English Language Learners
Department FacultyPhone Ms. Amy Chappuis firstname.lastname@example.org
Welcome to the
CHS English Language Program site!Name: Ms. Amy Chappuis
Email Address: email@example.com
Phone number: 314.854.6810.
Clayton School District
English Language Program
THE EDUCATIONAL APPROACH AND GOALS
The educational approach and goals of the Clayton School District English Language Program (ELP) are based on the Clayton English language proficiency standards [Common European Framework of Reference for Languages (CEFR)] and the School District of Clayton balanced literacy approach to teaching and learning.
TheClayton English Language Program (ELP) is designed for non-native English speaking students who demonstrate the need for English language instruction. The program provides language instruction and educational experiences that:
• Teach the skills required for English language learners (ELLs) to achieve an advanced level of academic English language proficiency in speaking, listening, reading, and writing
• Help ELLs meet the academic achievement standards expected of all students
• Support the successful acculturation of students and families
• Promote parent engagement in the child’s learning and in the schools
ELPROGRAM ENDURING UNDERSTANDINGS
1. Language is human communication interpreted individually and communally across, within, and between cultures.
2. Language processes develop interdependently (speaking, listening, reading, writing,acculturation).
3. Language involves both understanding and using cultural, verbal, and non-verbal symbols.
4. Language acquisition is a long-term process that develops naturally and in stages.
5. Language acquisition builds on meaningful interaction and challenging content.
6. Native language proficiency 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 social and academic settings?
• What are the skills and strategies necessary to comprehend English in both social and academic settings?
• What are the skills and strategies necessary to comprehend both everyday and academic text in English?
• What are the conventions of written English and how are they used in both everyday and academic settings?
• Which sociolinguistic and acculturative competencies are necessary to acquire English and function inAmerican society?
• What core vocabulary is required to function in English?
• Which grammatical structures are critical to functioning in English?
EL PROGRAM ESSENTIAL SKILLS
Speaking: Students will engage in oral communication in a variety of situations for a variety of purposes and audiences 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 achieve standards and learning targets at each proficiency level.
Reading: Students will process, interpret, and evaluate written language symbols and text with understanding and fluency to achieve standards and learning targets at each proficiency level.
Writing: Students will engage in written communication in a variety of forms for a variety of purposes and audiences to achieve standards and learning targets at each proficiency level.
Acculturation: Students will develop sociolinguistic competencies and cultural understanding at each proficiency level to achieve standards 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 each level of English language proficiency.
ELL PROFICIENCY LEVELS
The Clayton EL Program curriculum outlines six levels of English language proficiency. LEP/ELL “Receiving Services” students are classified atProficiency Levels 1-5. Students working at Level 6 are considered proficient English language students and are either in the two-year Monitor Period or exited from the English LanguageProgram.
Level1 Basic Beginner
Level2 High Beginner
Level3 Basic Intermediate
Level4 High Intermediate
Level6 Advanced-Proficient(Monitor Period/Not LEP)
ENGLISH LANGUAGE 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 literacy approach 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 and sociolinguistic 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 in balanced literacy, math, science, and social studies, and 3) balanced assessment strategies. Drawing on these curriculum structures and in collaboration with classroom teachers, differentiated instruction is planned for English learners at all proficiency levels (Levels 1-5). The elementary (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 grounded in the EL Curriculum Framework Standards, core content, and ongoing assessment of student growth and development. The secondary curriculum plans differentiated instruction for students that includes systematic English language instruction and content-area support as needed in science, math, social studies, and literacy classes. Secondary level EL students are enrolled in mainstream courses as English proficiency skills allow. Alphabet, phonemic awareness, syllabication, vocabulary,spelling, and comprehension strategies are taught based on individual student needs; as well, reading and writing skills are taught within the context of content area assignments. Individual writing 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 skills that promote the social and cultural adjustment of English LanguageLearners. The program seeks to create a positive social environment that integrates language minority students with their English-speaking peers.
EL PROGRAM INSTRUCTIONAL APPROACH/MODEL
The Clayton English LanguageProgram instructional approach is grounded in the Clayton English language proficiency standards and the School District of Clayton balanced literacy approach to teaching and learning.
Content Based ESOL (ELL)/ Co-Teaching: Clayton EL teachers “push-in” to the mainstream classroom to support ELL students. ELL teachers may co-teach units or courses following a class-within-a-class, side-by-side teaching, or team-teaching model. Content-based ESOL recognizes that language is a means to an end and focuses on delivering curriculum content through English in such a way as to make the content understandable to English language learners. Both elementary and secondary students benefit from this method.
English Language Resource Classrooms: Each school building has an EL resource classroom. Students may take English language classes in the resource classroom and/or may drop in the resource room to complete tests, work on projects, conference writing papers, and do individualized units of coursework.
INTERNATIONAL FAMILY PROGRAMS and PARENT INVOLVEMENT
Clayton International Family Programs: The District promotes parental and community participation in programs for limited English proficient students. The EL Program provides international families and the parents of EL students with social and educational programs that are designed to extend opportunities for parents to be involved in our schools. The programs include parent education and support programs, community-based field trips, volunteer opportunities, parent conferences, and international student groups.
. . . Dave's ESL Cafe has resources for instructors and practice for students
. . . great practice and instruction for students
. . . Activites for ELL students (quizzes, exercises and puzzles to help students learn English)
. . . trouble spots for EL students includes exercises and instruction
The following websites contain helpful guidance on note taking, outlining, paraphrasing, and summarizing
- http://www.ucc.vt.edu/stdyhlp.html -Virginia Tech Self-Help
- http://www.sas.calpoly.edu/asc/ - California Polytechnic State University Academic Skills Center
- http://www.csbsju.edu/academicadvising/help/lec-note.html - Lecture note taking skills (College of Saint Benedict/Saint John's University)
- http://www.yorku.ca/cdc/Isp/ - York University Counselling and Development Centre
- http://www.dartmouth.edu/~acskills/success/index.html - Dartmouth College Academic Skills Center
- http://owl.english.purdue.edu/index.html - Purdue University Online Writing Laboratory
- http://www.wisc.edu/writing/Handbook/Documentation.html - The Writing Center, University of Wisconsin-Madison
- http://www.asu.edu/duas/wcenter/ - The Writing Center, Arizona StateThese sources are listed on the TOEFL, ETS website and provide quality support for EL students