Name: Ms. Karen Hales-Mecham
Email Address: firstname.lastname@example.org
Phone number: 314.854.6810.
Clayton School District
English Language Program
THE EDUCATIONAL APPROACH AND GOALS
The educational approach andgoals of the Clayton School District English Language Program (ELP) are basedon the Clayton English language proficiency standards [Common European Frameworkof Reference for Languages (CEFR)] and the School District of Clayton balancedliteracy approach to teaching and learning.
TheClayton English Language Program (ELP) is designed for non-native Englishspeaking students who demonstrate the need for English languageinstruction. The program provideslanguage instruction and educational experiences that:
• Teach the skills required for English languagelearners (ELLs) to achieve an advanced level of academic English languageproficiency in speaking, listening, reading, and writing
• Help ELLs meet the academic achievement standardsexpected of all students
• Support the successful acculturation of students andfamilies
• Promote parent engagement in the child’s learningand in the schools
ELPROGRAM ENDURING UNDERSTANDINGS
1. Language ishuman communication interpreted individually and communally across, within, andbetween cultures.
2. Languageprocesses develop interdependently (speaking, listening, reading, writing,acculturation).
3. Languageinvolves both understanding and using cultural, verbal, and non-verbal symbols.
4. Languageacquisition is a long-term process that develops naturally and in stages.
5. Languageacquisition builds on meaningful interaction and challenging content.
6. Native languageproficiency level (L1) strongly influences second language acquisition (L2).
7. Bilingualism(plurilingualism) is an individual and a societal asset.
EL PROGRAMESSENTIAL QUESTIONS
• What are the conventions ofEnglish (speaking, listening, reading, writing) and how are they used in socialand academic settings?
• What are the skills andstrategies necessary to comprehend English in both social and academicsettings?
• What are the skills andstrategies necessary to comprehend both everyday and academic text in English?
• What are the conventions ofwritten English and how are they used in both everyday and academic settings?
• Which sociolinguistic andacculturative competencies are necessary to acquire English and function inAmerican society?
• What core vocabulary isrequired to function in English?
• Which grammaticalstructures are critical to functioning in English?
EL PROGRAM ESSENTIAL SKILLS
Speaking: Students will engage in oralcommunication in a variety of situations for a variety of purposes andaudiences to achieve standards and learning targets at each proficiency level.
Listening: Students will process, understand,interpret, and evaluate spoken language in a variety of situations to achievestandards and learning targets at each proficiency level.
Reading: Students will process, interpret, andevaluate written language symbols and text with understanding and fluency toachieve standards and learning targets at each proficiency level.
Writing: Students will engage in writtencommunication in a variety of forms for a variety of purposes and audiences toachieve standards and learning targets at each proficiency level.
Acculturation: Students will develop sociolinguisticcompetencies and cultural understanding at each proficiency level to achievestandards and learning targets at each proficiency level.
EL PROGRAM CURRICULUM
Units ofStudy and Proficiency Standards (Learning Targets)
The English Language (EL)curriculum outlines proficiency standards (learning targets) for units in speaking,listening, reading, writing, vocabulary and grammar, and acculturation for eachlevel of English language proficiency.
The Clayton EL Program curriculumoutlines six levels of English language proficiency. LEP/ELL “Receiving Services” students are classified atProficiency Levels 1-5. Studentsworking at Level 6 are considered proficient English language students and areeither in the two-year Monitor Period or exited from the English LanguageProgram.
Level6 Advanced-Proficient(Monitor Period/Not LEP)
ENGLISHLANGUAGE PROGRAM CURRICULUM SUMMARY
The ELL curriculum for grades k-12is based on the Clayton English language proficiency standards [Common European Framework of Reference forLanguages (CEFR)] and the School District of Clayton balanced literacyapproach to teaching and learning. The Clayton EL Curriculum Framework outlines ELL ProficiencyStandards (Learning Targets) across the language domains/units of speaking,listening, reading, writing, vocabulary and grammar, and acculturation andsociolinguistic competencies for each level of English language proficiency(Levels 1-6).
EL Elementary Curriculum. The elementary EL curriculum is grounded in 1) ELCurriculum Framework Standards (learning targets) 2) Core Content goals inbalanced literacy, math, science, and social studies, and 3) balancedassessment strategies. Drawing onthese curriculum structures and in collaboration with classroom teachers,differentiated instruction is planned for English learners at all proficiencylevels (Levels 1-5). Theelementary (grades k-5) EL curriculum also provides EL teachers with aBeginners’ Workshop curriculum for students working at the Basic Beginner (L1)and High Beginner (L2) levels.
EL Secondary Curriculum. The secondary level (Grades 6-12) EL curriculum is also groundedin the EL Curriculum Framework Standards, core content, and ongoing assessmentof student growth and development. The secondary curriculum plans differentiated instruction for studentsthat includes systematic English language instruction and content-area supportas needed in science, math, social studies, and literacy classes. Secondarylevel EL students are enrolled in mainstream courses as English proficiencyskills allow. Alphabet, phonemic awareness, syllabication, vocabulary,spelling, and comprehension strategies are taught based on individual studentneeds; as well, reading and writing skills are taught within the context of contentarea assignments. Individualwriting conferences support students in the development of writing skills. (SeeBYOC and ELL Secondary Curriculum Binders)
Across the elementary and secondary curriculum,acculturation and sociolinguistic standards guide the development of skillsthat promote the social and cultural adjustment of English LanguageLearners. The program seeks tocreate a positive social environment that integrates language minority studentswith their English-speaking peers.
EL PROGRAM INSTRUCTIONAL APPROACH/MODEL
The Clayton English LanguageProgram instructional approach is grounded in the Clayton English languageproficiency standards and the School District of Clayton balanced literacyapproach to teaching and learning.
Content Based ESOL (ELL)/ Co-Teaching: Clayton EL teachers “push-in” to the mainstreamclassroom to support ELL students. ELL teachers may co-teach units or courses following aclass-within-a-class, side-by-side teaching, or team-teaching model. Content-based ESOL recognizes thatlanguage is a means to an end and focuses on delivering curriculum contentthrough English in such a way as to make the content understandable to Englishlanguage learners. Both elementaryand secondary students benefit from this method.
English Language Resource Classrooms: Eachschool building has an EL resource classroom. Students may take English language classes in the resourceclassroom and/or may drop in the resource room to complete tests, work onprojects, conference writing papers, and do individualized units of coursework.
INTERNATIONAL FAMILY PROGRAMS and PARENT INVOLVEMENT
Clayton International Family Programs: The District promotes parental and communityparticipation in programs for limited English proficient students. The EL Program provides internationalfamilies and the parents of EL students with social and educational programsthat are designed to extend opportunities for parents to be involved in ourschools. The programs include parenteducation and support programs, community-based field trips, volunteeropportunities, parent conferences, and international student groups.