English to Speakers of Other Languages (Esol)

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES

(ESOL) PROGRAM

Grades K - 12

Pleasant ValleySchool District

Brodheadsville, Pennsylvania18322

Revised 2/2013

1

TABLE OF CONTENTS

Philosophy of ESOL Program...... 2

Preface...... 3-4

Entrance Procedures...... 5-6

Home Language Survey...... 7

Parent Entry Letter...... 9

W-APT Placement Scores...... 10

Procedures for Reporting ESOL Progress...... 11

WIDA Can-Do Descriptors...... 12-20

Student Performance Outcomes...... 21

Beginner Level Performance Outcomes...... 22

Intermediate Level Performance Outcomes...... 30

Advanced Level Performance Outcomes...... 38

Criteria Necessary to Exit ESOL Program...... 43

Post-Exit Monitoring Program...... 45

Parent Exit Letter...... 46

Post-Exit Monitoring Forms...... 47

Parent Re-Entry Letter...... 54

Letter From ESOL Student...... 55

TESOL Standards...... 56

Accommodations for ESOL Students...... 61

Alternate Assessments for ESOL...... 63

PHILOSOPHY OF ESOL PROGRAM

The PleasantValleySchool District provides an ESOL instructional program that promotes the natural abilities of all children to acquire language. It is characterized by creative teaching strategies, which both inspire and challenge students.

The district values the knowledge, culture, and language that each student brings to school. It provides experiences that relate the student's foundation of prior learning to the acquisition of English making the transition into the new culture a comfortable one.

Second language instruction incorporates the skills of listening, speaking, reading, and writing. All modalities of cognitive and learning styles are included to make instruction relevant and comprehensible.

Language instruction strives to accommodate individual proficiencies by presenting learning activities at the appropriate level of difficulty. ESOL instruction varies in scope and incorporates content areas into all lessons.

ESOL teachers create an atmosphere of acceptance and support for the language learner. Positive attitudes and approaches to instruction are such that students will find a freedom to experiment with language and not be afraid to make mistakes.

PREFACE

This curriculum is designed to be used in all grades K - 12. Through this curriculum, our students will attain linguistic competence as well as develop critical thinking and problem solving strategies.

Research into second language acquisition shows that learners go through stages of second language acquisition. The instructional objectives stated in the ESOL curriculum take these varying stages into consideration. Objectives have been designed to be more linguistically and cognitively challenging as the students advance in their levels of proficiency.

The curriculum follows a pattern that comprehension precedes language production, placing a great deal of emphasis on listening skills and comprehensible input by the instructor. Audiovisual aids, body language, and realistic settings are encouraged in order to make language understandable by the students. As long as the students understand language through context, the teacher can use language constructions not yet acquired to help the learners advance to the next level of acquisition.

Reading and writing skills are integrated into the curriculum. They are introduced at the appropriate time of development based on the learner's level of proficiency. Reading materials are selected according to the student's readiness. Writing activities are taught using a whole language approach. Oral discussion, brainstorming, and group-writing projects are commonly used at pre-writing levels.

This curriculum has been developed thematically. It is not textbook driven, but utilizes a variety of materials, both commercially produced and teacher generated, to achieve the desired outcome. Organization of the curriculum, based on the WIDA™ (World-Class Instructional Design and Assessment) Consortium Model, is as follows:

REACHING, Level 6 - students will read, write, speak and listen at grade-level proficiency.

ENTRANCE PROCEDURES

The Civil Rights Act of 1964, Title VI, Language Minority Compliance Procedures, requires school districts/charter schools to identify limited English proficient students (language minority students). The Pennsylvania Department of Education has selected the Home Language Survey (HLS) as the tool to identify limited English proficient students. The purpose of this survey is to determine a primary or home language other than English (PHLOTE). Schools have a responsibility under federal law to serve students who are limited English proficient and need ESOL instruction in order to be successful in academic subjects. Given this responsibility, school districts/charter schools have the right to ask for the information they need to identify these students.The HLS must be given to all students enrolled in the school district/charter school. The HLS is given one time and remains in thestudent's permanent record file through the student's graduation.

Student placement into an ESOL program must be based on the results of the Home Language Survey, the WIDA ACCESS Placement Test (W-APT), and consideration of multiple criteria.

From the HLS, LEAs identify students with a primary home language other than English (PHLOTEs). From the PHLOTE list, LEAs implement a process to identify students who are in need of English language instruction programs. Based on further information and the use of multiple criteria, a PHLOTE student may beformally assessed for English language proficiency (using the W-APT) for possible placement in an English language instructional program or

exempted from a formal English language proficiency assessment.

The W-APT test assesses the student's ability to perform using listening, speaking, reading, and writing skills. The resulting test score show the student to be in one of the aforementioned six levels of English proficiency.

If the student does not meet or exceed the cut-off score on the W-APT, the parent is notified in writing of the student's entrance into the ESOL program. The letter must be signed by the parent and returned to school. It is then kept on file in the student's permanent record.

ESOL programs are mandated by the Pennsylvania Department of Education; therefore, a parent may not seek to have his or her child excused from a district’s ESOL program unless the instruction conflicts with the family’s religious belief.
HOME LANGUAGE SURVEY

The Office of Civil Rights (OCR) requires that school districts/charter schools/full day AVTS identify limited English proficient (LEP) students in order to provide appropriate language instructional programs for them. Pennsylvania has selected the Home Language Survey as the method for the identification.

School District: Pleasant ValleySchool DistrictDate:

School:

Student’s Name: Grade:

1. What is/was the student’s first language? ______

1. Does the student speak a language(s) other than English?

(Do not include languages learned in school.)

 Yes  No

If yes, specify the language(s): ______

1. What language(s) is/are spoken in your home? ______

1. Has the student attended any United States school in any 3 years during his/her lifetime?

 Yes  No

If yes, complete the following:

Name of SchoolStateDates Attended

______

______

______

Person completing this form (if other than parent/guardian):

Parent/Guardian signature:

*The school district/charter school/full day AVTS has the responsibility under the federal law to serve students who are limited English proficient and need English instructional services. Given this responsibility, the school district/charter school/full day AVTS has the right to ask for the information it needs to identify English Language Learners (ELLs). As part of the responsibility to locate and identify ELLs, the school district/charter school/full day AVTS may conduct screenings or ask for related information about students who are already enrolled in the school as well as from students who enroll in the school district/charter school/full day AVTS in the future.

English For Speakers of Other Languages

Pleasant Valley School District

Brodheadsville, PA 18322

Date: ______

Student's Name: ______

Dear Parents (Guardians):

The Pleasant Valley School District welcomes you and your child to our school family. The administrators, faculty and staff value the culture, language and traditions that your child brings to our school.

Your child was recently screened and tested based on information from the Home Language Survey which you completed at registration. The test results indicated that your child is eligible for enrollment in the state mandated English for Speakers of Other Languages (ESOL) Program.

The ESOL Program is not a bilingual program. The students are immersed in a totally English-based language curriculum. The ESOL program specialist will meet with your child one period every day, focusing on listening, speaking, reading and writing skills, aimed at improving his/her vocabulary, grammar and language proficiency.

Your child will remain in the program until further testing indicates that ESOL services are no longer needed. (Additional state information can be found on the back of this paper.)

If you have any questions and or/concerns about the ESOL program please do not hesitate to contact the ESOL program specialist at the school. Your child's success is very important to us and we will do everything we can to maximize your child's potential. Please sign and return the bottom portion of this letter as soon as Possible. Thank you.

Sincerely,

ESOL Program Specialist

Date: ______

Student's Name: ______

My signature verifies that I have read and understand that my child will be enrolled in the ESOL Program and will remain there until future English language proficiency assessments indicate that he/she has attained the state mandated level of proficiency required to exit the program.

Parent's Signature: ______

W-APT SCORES DETERMINE ESOL PLACEMENT

Kindergarten

When using the W-APT for identification and/or placement of kindergarten students, a raw score for listening and speaking of 15 or higher meets the minimum requirement for a student to be exempted from an English language instructional program. Scores of 14 and below are an indicator that a student is in need of English language instruction. In either case, additional criteria must inform the identification/placement decision. (See below).

Grades 1-12

When using the W-APT for identification and/or placement, a composite proficiency score of 4.6 or higher meets the minimum requirement for a student to be exempted from an English language instructional program. Scores of 4.5 and below are an indicator that a student is in need of an English language instructional program. In either case, additional criteria must inform the identification/placement decision. The additional criteria must include current or previous grades and performance on state assessments and LEA assessments (formative and/or summative).

PROCEDURES FOR REPORTING ESOL PROGRESS

At the end of each marking period, the ESOL Program specialist and the classroom teacherin Grades K-4 will collaborate to determine and ensure that the student is making adequate progress in language-related academic areas to be reported on the regular report card distributed by the classroom teacher.

This is done so that the student will not receive an unsatisfactory mark during the time in which he/she is acquiring the necessary language skillsto bring about success in the academic categories.

Marks include: (4.) exceeds expectations, (3.) meets expectations, (2.) making adequate progress towards expectations, and (1.) insufficient progress towards expectations.

At the end of each marking period in Grades 5-12, students will receive an ESOL grade on the report cards which reflects their performancein the content area of ESOL English/language arts class.

STUDENT PERFORMANCE OUTCOMES

Students will demonstrate the following skills:

1. LISTENING COMPREHENSION

To identify functional vocabulary and to develop listening comprehension skills which include the ability to follow directions; understand basic structures, expressions, and vocabulary; understand and respond to oral questions; and match spoken words and descriptions to pictures.

1. ORAL PRODUCTION

To use correct pronunciation, stress, and intonation, to accurately produce functional vocabulary; to develop oral skills; to greet and identify people; to ask for and give information, to ask for and give directions, to express opinions; and to express personal situations.

1. READING

To develop basic reading skills which include visual perception; sequential order, identification of alphabet letters and the sounds they represent; left to right progression; identification of rhyming words; acquisition of comprehension skills; and development of critical thinking skills.

1. WRITING

To develop basic writing skills that include following directions; preparing for standardized test formats; tracing and writing letters and numbers; left to right progression; writing own names; writing own words and sentences; illustrating sentences and stories; creating own books.

BEGINNER LEVEL

PERFORMANCE OUTCOME #1:Use basic language to function in school and community

Proficiencies I: Give personal information and greetingsActivities

1. Use verb "to be" in present tense (am, is, are).
2. Answer yes/no questions.
3. Introduce pronouns (personal, possessive).
4. Use "what, where, who, how old?"
5. Hello/Good morning; Goodbye/Good night.
6. Left to right progression.
7. Top to bottom order.
8. Writing own name.
9. Numbers 1-10.
10. Introduce letter names and sounds.
11. Introduce colors and color words.

1. Model self-introductions.
2. Role-play.
3. TPR strategies.
4. Name tags.
5. Numeral flash cards.
6. Songs.
7. Chants.
8. Fingerplays.
9. Games.

Proficiencies II: Follow directions/commandsActivities

1. Respond to "stand up, sit down, raise your hand, go to, cut, write, copy, come here".
2. Use location words (up, down, left, right, here, there).
3. Use prepositions of place (in, on, to, from, behind, between, above, below).
4. Demonstrative adjectives.
5. Minimal pairs.

1. TPR strategies.
2. Games.
3. Chants.
4. Role-play.
5. Collect or draw pictures to illustrate vocabulary.
6. Songs.
7. Dictations.
8. Word cards.

Proficiencies III: Ask for/give information and directionsActivities

1. Use "can/can't".
2. Use "to have" (present tense).
3. Use regular plurals.
4. Use "to be" (past/future tenses).
5. Follow sequence.
6. Copy/write sentences.
7. Use words to describe quantity.
8. Describe family relationships.
9. Identify shapes, colors.
10. Name days of the week; months of the year.
11. Use location words.

1. Model objectives.
2. Role-play.
3. Make a map.
4. Play guessing games.
5. Describe locations.
6. Take a school tour.
7. Follow directions to complete pictures.

Proficiencies IV: Communicate basic needsActivities

1. Use "I want, I need, I like".
2. Use "May I...?".
3. Use "Yes, I do/No, I don't".

1. Model the language.
2. Show and Tell.
3. Create dialogues.
4. Chain drill games.
5. Interviews.
6. Create self-books about likes and dislikes.

PERFORMANCE OUTCOME #2:Use basic classroom vocabulary and demonstrate appropriate school behavior

Proficiencies I: Identify school surroundings/personnel

Using appropriate vocabularyActivities

1. Identify classroom objects.
2. Identify personnel and their jobs.
3. Describe locations in school.
4. Use directional vocabulary.

1. Take a school tour.
2. Draw a floor plan of the classroom/school.
3. Invite school personnel to introduce themselves.
4. Role-play school personnel doing their work.
5. Take photographs around school.

Proficiencies II: Behave in accordance with school/

Classroom rulesActivities

1. Use "must not/should not/will not".
2. Determine cause/effect.
3. Use "or" to show consequences.

1. Demonstrate, illustrate, and play act class rules.
2. Brainstorm acceptable/unacceptable rules.
3. Develop reward system.
4. Define class helpers.

PERFORMANCE OUTCOME #3:Use vocabulary related to the body and health

Proficiencies I: Identify and name parts of the bodyActivities

1. Use possessives.
2. Use question words.
3. Identify physical discomfort.
4. Read vocabulary of body parts.
5. Label body parts.
6. Identify 5 senses.
7. Describe activities related to body parts (combing hair, brushing teeth, getting dressed, bathing, washing face and hands).

1. Sing songs.
2. Create shape people.
3. Skeleton puzzles.
4. Paper dolls.
5. "Simon-Says" game.
6. TPR strategies.
7. Drawing people.
8. Assemble paper skeleton.

Proficiencies II: Describe personal characteristics

and preferencesActivities

1. Identify "how much?/how many?".
2. Compare characteristics.
3. Create family trees.
4. Chart height/weight.

1. Describe mirror image.
2. Play "I want to be...." game.
3. List and role-play hobbies.
4. Take polls.
5. Create a bulletin board of preferences.
6. Match people with descriptions.
7. Draw self-portraits.

Proficiencies III: Describe and illustrate good health

and hygiene practicesActivities

1. Use personal pronouns.
2. Use verbs "to have, to feel".
3. Use vocabulary words "pain, ache".
4. Discuss good health practices.
5. Discuss good nutrition.

1. Illustrate the food pyramid.
2. Role-play describing symptoms of an illness to a medical professional.
3. Invite health professionals to describe their work.
4. Make booklets of good and poor hygiene practices.
5. List common childhood illnesses and discuss.
6. Send a get well card to someone.
7. Discuss medicine bottle labels and warnings.
8. Cut out pictures from magazines and categorize.

Proficiencies IV: Recognize appropriate clothing for

Individual seasonsActivities

1. Discuss weather-related clothing.
2. Use vocabulary to describe types of clothing.
3. Indicate inappropriate dressing practices.

1. Dress paper dolls.
2. Cut out pictures and categorize according to seasons.
3. Discuss types of clothing considered appropriate for various occasions.
4. Bring in samples of clothing to display.
5. Design articles of clothing for individual seasons.

PERFORMANCE OUTCOME #4:Use basic vocabulary to discuss home and community