Mrs. Barbara Vogt
English as a Second Language (ESL) Program for English Language Learners (ELL)
ESL Skills for 2011 - 2012
Manteo High School
Room: The Advancement Center
Office Phone: (252) 473-5841
ESL Literary Course:
English Language Arts
The Common Core State Standards for English language arts (ELA) articulate rigorous grade-level expectations in the areas of speaking, listening, and writing to prepare all students to be college and career ready, including English language learners. Second-language learners also will benefit from instruction about how to negotiate situations outside of those settings so they are able to participate on equal footing with native speakers in all aspects of social, economic, and civic endeavors.
ELLs bring with them resources that enhance their education and can serve as resources for school and society. Many ELLs have first language and literary knowledge and skills that boost their acquisition of language and literacy in second language; additionally, they bring an array of talents and cultural practices and perspectives that enrich our schools and society. Teachers must build on this enormous reservoir of talent and provide those students who need it with additional time and appropriate instructional support. This includes proficiency standards that teachers can use in conjunction with the ELA standards to assist ELLs in becoming proficient and literate in English. To help ELLs meet high academic standards in language arts it is essential that they have access to:
Ø Teachers and personnel at the school and district levels who are prepared and qualified to support ELLs while taking advantage of the many strengths and skills they bring to the classroom;
Ø Literacy-rich school environments where students are immersed in a variety of language experiences;
Ø Coursework that prepare ELLs for postsecondary education or the workplace, yet is made comprehensible for students learning content in second language (through specific pedagogical techniques and additional resources);
Ø Opportunities for classroom discourse and interaction that are well-designed to enable ELLs to develop communicative strengths in language arts;
Ø Ongoing assessment and feedback to guide learning; and
Ø Speakers of English who know the language well enough to provide ELLs with models and support.
Mathematics
ELLs are capable of participating in mathematical discussions as they learn English. Mathematics instruction for ELL students should draw on numerous resources and modes available in classrooms—such as objects, drawings, inscriptions, and gestures—as well as home languages and mathematical experiences outside of school. Mathematics instruction for ELL for ELLs should address mathematical discourse and academic language. This instruction involves much more than vocabulary lessons. Language is a resource for learning mathematics; it is not only a tool for communicating, but also a tool for thinking and reasoning, and communicating.
Regular and active participation in the classroom—not only reading and listening but also discussing, explaining, writing, representing, and presenting—is critical to the success of ELLs in mathematics. Research has shown that ELLs can produce explanations, presentations, and etcetera while participating in classroom discussions as they are learning English.
ELLs, like English-speaking students, require regular access to teaching practices that are most effective for improving student achievement. Mathematical tasks should be kept at high cognitive demand; teachers and students should attend explicitly to concepts; and students should wrestle with important mathematics. Overall, research suggests that:
Ø Language switching can be swift, highly automatic, and facilitate rather than inhibit solving word problems in the second language, as long as the student’s language proficiency is sufficient for understanding the text of the word problem;
Ø Instruction should ensure that students understand the text of word problems before they attempt to solve them;
Ø Instruction should include a focus on “mathematical discourse” and “academic language” because these are important for ELLs. Although it is critical that students who are learning English have opportunities to communicate mathematically, this is not primarily a matter of learning vocabulary. Students learn to participate in mathematical reasoning, not by learning vocabulary, but by conjectures, presenting explanations, and/or constructing arguments; and
Ø While vocabulary instruction is important, it is not sufficient for supporting mathematical communication. Furthermore, vocabulary drill and practice are not the most effective instructional practices for learning vocabulary. Research has demonstrated that vocabulary learning occurs most successfully through instructional environments that are language rich, actively involve students in using language, require that students both understand spoken or written words and also express that understanding orally and in writing, and require students to use words in multiple ways over extended period of time. To develop written and oral communication skills, students need to participate in negotiating meaning for mathematical situations and in mathematical practices that require output from students.
Resources include but are not conclusive:
Dr. Duran, Elva & et. al. (2005). Access: Building Literacy Through Learning English. Houfhton Mifflin Co., Wilmington, MA.
Mortenson, Greg & David Oliver Relin (2009). Three Cups of Tea: One Man’s Journey to Change the World, One Child at a Time. Puffin Pub. New York; NY.
TBD – Novel related to Freedom Theme
Rosetta Stone
www. Bogglesworkesl.com
EnglishForEveryone.org
ReadTheory.org
Molinsky, Steven J. & Bill Bliss (2001). Side by Side. Editions 1-3. Longman. White Plains; NY.
Richards, Jack C. (2006). New Interchange: English for International Communication. Cambridge University Press. NY; NY.
The Help! Kit: A Resource Guide for Secondary Teachers of Migrant English Language Learners (2001). ESCORT Pub. NY; NY.
McCloskey, Mary Lou Stack, Lydia (2004). Visions: Language, Literature, Content. Heinle Pub. Boston, M.A.
Vogt, MaryEllen & Jana Echevarri (2006). Teaching Ideas for Implementing the SIOP Model. Pearson. Long Beach; CA.
You Will Need:
Binder; Journal; Highlighter; Notebook Paper; Pens; Pencils; a online wikispace (the online wikispace will be created with the teacher during class.
OBJECTIVES:
· Daily life interrogative and discourse capabilities
· Basic person and place descriptive abilities
· Number, time, quantity, and cost use
· Daily life receptive understanding skills
· Written usage to express situations, give instructions and explanations
· Written usage to communicate opinions, and narrate and comprehend stories
· Specific terminology use based on students' needs
Course Goal: ESL helps students to develop the language skills necessary to succeed academically in their courses at Manteo High School and college. ESL helps students to be independent and lifelong learners. The main focus of this class is to learn the English language through listening, speaking, pronunciation, vocabulary, reading, writing, grammar, and culture. There will quizzes, tests, book reports, and projects. Students must bring their textbooks to class everyday.
Writing:
MyAccess online writing program
MLA Handbook
Reading:
1. Independent Reading – Classroom Library Free Choice and teacher approved
2. Short Stories – Longman ESL Reading Series, Scholastic Read 180, EnglishForEveryone.org, and Rosetta Stone
3. Three Cups of Tea – Historical Fiction
Dictionaries
It is strongly recommended that students bring a bilingual dictionary to school everyday. Always check with the classroom teacher to be sure that you can use your dictionary.
Vocabulary
Margarita Calderon's approach is a personal and a specific theme/instructional method. The teacher reviews the passage or materials, determines which vocabulary needs to be pre-taught, and lays out specific steps to make sure the vocabulary is learned in a way that the student will internalize diction and use specific diction in the future. Thus, the diction becomes part of the big picture, rather than an isolated exercise.
ACCESS words (text words)
Word-within-a Word (to understand word roots and parts of a word)
MyVocabulary.com (fun methods to leaning words online)
Wordyword.com (Much similar to Margarita Calderon’s approach) Online listening to English diction available.
Student Planners
It is strongly recommended that students use their planners to write down assignments, school events and help manage their time.
Class Guidelines
Derogatory/offensive language will not be tolerated; choose your words carefully.
Tardiness is not acceptable. Be on time.
When the instructor is speaking, the expectation is that you are not.
Use the restrooms before or after class; using the bathroom is a privilege given by the teacher. You may or may not be allowed to go.
Respect others at all times. Treat your classmates, teacher, and guests with respect.
Key Components
Active Learning and Participation
Creativity and willingness to try new things
Group work! Be ready to work with each and every person in this class!
Grading
Each assignment, quiz, class activity, or exam has a set # of points. All points are weighted equally.
Your work needs to be turned in on time.
All assignments will be counted.
You will have the opportunity for extra credit periodically.
Class participation – individual, pairs, small group and whole class, attendance, homework assignments, quizzes, tests, book reports and projects will count along with your final semester grade.
Special Needs
If you have a special need or request, please see me privately. I am happy to discuss any problem or needs you have, academic or otherwise.
Please sign and return this portion to class. The rest of the syllabus should remain in your three ring binder.
(Student Name) (Student Signature) (Date)
(Parent/Guardian Name) (Parent/Guardian Signature) (Date)