English to Speakers of Other Languages (Esol)

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) PROGRAM

Grades K - 12

Pleasant Valley School District Brodheadsville, Pennsylvania 18322

Revised 2/2013 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

2 PHILOSOPHY OF ESOL PROGRAM

The Pleasant Valley School 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.

3 3 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.

4 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:

ENTERING, Level1 - students will match oral language to classroom and everyday objects; point to stated pictures in context;Respond non-verbally to oral commands or statements (e.g., through physical movement).

EMERGING, Level 2 - students will match pictures, objects or movements to oral descriptions; follow one-step oral directions (e.g., “stand up”; “sit down”). DEVELOPING, Level 3 - students will follow two-step oral directions, one step at a time; draw pictures inresponse to oral instructions; respond non-verbally to confirm or deny facts.

EXPANDING, Level 4 -students will follow oral directions and compare with visual or nonverbal models (e.g., “Draw a circle under the line.”); distinguish between what happens first and next in oral activities or readings;role play responses.

BRIDGING, Level 5 - students will arrange objects or pictures according to descriptive oral discourse; identify pictures/realia associated with grade-level academic concepts from oral descriptions.

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

5 5 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 the student'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.

6 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.

7 7 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 Valley School District Date: School: Student’s Name: Grade:

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

2. 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): ______

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

4. 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 School State Dates 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

8 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: ______

9 9 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).

10 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.

11 11 12 STUDENT PERFORMANCE OUTCOMES

Students will demonstrate the following skills:

A. 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.

B. 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.

C. 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; 13 13 identification of rhyming words; acquisition of comprehension skills; and development of critical thinking skills.

D. 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.

14 BEGINNER LEVEL

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

Proficiencies I: Give personal information and greetings Activities

A. Use verb "to be" in present tense (am, is, are). A. Model self-introductions. B. Answer yes/no questions. B. Role-play. C. Introduce pronouns (personal, possessive). C. TPR strategies. D. Use "what, where, who, how old?" D. Name tags. E. Hello/Good morning; Goodbye/Good night. E. Numeral flash cards. F. Left to right progression. F. Songs. G. Top to bottom order. G. Chants. H. Writing own name. H. Fingerplays. I. Numbers 1-10. I. Games. J. Introduce letter names and sounds. K. Introduce colors and color words.

Proficiencies II: Follow directions/commands Activities

A. Respond to "stand up, sit down, raise your hand, go to, A. TPR strategies. cut, write, copy, come here". B. Games. B. Use location words (up, down, left, right, here, there). C. Chants. C. Use prepositions of place (in, on, to, from, behind, D. Role-play. between, above, below). E. Collect or draw pictures to D. Demonstrative adjectives. illustrate vocabulary. E. Minimal pairs. F. Songs. G. Dictations. H. Word cards.

Proficiencies III: Ask for/give information and directions Activities

A. Use "can/can't". A. Model objectives. B. Use "to have" (present tense). B. Role-play. C. Use regular plurals. C. Make a map. D. Use "to be" (past/future tenses). D. Play guessing games. E. Follow sequence. E. Describe locations. F. Copy/write sentences. F. Take a school tour. G. Use words to describe quantity. G. Follow directions to H. Describe family relationships. complete pictures. I. Identify shapes, colors. J. Name days of the week; months of the year. K. Use location words. Proficiencies IV: Communicate basic needs Activities

15 15 A. Use "I want, I need, I like". A. Model the language. B. Use "May I...?". B. Show and Tell. C. Use "Yes, I do/No, I don't". C. Create dialogues. D. Chain drill games. E. Interviews. F. 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 vocabulary Activities

A. Identify classroom objects. A. Take a school tour. B. Identify personnel and their jobs. B. Draw a floor plan of the C. Describe locations in school. classroom/school. D. Use directional vocabulary. C. Invite school personnel to introduce themselves. D. Role-play school personnel doing their work. E. Take photographs around school.

Proficiencies II: Behave in accordance with school/ Classroom rules Activities

A. Use "must not/should not/will not". A. Demonstrate, illustrate, and B. Determine cause/effect. play act class rules. C. Use "or" to show consequences. B. Brainstorm acceptable/unacceptable rules. C. Develop reward system. D. Define class helpers.

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

Proficiencies I: Identify and name parts of the body Activities

A. Use possessives. A. Sing songs. B. Use question words. B. Create shape people. C. Identify physical discomfort. C. Skeleton puzzles. D. Read vocabulary of body parts. D. Paper dolls. E. Label body parts. E. "Simon-Says" game. F. Identify 5 senses. F. TPR strategies. G. Describe activities related to body parts (combing hair, G. Drawing people. brushing teeth, getting dressed, bathing, washing face H. Assemble paper skeleton. and hands).

Proficiencies II: Describe personal characteristics and preferences Activities

A. Identify "how much?/how many?". A. Describe mirror image. B. Compare characteristics. B. Play "I want to be...." game. C. Create family trees. C. List and role-play hobbies. D. Chart height/weight. D. Take polls. E. Create a bulletin board of preferences. F. Match people with descriptions. G. Draw self-portraits.

Proficiencies III: Describe and illustrate good health and hygiene practices Activities

A. Use personal pronouns. A. Illustrate the food pyramid. B. Use verbs "to have, to feel". B. Role-play describing C. Use vocabulary words "pain, ache". symptoms of an illness to a D. Discuss good health practices. medical professional. E. Discuss good nutrition. C. Invite health professionals to describe their work. D. Make booklets of good and poor hygiene practices. E. List common childhood illnesses and discuss. F. Send a get well card to someone. G. Discuss medicine bottle labels and warnings. H. Cut out pictures from magazines and categorize.

17 17 Proficiencies IV: Recognize appropriate clothing for Individual seasons Activities

A. Discuss weather-related clothing. A. Dress paper dolls. B. Use vocabulary to describe types of clothing. B. Cut out pictures and C. Indicate inappropriate dressing practices. categorize according to seasons. C. Discuss types of clothing considered appropriate for various occasions. D. Bring in samples of clothing to display. E. Design articles of clothing for individual seasons.

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

Proficiencies I: Identify and describe family members and relationships Activities

A. Use possessive nouns/pronouns. A. Describe activities between B. Use terms of affection. family members. C. Use formal/informal language. B. List titles of family D. Use "do/does" questions/answers. members. E. Use "have/has" questions/answers. C. Draw a family portrait. D. Discuss family relationships. E. Copy/write stories about family. F. Write friendly letters to family members. G. Create a family tree (multigenerational). Proficiencies II: Name and describe rooms, furnishings, and activities in the home Activities

A. Use prepositions of place (next to, beside, under, A. Name rooms in the house. behind). B. Draw a floor plan. B. Use "larger than/smaller than". C. Describe furnishings in each C. Use vocabulary to name furnishings. room. D. Through cooperative learning, cut out pictures from magazines and design a room. E. Tell about activities performed in each room. F. Copy/write story about

18 favorite room. G. Compare homes to types of home in various parts of the world.

Proficiencies III: Identify and describe community places, Activities, and occupations Activities

A. Use contractions (where's, what's, they're). A. Name and describe places in B. Use prepositions of place. the community. C. Name community workers. B. Name/write jobs. D. Tell jobs of each worker. C. Draw pictures of workers. E. Read from/make maps. D. Match pictures of workers with work places. E. Write a shared story about the community. F. View a filmstrip/video about places in the community. G. Role-play jobs. H. Make a map of the school neighborhood.

19 19 PERFORMANCE OUTCOME #5: Use basic language to describe daily activities

Proficiencies I: Describe before and after school activities Activities

A. Use simple past/past progressive tense. A. Engage in storytelling about B. Use "what, where, when?" questions. student's activities before or C. Sentence writing/reading. after school. D. Chart making. B. Chart activities before/after school. C. TPR comprehension game. D. Sequence before/after school activities. E. Illustrate activities.

Proficiencies II: Describe school routines and calendar Activities

A. Use contractions (it's, how's, what's). A. Make a classroom map. B. Use newspapers. B. Identify classroom C. Read and write vocabulary related to school/community. furnishings. D. Discuss holidays. C. Use TPR strategies to direct E. Review shapes. commands. F. Make a graph. D. Role-play cafeteria activities. G. Make a calendar. E. Illustrate appropriate behaviors in the auditorium and library. F. Name/label parts of the calendar. G. Make a monthly calendar. H. Discuss weather conditions. I. Match holiday illustrations to holiday words. J. Identify shapes in the classroom. K. Use a newspaper to interpret weather symbols (work cooperatively).

20 Proficiencies III: Relate weekend activities Activities

A. Use past tense. A. Cut out pictures from B. Use wh-questions. magazines to illustrate C. Use "going to" for future tense. weekend activities. B. Graph students' leisure activities. C. Make a language experience chart. D. Copy/write a paragraph describing activity.

Proficiencies IV: Tell time to the hour, half hour, and quarter hour Activities

A. Use past and present tense. A. Make and use demonstration B. Use prepositions of time. clocks. C. Use abbreviations of time (AM/PM). B. Sequence pictures to indicate D. Distinguish between analog and digital time. time. E. Sequencing. C. Write time in analog and digital fashion.

PERFORMANCE OUTCOME #6: Use basic language to discuss occupations and leisure activities

Proficiencies I: Identify common occupations Activities

A. Use "going to" in present tense form. A. Make a collage of people at B. Use "going to" in future tense form. their jobs; label each C. Use habitual present tense. occupation. D. Use "like" plus infinitive. B. Role-play interaction using various occupations. C. Make a chart of favorite jobs.

Proficiencies II: Identify leisure activities Activities

A. Use comparatives and superlatives. A. Discuss pictures of people at B. Describe ongoing actions in the past. leisure. B. Make a bulletin board of people at leisure activities; label. C. Conduct a show and tell presentation.

21 21 Proficiencies III: Describe apparel and equipment used in leisure activities Activities

A. Use "it's". A. Bring in objects or pictures of B. Use plurals. equipment. C. Discuss cause and effect. B. Have students identify and describe use of objects. C. Discuss health and safety concerns.

PERFORMANCE OUTCOME #7: Use basic language to describe features in nature

Proficiencies I: Identify the four seasons and weather patterns Activities

A. Use "it's". A. Present pictures of seasons B. Use "__ly" adverbs. and model language. C. Use "__y" adjectives. B. Collect pictures of landscapes D. Develop graph-reading skills. and classify by seasons. C. Use a thermometer to chart temperature changes. D. Chart precipitation changes.

Proficiencies II: Identify animals and their environment Activities

A. Use "used to...". A. Read stories about animals. B. Differentiate between real and imaginary. B. Take a trip to a farm or a zoo. C. Discuss issues of animal care. D. Make a bulletin board of animals. E. Label a map to show native animal habitats.

22 INTERMEDIATE LEVEL

PERFORMANCE OUTCOME #1: Respond to personal information questions

Proficiencies I: Describe and generalize about family Relationships Activities

A. Use "when" clauses. A. Peer interviews about B. Use prepositions of time. family. C. Use interrogative form. B. Construct a family collage D. Use "ago". and write a descriptive E. Sequence information in paragraphs. paragraph. F. Inferencing. C. Analyze family relationships G. Predicting. in comic strips. D. Infer family relationships from pictures.

Proficiencies II: Relate past personal experiences Activities

A. Use past tense forms. A. Write an autobiographical B. Use "could/couldn't". sketch. C. Compare/contrast. B. Write a composition about a D. Creative writing. family member. E. Sequencing. C. Play "20 Questions". F. Use a time line. D. Engage in free dialogues.

PERFORMANCE OUTCOME #2: Describe and discuss allocation of personal time

Proficiencies I: Establish priorities Activities

A. Use adverbs of frequency and sequence. A. List and categorize daily B. Use progressive tense. activities. C. Use time expressions. B. Chart activities by priority. D. Use "could/couldn't, can/can't, have to/had to". C. Write a paragraph about your priorities and defend your ideas.

Proficiencies II: Plan and implement a personal schedule Activities

A. Use "going + infinitive". A. Keep a daily log of activities B. Use "could/couldn't". for a week. C. Use present and future tenses. B. Develop a personal schedule. C. Compare and contrast different schedules.

PERFORMANCE OUTCOME #3: Determine roles and functions within the school community 23 23 Proficiencies I: Compare and contrast the various roles and functions of school personnel Activities

A. Use interrogative form. A. Role-play the jobs of school B. Use comparative and superlative adjectives. personnel. C. Use object pronouns. B. Formulate a questionnaire. C. Create dialogues. D. Discuss reasons for various roles and functions. E. Prepare suggestions for school improvement.

PERFORMANCE OUTCOME #4: Examine the role of students within the school community

Proficiencies I: Express and interpret student obligation pertaining to a school routine Activities

A. Use third-person present tense. A. Assign classroom helpers. B. Use present progressive tense. B. Form cooperative groups to C. Use present perfect tense. identify obligations. C. Develop a True/False listening activity pertaining to students' understanding of school routines. D. Develop a class reward policy to address matters of concern. E. Design a job chart. F. Play a game to highlight class responsibilities. G. Develop a student rules handbook.

Proficiencies II: Relate personal ability and interest to Extra curricular activities Activities

A. Use sequential order in paragraphs. A. Have group discussions B. Develop main idea within a paragraph. about individual interests. C. Use cooperative learning strategies. B. Use graphic organizers to record students' interests or abilities. C. Write a composition about an interest or special ability. D. Invite a guest speaker to tell students about available

24 activities. E. Select books from the school library based on special interests.

PERFORMANCE OUTCOME #5: Discuss health issues

Proficiencies I: Determine factors that contribute to and Maintain good health Activities

A. Use reflexive pronouns. A. Brainstorm information B. Use present tense. about nutrition and good C. Use future tense. health. D. Use present progressive tense. B. Create a food pyramid. C. Make a collage of nutritious foods. D. Make a booklet showing healthful activities. E. Discuss labels on food packages.

Proficiencies II: Develop a plan for maintaining good Health Activities

A. Use reflexive pronouns. A. Keep a log of individual B. Compare and contrast. eating habits and leisure C. Make inferences. activities. D. Predict outcomes. B. Record information from E. Respond to cloze activities. logs onto graph or chart and discuss findings. C. Work cooperatively to determine what constitutes a healthful life-style. D. Keep group logs to track changes in life-styles. E. Cut out pictures from magazines and newspapers. F. Invite physical education teacher to speak to the class. G. Invite the school nurse to speak to the class.

PERFORMANCE OUTCOME #6: Discuss safety rules

Proficiencies I: Demonstrate and apply knowledge of safety Rules in school and other environments Activities

25 25 A. Use future tense. A. Review and practice B. Use past tense. procedures for fire drills. B. Illustrate safe and unsafe scenes and actions. C. Plan and take a field trip around the community and discuss safety at each location. D. Write a skit about safety. E. Create a comic strip with conversation bubbles. F. Role-play calling "911" for help.

PERFORMANCE OUTCOME #7: Discuss safety rules

Proficiencies I: Identify public buildings, community Agencies and services provided Activities

A. Model request modalities ("would like" + infinitive). A. List public buildings. B. Map reading. B. Have students collect, C. Letter writing. discuss, and display pictures D. Summarizing. of people who provide community services. C. Work cooperatively to write a letter requesting information from a public agency. D. Create charts to summarize practical information gathered. E. Develop a reference center of community resources and services. F. Invite guest speakers to tell about their services.

PERFORMANCE OUTCOME #8: Tell time in analog and digital forms

Proficiencies I: Solve problems involving time Activities

A. Chain drills. A. Match time on a clock to B. Use present, past, and future tenses. written sentences. C. Sequencing. B. Read and note time to the D. Predicting outcomes. quarter hour and five-minute E. Math skills. intervals. C. Estimate length of time

26 needed to complete a task. D. Solve word problems.

Proficiencies II: Use appropriate verb tenses to convey time-related activities Activities

A. Use present, past, and future tenses. A. Select correct verb tense in B. Sequencing. written activity. C. Predicting. B. Rewrite story changing verb D. Cloze activities. tenses. C. Create demonstration clocks. D. Create time-related dialogues using clocks.

PERFORMANCE OUTCOME #9: Engage in money transactions

Proficiencies I: Use money to make change Activities

A. Use math concepts. A. Simulate shopping by using B. Use quotation marks. cutout pictures. C. Use pictures from magazines, newspapers, and catalogs. B. Use free and fixed dialogues to make purchases. C. Run a bake sale. D. Select appropriate responses in conversational sequences.

Proficiencies II: Plan and explain a personal budget Activities

A. Use "how?, how much?, and wh-questions". A. Brainstorm differences B. Interpret a graph. between wants and needs. C. Predict situations and outcomes. B. Develop a spending plan D. Compare and contrast. using a specified amount of money. C. Budget for and plan a party. D. Show and interpret budgeted amounts on a graph.

Proficiencies III: Interpret bills of purchase and fill out order forms Activities

A. Determine how many, quantity, size, total, and amount. A. Discuss information B. Discuss shipping and handling charges. necessary to complete an C. Discuss and determine tax on purchases. order form. B. Complete a book order form.

27 27 C. Use store receipts to discuss and interpret subtotals, totals, and taxes.

28 PERFORMANCE OUTCOME #10: Discuss matters related to travel

Proficiencies I: Plan and explain a personal travel itinerary Activities

A. Use "if" clauses. A. Ask for and give directions B. Use present progressive tense. to reach a desired location. C. Use interrogative forms. B. Use a map to plan a route. D. Use imperative forms. C. Interpret a travel itinerary. E. Develop dialogues. D. Cooperatively plan a trip and develop a trip itinerary. E. Determine time estimations for the trip. F. Contrast the time needed to travel to a location by train and by plane and contrast and discuss advantages/disadvantages of each.

Proficiencies II: Relate leisure time activities to the four seasons Activities

A. Use "can/can't". A. Brainstorm to compile a list B. Compare likes and dislikes. of leisure-time activities that C. Use comparative adjectives. are appropriate to each D. Utilize research practices. season. E. Reporting in writing. B. Create a seasonal, leisure- F. Recognize and use travel brochures. time activity collage. C. Research travel destinations to seasonal vacation spots. D. Write a report about research findings. E. Invite a travel agent to speak to the class.

29 29 PERFORMANCE OUTCOME #11: Explore the multicultural variations in holidays, customs, and foods

Proficiencies I: Name and describe multicultural holidays Activities

A. Use various verb tenses. A. Brainstorm a list of holidays. B. Use past participles. B. Describe ways in which C. Work cooperatively. holidays are celebrated in the U.S. C. Create a multicultural holiday collage. D. Research the history of holidays to develop a group presentation. E. Write compositions comparing holiday celebrations in two different countries. F. View films about different holiday customs. G. Invite guest speakers to present holiday variations. H. Read storybooks about various multicultural holidays.

PERFORMANCE OUTCOME #12: Use descriptive language to discuss the weather

Proficiencies I: Explore climate-related terms and weather conditions Activities

A. Interpret from maps. A. Interpret a weather map. B. Creative writing techniques. B. Record local weather conditions C. Work cooperatively. for a set period of time. Graph D. Use regular and irregular verb tenses. and interpret results. E. Use adjectives and adverbs. C. Predict weather conditions for a F. Develop and interpret a graph. particular region. D. Listen to, watch, or read a weather report. Create your own report on an assigned day. E. Engage in conversation about weather using correct terminology.

PERFORMANCE OUTCOME #13: Discuss the animal kingdom

Proficiencies I: Describe animals in their natural habitats Activities

30 A. Use correct sentence structure. A. Read and discuss stories B. Use logical connectors such as "therefore, however, and about animals in their natural because". surroundings. C. Use reference books. B. Share information about D. Research for a report. animals from the students' E. Work cooperatively. native countries. C. Take a trip to the zoo. Assign groups to report on various animals. D. Research endangered species. Give oral reports. E. View videos about different animals. F. Read factual stories and fables about animals.

31 31 ADVANCED LEVEL

PERFORMANCE OUTCOME #1: Use appropriate language in social interactions

Proficiencies I: Make inquiries and requests using appropriate language Activities

A. Use reflexive pronouns. A. Role-play through free B. Use object pronouns. dialogues: C. Use present progressive. 1. Telephone for D. Use a telephone directory. emergencies. E. Read from a take-out menu. 2. Order take-out food. 3. Make appointments. 4. Call for information. B. Use picture clues to develop dialogues

Proficiencies II: Use appropriate expressions for a given situation Activities

A. Use past progressive tense. A. Role-play the following B. Use clauses with "when," "if," "while," "since," and situations: "because." 1. Giving and receiving C. Use adverbs and adverbial phrases. congratulations. D. Determine cause and effect. 2. Giving and receiving E. Identify mood and emotion. expressions of F. Sequencing. sympathy. 3. Offering and accepting apologies. 4. Sportsmanship scenarios. 5. Acceptable manner of communicating disagreement and demands. B. Keeps written and illustrated records of above situations and develop a group handbook.

32 PERFORMANCE OUTCOME #2: Discuss matters contributing to school and community climate

Proficiencies I: Articulate ways to improve school and community environment Activities

A. Use clauses with "because," "so," "when," "while," and A. Brainstorm areas in need "if." of improvement in school B. Use language of persuasion. and community. C. Make inferences. B. Select issues in which D. Identify cause and effect. students can bring about E. Summarize. change. F. Read and utilize school newsletter and local newspaper. C. Develop an action plan by setting goals, assigning responsibilities, and setting a time line. D. Evaluate status of action plan on a regular basis.

Proficiencies II: Examine ways to demonstrate personal responsibility Activities

A. Use "should" + the present participle. A. Discuss conflicting B. Use "ought to" and "have" + the infinitive. demands placed on C. Contract writing. students (i.e. peer D. Examine cause and effect. pressure vs. school responsibility). B. Role-play situations illustrating negative peer pressure while at school. C. Brainstorm and list possible solutions to handling negative peer pressure. D. Develop a contract highlighting personal responsibility. E. Maintain a log of situations in which students have demonstrated personal responsibility.

33 33 Proficiencies III: Plan for choices after complete undergraduate schooling Activities

A. Use "should" + the present participle. A. Complete a vocational B. Use "ought to" and "have" + the infinitive. aptitude questionnaire. C. Contract writing. B. Make visits to local D. Examine cause and effect. training centers, and colleges with students who are interested in furthering their education. C. Write letters of invitation to successful community leaders to come and speak to students about career choices. D. Familiarize students with practical requirements of applying for higher education (applications, interviews, and exams).

PERFORMANCE OUTCOME #3: Discuss the individual's responsibilities to others

Proficiencies I: Identify individual and social values Activities

A. Use comparative language adjectives (superlatives). A. Discuss materials B. Make oral presentations. reflecting culture and C. Summarize. cultural values (movies, D. Write letters. stories, pictures). B. Develop a group listing of important values. C. Give an oral presentation on a living person who exemplifies one or more of the values on the list. D. Write a letter to one person who has been discussed in oral presentations.

34 Proficiencies II: Compare individual and social values across cultures Activities

A. Use comparative language. A. Research the culture of a B. Use antonyms. foreign country and make C. Compare and contrast. a collage. D. Recite stories. B. Share personal stories of E. Research various cultures. life in native cultures. C. Compare and contrast cultural variations.

PERFORMANCE OUTCOME #4: Expand knowledge of community resources

Proficiencies I: Obtain information on community resources Activities

A. Outline. A. Determine areas of need B. Use verb and object + infinitive. and interest among C. Use a telephone directory. students. D. Interview school personnel. B. Invite school personnel to share information about available resources. C. Assign students to contact community organizations for information about sports leagues, sports clinics, clubs, and support services.

Proficiencies II: Share information about community services Activities

A. Give directions. A. Make a shopping guide to B. Advertise. the neighborhood. C. Write invitations. B. List names and addresses of stores and what each sells. C. Create a hometown guide to favorite places. D. Write directions to get to each place in the hometown guide. E. Photograph locations to incorporate into hometown guides. F. Write invitations to parents to a meeting and 35 35 distribute guides. Tell about research completed.

PERFORMANCE OUTCOME #5: Discuss employment opportunities

Proficiencies I: Compile information about employment Opportunities Activities

A. Use clauses with "before/after" and "when." A. Brainstorm a list of B. Use "have to" and "has to." known occupations. C. Recognize career-related idioms. B. Cut out pictures from D. Make predictions. magazines and E. Categorize. newspapers showing various careers. C. Give oral presentation telling about desired career. D. Use yellow pages of telephone directory to identify additional occupations. E. Categorize careers according to skills needed for success.

36 CRITERIA TO EXIT THE ESOL PROGRAM

In order to meet the required state exit criteria for Pennsylvania’s English language instructional programs for ELLs, LEAs must use both of the required exit criteria listed below. In addition, LEAs must ensure that students meet one of the two additional exit criteria provided below to exit from an English language instructional program:

Required Exit Criteria:

1.Score of BASIC on the annual Pennsylvania System of School Assessment (PSSA).

SPECIAL CIRCUMSTANCES:

•For students transferring from other states, out-of-state academic achievement assessment results may be considered when the academic proficiency level is comparable to BASIC on the PSSA.

•For students that are in a grade that is not assessed with the PSSA, LEA’s must use each of the remaining criteria listed below to exit students.

2.Scores of 5.0 on a Tier C ACCESS for ELLs assessment (see Items A and B below for cutoff score flexibility)

A.Following the scoring criteria in the table below, the W-APT may be administered between April and June to students who scored below the minimum cutoff for program exit on the January administration of the ACCESS in order to demonstrate sufficient progress to justify exit.

NOTE: The W-APT may ONLY be administered to a student once in any school year.

Grade Level ACCESS Score Required W-APT Scores* 1-5 4.6-4.9 5.0 in each domain 6-8 4.7-4.9 5.0 in each domain 9-12 4.8-4.9 5.0 in each domain

* A student must score 5.0 in each domain (listening, speaking, reading and writing). A composite proficiency score will not be used.

B.A score of PROFICIENT on the reading PSSA can be used along with all other required criteria outlined in this policy to justify exit for students who achieve a composite proficiency score of 4.5 to 4.9 on the January administration of the ACCESS. In this case, W-APT scores are not necessary to demonstrate progress from the time of ACCESS administration to the end of the school year.

Additional Exit Criteria:

37 37 1.Final grades of C or better in core subject areas (mathematics, language arts, science and social studies).

2.Scores on district-wide assessments that are comparable to the BASIC performance level on the PSSA.

When the student has met all criteria for exit, a letter will be sent home to the parent informing him/her of the child's exit status. The parent must then sign the letter indicating their receipt of the information and return the letter to the student's teacher. A copy of the letter will be kept on file in the student's permanent record in the office.

38 POST-EXIT MONITORING PROGRAM A requirement of NCLB Title III: Language Instruction for LEP and Immigrant Students is to monitor transitioned (exited) students’ academicachievement and progress for a period of two years after exit from an ESOLprogram. To ensure consistency in the process in which former ELLs are monitored for the two-year period after exit, the Pennsylvania Department of Education provides reportforms as guidance for monitoring student academic achievement and progress after exit. The primary purpose of the report forms is to monitor a former ELL’s academicachievement after exit and to ensure that he/she is continuing to progress and besuccessful without encountering difficulty as a result of English language skills. The twoforms include (1) an elementary and (2) a middle/secondary report. Monitoring of studentprogress shall begin as soon as the student exits an ESOL program. For studentswho exit a program at the end of the school year, monitoring begins the following schoolyear. Please note that multiple criteria such as grades, local and state assessment scores,work samples, and other relevant academic achievement records must be considered. Tothat end, the report form includes additional space for LEAs to document additionalmultiple criteria considered in monitoring former ELL academic achievement andprogress.

During the two year monitoring period, any student encountering academic difficulty thatis determined to be a result of English language skills may be reclassified and placedback into an ESOL education program if needed. Content and ESOL teacher inputis critical in the process. The completed report form is evaluated by an ESOL Program Specialistin collaboration with other administrators and educators and must be maintained in thestudent record folder. An important element that must be considered is communication with parents. Parentsmust be notified of the student’s progress and any evaluation to reclassify the student intoan 39 39 ESOLprogram if monitoring of student academic achievement and progressidentifies the need for continued ESOL instruction.

40 English for Speakers of Other Languages Pleasant Valley School District Brodheadsville, PA 18322 Date:

Student:

Dear Parents (Guardians):

Your child has been receiving ESOL (English for Speakers of Other Languages) services. He/she has shown satisfactory progress in all language skills areas.

Based upon district and state approved criteria, your child has been exited from the ESOL program. We are confident that your child will be able to successfully meet all grade level requirements in the content academic areas; however, should your child's grades become sub- standard, he/she can be re-entered into the program. His/her performance will be monitored for the next two years.

It has been a pleasure working with your child. If you have any questions or concerns, please contact the me at once. Please sign and return the bottom portion of this letter to the ESOL program specialist immediately. Thank you!

Sincerely,

ESOL Program Specialist ______

ESOL Date:

My signature indicates that I have read and understand that my child, ______, will be immediately exited from the ESOL program. I also understand that my child's academic performance will be monitored for two years. After two successful academic years, the student will be permanently removed from the ESOL monitoring list.

Print Name: ______

Parent's Signature: ______

41 41 English for Speakers of Other Languages Pleasant Valley School District Brodheadsville, PA 18322

Date: ______

Student: ______

Dear Parents: Your child, ______, was recently exited from the ESOL program. Since exiting the program, your child's academic progress in the core content areas has been carefully monitored. After conferencing with your child's teachers and reviewing your child's portfolio, it became apparent that additional ESOL services are needed. It has been determined that your child will re-enter the ESOL program this marking period. Please sign and date the bottom portion of this form and return it to the school as soon as possible. For more information please feel free to contact me at your earliest convenience.

42 Sincerely,

ESOL Program Specialist

ESOL Program Specialist Pleasant Valley School District

Date: ______

Student: ______

My signature indicates that I have read and understand that my child will be re-entered into the ESOL program and will remain there until further English language proficiency assessments indicate that he/she is ready to exit the program.

Parent Signature: ______

Hello, I am your ESOL Student. Please assign a buddy to me -- someone who will be a good role model and can speak my language. If I am a Beginner, I may need one year just to listen and adjust. (The Silent Period). Please be patient with me. Bathe me in literature -- read to me, have my classmates read to me, and let me listen to stories on tape. Understand that the language I am learning may not have the same sounds as my first language. Please do not ask me to speak in front of the class until I am confident enough to do so. Start me out with "yes" or "no" questions. Rephrase for me. Remember to go from concrete to abstract. Even when I appear to have mastered conversational English, I'm still an ESOL student. (Model for me.)

43 43 It may take me a lot longer to read and write my second language on grade level. (Model for me.) If I am an Intermediate or Advanced Student, please keep providing me with lots of vocabulary-learning opportunities. This is very important -- remember how you learned your first language -- NATURALLY! Ask me about my culture. Learn something about my culture, please. I did not come to you knowing nothing. Thank you for reading! Your ESOL Student

Name: ______

From: ______

To: ______

ACCESS BROCHURE -- THE TESOL STANDARDS

Ensuring Access to Quality Educational Experiences for Language Minority Students

Language minority students are those students who learned a language other than English as their first language. These students may be immigrants, refugees, or native-born Americans. They may come to school with extensive formal education or they may be academically delayed or illiterate in their first language. Such students arrive at school with varying degrees of English proficiency. Some may not speak English at all; others may speak English, but need assistance in reading or writing English.

Whatever the case, it is clear that schools that hope to help these students meet the National Education Goals must provide special assistance to them. While the type of special assistance may vary from one district or school to another, all special assistance programs must give language minority students full access to the learning environment, the curriculum, special services and assessment in a meaningful way.

Teachers of English to Speakers of Other Languages, Inc. (TESOL) offers the following standards of access to help schools judge the degree to which programs of special assistance are helping language minority students to meet the National Education Goals. The standards

44 have been developed by the TESOL Task Force on the Education of Language Minority Students, K-12, in the United States. They are based on the most current research on language learning in academic settings.

Access to a Positive Learning Environment

1. Are the schools attended by language minority students safe, attractive, and free of prejudice? 2. Is there evidence of a positive whole-school environment whose administrative and instructional policies and practices create a climate that is characterized by high expectations as well as linguistically and culturally appropriate learning experiences for language minority students? 3. Are teachers, administrators, and other staff specifically prepared to tailor instructional and other services to the needs of language minority students? 4. Does the school environment welcome and encourage parents of language minority students as at-home primary teachers of their children and as partners in the life of the school? Does the school inform and educate parents and others concerned with the education of language minority students? Does the school systematically and regularly seek input from parents on information and decisions that affect all critical aspects of the education of language minority students, their schools and school districts?

Access to Appropriate Curriculum

5. Do language minority students have access to special instructional programs that support the second language development necessary to participate in the full range of instructional services offered to majority students? 6. Does the core curriculum designed for all students include those aspects that promote (a) the sharing, valuing, and development of both first and second languages and culture among all students and (b) the higher order thinking skills required for learning across the curriculum? 7. Do language minority students have access to the instructional programs and related services that identify, conduct and support programs for special populations in a district? Such programs include, but are not limited to, early childhood programs, special education programs, and gifted and talented programs, as well as programs for students with handicapping conditions or disabilities, migrant education programs, programs for recent immigrants, and programs designed for students with low levels of literacy or mathematical skills, such as Chapter 1.*

Access to Full Delivery of Services

8. Are the teaching strategies and instructional practices used with language minority students developmentally appropriate, attuned to students' language proficiencies and cognitive levels, and culturally supportive and relevant? 9. Do students have opportunities to develop and use their first language to promote academic and social development? 10. Are nonclassroom services and support services (such as counseling, career guidance, and transportation) available to language minority students? 45 45 11. Do language minority students have equal access to computers, computer classes and other technologically advanced instructional assistance? 12. Does the school have institutional policies and procedures that are linguistically and culturally sensitive to the particular needs of language minority students and their communities? 13. Does the school offer regular, nonstereotypical opportunities for native-English- speaking students and language minority students to share and value one another's languages and cultures?

Access to Equitable Assessment

14. Do language minority students have access to broadly based methods of assessing language and academic achievement in the content areas that are appropriate to students' developmental level, age, and level of oral and written language proficiency in the first and second languages? Are these measures nonbiased and relevant? Are the results of such assessments explained to the community from which the student comes in the language, which that community uses? 15. Do language minority students have access to broadly based methods of assessing special needs? Again, access is further defined by using measures that are nonbiased and relevant, the results of which are explained to the community from which the student comes and in the language, which that community uses.

* Chapter 1 is now referred to as Title I according to the reauthorized Elementary and Secondary Education Act of 1995.

Source: TESOL Association

46 NATIONAL STANDARDS

The TESOL (Teachers of English to Speakers of Other Languages) Association has created national guidelines for grades Pre-K through 8. Though children of different ages achieve these goals differently, the goals remain the same across grade levels. Keep these standards in mind as you plan the instruction and assess student progress. You might even create a personalized assessment system for each student based on the standards and include it in their portfolios.

Goal 1, Standard 1 To use English to communicate in social settings. Students will use English to participate in social interactions:  Sharing and requesting information  Expressing needs, feelings, and ideas  Using non-verbal communication in social interactions  Getting personal needs met  Engaging in conversations  Conducting transactions

Goal 1, Standard 2 To use English to communicate in social settings. Students will interact in, through, and with spoken and written English for personal expression and enjoyment:  Describing, reading about, or participating in a favorite activity  Sharing social and cultural traditions and values  Expressing personal needs, feelings, and ideas  Participating in popular culture

Goal 1, Standard 3 To use English to communicate in social settings. Students will use learning strategies to extend their communicative competence:  Testing hypotheses about language  Listening to and imitating how others use English  Exploring alternative ways of saying things  Focusing attention selectively  Seeking support and feedback from others  Comparing non-verbal and verbal cues  Self-monitoring and self-evaluating language development  Using the primary language to ask for clarification  Learning and using language "chunks"  Selecting different media to help understand language  Practicing new language  Using context to construct meaning

Goal 2, Standard 1

47 47 To use English to achieve academically in all content areas. Students will use English to interact in the classroom.  Following oral and written directions, implicit and explicit  Requesting and providing clarification  Participating in full-class, group, and pair discussions  Asking and answering questions  Requesting information and assistance  Negotiating and managing interaction to accomplish task  Explaining actions  Elaborating and extending other peoples' ideas and words  Expressing likes, dislikes, and needs

Goal 2, Standard 2 To use English to achieve academically in all content areas. Students will use English to obtain, process, construct, and provide subject-matter information in spoken and written form:  Comparing and contrasting information  Persuading, arguing, negotiating, evaluating, and justifying  Listening to, speaking, reading, and writing about subject-matter information  Gathering information orally and in writing  Retelling information  Selecting, connecting, and explaining information  Analyzing, synthesizing, and inferring from information  Responding to the work of peers and others  Representing information presented visually  Hypothesizing and predicting  Formulating and asking questions  Understanding and producing technical vocabulary and text features according to content area  Demonstrating knowledge through application in a variety of contexts

Goal 2, Standard 3 To use English to achieve academically in all content areas. Students will use appropriate learning strategies to construct and apply academic knowledge:  Focusing attention selectively  Applying basic reading-comprehension skills, such as skimming, scanning, previewing, and reviewing text  Using context to construct meaning  Taking notes to record important information and aid one's own learning  Applying self-monitoring and self-corrective strategies to build and expand a knowledge base  Determining and establishing the conditions that help one become an effective learner (e.g., when, where, and how to study)  Planning how and when to use cognitive strategies an applying them appropriately to a learning task  Actively connecting new information to information previously learned  Evaluating one's own success in a completed learning task

48  Recognizing the need for and seeking assistance appropriately from others (e.g., teachers, peers, specialists, community members)  Imitating the behaviors of native English speakers to complete tasks successfully  Knowing when to use native-language resources (human and material) to promote understanding

Goal 3, Standard 1 To use English in socially and culturally appropriate ways. Students will use the appropriate language variety, register, and genre according to audience, purpose, and setting:  Using the appropriate degree of formality with different audiences and settings  Recognizing and using standard English and vernacular dialects appropriately  Using a variety of writing styles appropriate for different audiences, purposes, and settings  Responding to and using slang appropriately  Responding to and using idioms appropriately  Responding to and using humor appropriately  Determining when it is appropriate to use a language other than English  Determining appropriate topics for interaction

Goal 3, Standard 2 To use English in socially and culturally appropriate ways. Students will use nonverbal communication appropriate to audience purpose, and setting:  Interpreting and responding appropriately to nonverbal cues and body language  Demonstrating knowledge of acceptable nonverbal classroom behaviors  Using acceptable tone, volume, stress, and intonation, in various social settings  Recognizing and adjusting behavior in response to nonverbal cues

Goal 3, Standard 3 To use English in socially and culturally appropriate ways. Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence:  Observing and modeling how others speak and behave in a particular situation or setting  Experimenting with variations of language in social and academic settings  Seeking information about appropriate language use and behavior  Self-monitoring and self-evaluating language use according to setting and audience  Analyzing the social context to determine appropriate language use  Rehearsing variations of language use in different social and academic settings  Deciding when use of slang is appropriate

49 49 MODIFICATIONS/ACCOMMODATIONS FOR ESOL

Before a test is administered, teachers, counselors, program administrators should review EACH student's need for special accommodations.

1. Can the student understand and follow oral directions in English? 2. Can the student read and understand written test directions in English? 3. Can the student read and understand objective (multiple-choice) test questions written in English? 4. Can the student write paragraph length responses to free response (open-ended) questions in English?

50 Pleasant ValleySchool District English For Speakers of Other Languages

ESOL Modification/Accommodation Checklist

ESOL Student: Year:

Content Teacher: Subject: Teaching Modifications MP1 MP2 MP3 MP4 Utilized “near point” Peer support/buddy system Parent/volunteer support teacher Chapters/stories on tape Supplemental materials utilized Modified lessons/objectives Alternative assignments Extended time for completion Slower paced instruction Study guides provided Total Physical Response (TPR) Utilized Rephrasing/simplifying vocabulary Words banks using content vocabulary Picture dictionary utilized Manipulatives/visuals to reinforce meaning Cooperative grouping Scaffolding/jigsawing Sheltered instruction

Assessment Accommodations Modified test Extended time provided Opportunity to retake/repeat assignment Alternative assessment tools used Test read aloud/reworded Modified scoring Manipulatives utilized

ESOL Program Specialist: George Smith 2/27/09

51 51 Alternative Assessments for ESOL

1. Nonverbal Assessment Strategies

Physical Demonstrations: • Students can point or use other gestures or perform hands-on tasks or act out vocabulary, concepts, or events. An example would be use of thumbs up, thumbs down, or other nonverbal signs to true or false statements.

Pictorial Products: • Teachers can ask students to produce and manipulate drawings, dioramas, models, graphs, or charts. They can ask students to illustrate, rather than explain, their understanding of concepts and contents. Pictorial journals work well here.

2. K-W-L Charts (What I know, What I want to know, What I learned) • For LEP students, the chart can be completed in the first language or with illustrations.

3. Oral Performance or Presentations • Performance-based assessments would include interviews, oral reports, and role plays that describe, explain, summarize, retell, paraphrase, etc. When conducting interviews in English with students in the early stages of language development to determine English proficiency and content knowledge, teachers are advised to use visual cues as much as possible and allow for a minimal amount of English in the responses.

4. Oral and Written Products • Content area thinking and learning logs, reading response journals, writing assignments (both structured and creative) dialogue journals, and audio and visual cassettes work well for assessing ESOL students' progress.

5. Portfolios • The following types of materials can be included: audio and video taped recordings of readings or oral presentations, writing samples, art work, conference or interview notes, checklists (by teachers, peers, or the student), tests and quizzes.