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Best Practices for ESL Program Instruction

Margo K. Machuga, M.Ed.

Knowing the stages of development (proficiency levels) and what to expect at each level

Where can you find this

information?

wida.us

WIDA Performance Definitions

WIDA Can-Do Descriptors

ESL Teacher

Margo K. Machuga, M.Ed., 2016

2

Basic

Interpersonal

Communication

Skills (BICS)

Cognitive

Academic

Language

Proficiency (CALP)

3 Margo K. Machuga, M.Ed., 2016

Many factors impact development educational background/interrupted

schooling

SES

proficiency in first language

family language proficiency

home life

refugee scenarios

emotional needs

physical needs or disabilities

health, nutrition

learning disabilities, etc.

And the list goes on…

Where can you find this

information?

student cumulative file

Home Language Survey

ESL teacher


Knowledge of language acquisition can help

determine typical language development versus

a learning disability

ESL students can have learning disabilities too, but not fully knowing a language is not a disability

ESL teacher input is imperative during the intervention process. The ESL teacher is the language specialist- always collaborate with him or her.


L1- a student’s home language

L2- a student’s new language (English)

HLS- Home Language Survey

Getting to know your ELLs, not only as a student in your

classroom, but also learning about their background, can truly make the difference in terms of acclimation to and success in your classroom. This frontloaded research is time well spent.


When a New Student Arrives:

1. Learn the Basics

How do I pronounce the child’s name?

What country is this child from?

How long has he or she lived in the U.S.?

Where and with whom is the child living?

What language(s) is spoken in the home? (on HLS)

Does either parent speak English?

If the child is an immigrant, what were the circumstances of immigration? (possible traumatic event)

7


2. Research Student’s Prior Schooling Experiences

Examine student’s cumulative file for evidence of prior schooling

Look for your school district’s English language proficiency test

Speak with your ESL teacher or other colleagues for assistance

Is the student literate in their home language?

Keep in mind that some students will come to you with no

previous schooling from their home country, others with interrupted

schooling, and others with uninterrupted schooling. This cannot be

determined by their age. It is imperative that you determine if the student

is literate in their home language. Students who are literate in their L1 will

more easily acquire L2.


3. Research Basic Features of Home Culture Religious beliefs/customs, food preferences/restrictions

Roles/responsibility of children and adults

This information will help you interact with the child (what is

culturally frowned upon, etc.) and help you determine how to

best help the student acclimate to your classroom, school, and community.


First Things First: Safety and Security

• Assign a personal buddy (who speaks L1 if possible)

• Bus number, bus stop, how to get to and from school

• Where you can find the bathroom, cafeteria, nurse

• Classroom and School Rules and Procedures

• Culturally specific rules about how to eat certain foods

• Predictable routine (provides stability and security)

As newcomers are adjusting to your classroom’s predictable routine, you want to foster a sense of belonging. This not only makes them feel more comfortable, but provides social and academic language learning opportunities.

Creating a Sense of Belonging

• Home group (desks/tables) remains unchanged for a long time

• Seat new students toward the middle or front of classroom

• Context-embedded language (“Quiet tables may line up first.”)

• Integrating newcomers into cooperative groups

Margo K. Machuga, M.Ed., 2012 10

Maslow’s Hierarchy of Human Needs

Program design is in accordance with the BEC (Basic Education

Circular) (education.pa.gov)

Structure lesson development using the standards as a framework

(PA Core, PA ELP Standards, WIDA, etc.)

Pull-out versus push-in instruction—varies based on population,

district, etc.

Giving the appropriate number of instructional hours based on LEP

Level

Use a curriculum that is developmentally appropriate yet still

rigorous

Using appropriate assessments to measure student language level

and development (WIDA APT, WIDA ACCESS)


Providing visuals/ non-linguistic

representations (pictures, realia, etc.)

Using appropriate graphic organizers across

the content areas

Activating prior knowledge and clearing up

any misconceptions

Modeling and providing examples that are

meaningful to students

Using quality literature/ trade books to

enhance instruction (making connections)


Providing cooperating learning

opportunities (Kagan models, etc.) The use of manipulatives and

hands-on activities (foldables, etc.) The use of TPR (total physical

response) to enhance

comprehension Using materials and assessments

that are fair and not culturally-biased


Scaffolding instruction (sentence

frames, leveled support, etc.)

Addressing all language

domains—Reading, Writing,

Speaking, and Listening

Explicit language and vocabulary

instruction, not just literacy

instruction (language objectives,

language structures, vocabulary

development, etc.)

Incorporating explicit writing

instruction (Interactive Writing,

Writer’s Workshop, etc.)

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Providing accommodations and

modifications as needed in curriculum

and assessments

Differentiating instruction (tiered

instruction, multiple intelligences,

leveled texts, etc.)

Checking for understanding and

engagement on an ongoing basis

Meeting the needs of all students, not

just academically but emotionally as

well


Putting It Into Practice:

How I Tried to Make Learning

Comprehensible and My Classroom

Inviting to all ELLs

A Virtual Academic Tour of My 2nd Grade Classroom in Virginia

and Examples of Curriculum that I Created for That Classroom

By Margo Machuga 17


Some Additional Examples by Margo:

How I Tried to Make Learning Comprehensible to all ELLs

Lots of labeling and picture support across content areas

Language Arts 18 Margo K. Machuga, M.Ed., 2016




Math 19




use of manipulatives and cooperative learning

Math





Simplified definitions of content area vocabulary

Science 21




use of graphic organizers

Science 22 Margo K. Machuga, M.Ed., 2016

Some Additional Examples:


use of foldables

Social Studies

Created by

Fairfax County

Public Schools,

Fairfax, Virginia 23


More Examples of Foldables Across the Content Areas





tests that include pictures, simplified vocabulary, fewer answer

choices, sorts, drawing your answer, etc.

Social Studies

25




Modify tests as needed

Social Studies

Students had to picture sort

what they knew about each

Indian tribe. I made two sorting

templates based on ability level.

unit test on Native Americans


Adaptations: Accommodations and Modifications


Accommodations-

change how a student learns the material

Modifications–

change what a student is taught or expected

to learn



Lots of labeling and picture support in the classroom

Establishing predictable routines 28




Lots of labeling and picture support in the classroom 29




teaching

routines

learning together 30




use of technology use of manipulatives 31




use of Writer’s Workshop, picture

prompts, and interactive writing 32




Use of Total Physical Response

Total physical response (TPR) is a

language teaching method developed by

James Asher, a professor emeritus of

psychology at San José State University. It

is based on the coordination of language

and physical movement. (Wikipedia)



Most Importantly– Build a Community of Learners

Let Your Students Know That You are Invested in Them as People,

Not Just in Their Learning

Responsive Classroom is a great approach

www.responsiveclassroom.org

A great resource to suggest to

classroom teachers to promote

community and inclusion of

ELLs in their general education

classroom

• Morning meetings/Closing Circles

• Interactive Modeling

• Energizers (brain breaks)

• Songs

• Building a community of learners



Let Your Students Know that You are Invested in Them as People,


we posted

compliments

to each other

on our

compliment

board

As the

school year

progressed,

we grew like

a little

educational

family.

35



Let Your Students Know that You are Invested in Them as People,


36


PA Department of Education (PDE) — www.education.pa.gov

WIDA Website— www.wida.us

TESOL— www.tesol.org

The SIOP Model— www.siop.pearson.com

Dr. Kate Kinsella—http://pubs.cde.ca.gov/tcsii/prolearningtoolkit/kinsellaindex.aspx

Colorin Colorado— www.colorincolorado.org

Kagan Cooperative Learning— www.kaganonline.com

Responsive Classroom— www.responsiveclassroom.org

CultureGrams— www.culturegrams.com

Website Resources

37


http://www.education.pa.gov/

http://www.wida.us/

http://www.tesol.org/

http://www.siop.pearson.com/

http://pubs.cde.ca.gov/tcsii/prolearningtoolkit/kinsellaindex.aspx

http://www.colorincolorado.org/

http://www.kaganonline.com/

http://www.responsiveclassroom.org/

http://www.culturegrams.com/

Text Resources The More-Than-Just-Surviving Handbook: ESL for Every Classroom Teacher,

Barbara Law and Mary Eckes.

Meeting the Needs of Second Language Learners: An Educator’s Guide, Judith

Lessow-Hurley.

Reading, Writing, and Learning in ESL: A Resource book for K-12 Teachers,

Suzanne F. Peregoy and Owen F. Boyle.

Classroom Instruction that Works with English Language Learners, Jane D. Hill and

Kathleen M. Flynn.

Making Content Comprehensible for English Learners: The SIOP Model, Jana

Echevarria

How the ELL Brain Learns, David A. Sousa

Content-Based Second Language Teaching and Learning: An Interactive Approach

(2nd Edition) (Pearson Resources for Teaching English Learners), Marjorie Hall

Haley, Theresa Y. Austin

Building Academic Vocabulary, Marzano and Pickering

How Languages are Learned, Fourth Edition, Patsy Lightbown and Nina Spada 38


Presentation Wrap-Up

Questions/Comments

Thank you for joining us today!

Jeni Hergenreder

Jackie Perlow

Margo Machuga


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