strengths that students bring with them to school -Students will practice speaking and writing sentences to develop both academic and social English. -Students will observe English instruction, English videos, and use Imagine Learning software to increase skills in listening, reading, writing, and instruction. -Embrace pedagogy that is based on the culture of the student (build on education by using familiarity of culture). -Instruction based on the student has

and community settings. -Expand vocabulary skills in reading, writing, speaking, and listening to a level which will allow the student to better comprehend English necessary in school and community setting (signs, book titles, foods, etc).

convey answers, thoughts, and ideas through speech. -Increase basic comprehension skills so student can understand instruction, assignments, and communicate ideas to classmates.

brought with her to school and build upon knowledge gained. -Student will practice speaking and writing through group work and presentations to develop both academic and social English. -Student will observe English instruction, English videos, and use Imagine Learning software to increase skills in listening, reading, writing, and instruction.

Justin Stevenson 3/6/14 ESL 4 Family Home-School Communication Plan Communication Procedures Due to the numerous languages spoken by families of students in this school district, the district provides translation services as a helpful means of communication. Through the district website or through phone calls, the district allows parents/guardians, teachers, and other school district employees to utilize translation services such as: Document Translation, Telephonic Interpretation, and Live Interpretation. Document Translation- Documents that need to be translated can include public announcements, District-wide documents, flyers, forms, and other communications intended for parents and/or students, in addition to transcripts or immunization records for enrollment or student placement. Telephonic Interpretation- Free telephonic interpretation in over 180 languages and dialects for school staff and administrators. Live Interpretation- Available for meetings, disciplinary hearings, and Districtwide parent and community events where telephonic interpretation is not sufficient. Live interpretation is provided by one of the Districts Bilingual Counseling Assistants and so is limited to the following languages: some West African languages, Albanian, Arabic, Burmese, Cantonese, French, Gujarati, Haitian Creole, Hindi, Indonesian, Khmer (Cambodian), Laotian, Malayalam, Mandarin, Nepali, Portuguese, Russian, Spanish, Urdu, and Vietnamese. Home Communication Procedures This school has a variety of regular home communication methods between staff and the parent/guardian of the student. Some are school wide procedures which all regular teachers use, and others are used based on teacher preference. Home Work Books- Regular classroom teachers check the homework books of students and initial to ensure their homework is written down, and that a parent/guardian has signed off on the previous evenings homework. Parents and teachers are also able to write comments or communication notes to one another in these books. This is a school wide procedure for grades K-5.

Flyers/Letters- Information that needs to be sent home from the administration or from the teacher are often sent home in the form of flyers or letters. Parents who require information in a language other than English are provided with a flyer or letter written in their preferred language. This is a school wide procedure.

Phone Calls/Emails- Most teachers utilize email or phone calls as a means of communication when applicable. This is used based on teacher preference since some parents/guardians may not have access to email and some seem to communicate more readily through email.

Home Communication Plan Based on my experience in the classroom at this school, I feel the established means of communication work well and are good techniques when dealing with the parents/guardians of ELL students. Although I feel homework books, flyers/letter, and phone calls/emails are a sufficient means of communication, I do have a few additional techniques that I would like to implement as an ESL instructor. Website Communication- Although not all homes have internet access, I feel establishing a teacher website is a great means of communication. It allows the teacher to list important events, information, assignments, and teaching materials for students and parents/guardians. This would also the teacher to use online translators applicable. Although the online translators are never perfect translations, they are a great way to get important information conveyed quickly. Although the school district does not seem to provide teachers with websites, it would be easy for the teacher to use a free blog type page for this purpose. The frequency of this communication could be daily, weekly, or however often was preferred. Skype Meetings (online video conferencing)- Although this also requires a computer and internet access, this would be an excellent means if an interpreter was needed. The teacher would be able to schedule meetings at the convenience or availability of both the interpreter and parents as long as all parties were able to access a computer. This would streamline communication and efficiency. Depending on the available interpreters at the school, this could be conducted as often as need be.

Since access to technology may be limited in the home of the student, it is important to have other basic means of communication. Although I feel writing in the homework book and sending letter home are great regular methods of communication, I also feel it is crucial to inform parents of available meeting schedules for in-person conferences. This allows parents/guardians, teachers, administration, interpreters, students, counselors, etc the opportunity to speak in person, form a stronger relationship, and give both parent/guardian and staff the opportunity to understand one another a bit better. Thanks to the availability of interpreters, bilingual staff members, bilingual students, and bilingual community members, conference meetings can be very possible and productive.