ESL Times:
All beginner ESL students will receive ESL servicing during the Language Arts block. This is between 8.10 and 10.10 am for grades 2 and 3. Grade 4 and 5 will receive ESL from 10.30 to 12.00. They may also receive one to one help or extra ESL servicing during the afternoon.
ESL Students need:
1. Children’s Dictionary OR Electronic Dictionary (4th and 5th Grade only)
2. To read every day in English as much as possible. (At least 20 minutes)
3. Lots of rest and sleep! Learning in English all day is very hard work, especially in the first few months.
4. A small healthy snack for the morning snack time. Juice, milk or water are allowed but please no pop, Gatorade or sweet teas. (Grades 2 and 3 only.)
The ESL Program:
The ESL program at ISE is dedicated to developing language skills and providing equal educational opportunities to ESL students that support their academic program. High standards are expected of all ESL students. We believe that effective instruction is an integrated, multifaceted experience that should be delivered in a language-rich environment. Through integration of language and content, students are able to develop the language and cognitive competencies necessary in the mainstream classroom. Students need sufficient time to develop their social and academic language proficiencies. For ESL students to reach their full potential in language acquisition, the coordination between classroom teacher and ESL teachers, home and school is essential. In all situations, ESL teachers are advocates for ESL students. At ISE we recognize the need to provide full and equal access to our curriculum for all students.
Students are immersed in a language rich environment and given support so they can interact meaningfully in the classroom. Classroom teachers and ESL teachers meet each week to plan and address the needs of their second language learners.
We currently support ESL students through direct language and content instruction, support in the mainstream classroom and the monitoring of the ESL students.
ESL Language Instruction
Students learn the language they need to be successful in school and the language they need to interact socially with their peers. The particular needs of the individual students are carefully assessed and are considered to guide the instruction that is provided.
Instruction includes:
• Developing the four language skills of speaking, listening, reading, and writing in English.
• Lessons to develop grammar, vocabulary, comprehension, decoding, spelling and writing skills.
• Specific oral language activities that model, practice and develop speaking fluency and
confidence in English.
• Reading for fluency, comprehension, and pleasure.
ESL Content Instruction
The academic language used in content subjects (social studies, science and math) is more complex and takes longer to learn than social English. ESL content classes are designed to help students be successful in these content areas. The ESL teacher communicates very closely with the grade level teacher to ensure students are prepared for their classes.
Instruction includes:
• Vocabulary lessons that teach the essential vocabulary for their mainstream math, science, and social studies classes.
• Teaching study skills and learning strategies required in content classes. For example, how to use a textbook, take notes, write factual reports, paraphrase or organize information.
• Extra time in ESL to work on main class projects or to prepare for oral presentations.
ESL Support in the Mainstream Class
ESL in the mainstream is an integral part of our ESL program. Most ESL students remain in their main class for social studies, science and math with the ESL teacher going into the classroom to provide support. ESL support can be provided through coordinated lessons between the ESL teacher and classroom teacher with specific language planning for the content lessons.
The ESL teacher can take small groups aside for part of a lesson, give mini-lessons to the whole class, model lessons or present materials to the class in a way that it can be easily understood by second language learners. The ESL teacher and classroom teacher may also team teach the class. Classroom teachers and ESL teachers meet each week to plan and address the needs of their second language learners. The ESL teacher may also vary assessment methods for ESL students to ensure language is not interfering.
Monitoring
When it has been determined that a student can successfully cope with the activities and expectations of the language arts program he or she returns to their main class for language arts. An ESL teacher keeps in regular contact with the classroom teacher to ensure that the ESL students are making sufficient progress and coping with the challenges of the mainstream classroom. Extra ESL support can be provided as requested by the classroom teacher or the student.
Beginner ESL students
Beginning ESL students receive ESL during the language arts block in the morning. This is both direct language instruction and content instruction. Rank beginner students may also receive extra ESL help as needed. Beginner students also receive ESL support through ESL in the mainstream planning and in class support.
Intermediate ESL students
Intermediate students remain in their main class for all content subjects. They attend ESL for direct language instruction and content support, during suitable times arranged by the ESL teacher and classroom teacher. Intermediate students also receive ESL support through ESL monitoring and ESL in the mainstream program planning.
New Student Orientation
In the first week of school all new parents of ESL’s students will be given an appointment for an ESL orientation. The purpose of the orientation is to meet the ESL teachers, ask questions, become familiar with the ESL center and inform teachers of your child’s learning needs. The ESL teacher will explain the ESL program and expectations.
Report cards/Conferences
ESL teachers and classroom teachers will meet jointly with all parents of beginning ESL students. ESL teachers will meet with parents of Intermediate ESL student’s upon request.
Assessment
How are students tested?
Students are tested twice each school year to assess student progress and determine whether the student is ready to move to a higher level of instruction. Students exit the ESL program when their academic English level is sufficient for them to succeed in academic classes without ESL support. However, this level is usually below grade-level expectations for academic English. After exiting the ESL program, students are expected to continue to work hard to meet expectations. The timing of a student’s exit from ESL is determined by:
• Testing results.
• Class work and participation in ESL and core classes.
• Input from ESL and core teachers.
Students who exit ESL are characterized by the ability to:
• Complete assignments independently.
• Comprehend reading material.
• Participate in discussions and communicate orally.
• Write with clarity.
• Use resources and know how to get help if needed.
• Use strategies to overcome language deficits.
