Unit 3 American Individualism

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Unit 3 American Individualism

• Welcome

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Business Matters

• Names
• Concerns/feedback
• Facilities
• Todays schedule

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English Learners in the ELA ClassroomUnderstandi
ng ESL
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WHAT EXACTLY IS ESL ANYWAY?
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ESLEnglish as a Second Language

• English as a Second Language is a set of
  strategies used to teach English language skills
  to students whose first language is not English.
  ESL instruction includes building on skills that
  students have acquired in their first language.
  Activities for ESL instruction are hands-on,
  visually-rich and applications-based.

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LEGALLY SPEAKINGWhat does the law say about ESL
and ESL programs?
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The Elementary and Secondary Education Act (Title
VII) 1968

• Created bilingual education programs that
• Teach English
• Provide access to the core curriculum through the
  home language while students are gaining English
  language proficiency.

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HISD Board Policy for Multilingual Programs
(effective July 22, 1999)

• Goals
• Compliance with state and federal laws
• Emphasis on student achievement
• Emphasis on English reading proficiency
• Implement consistent curriculum/assessment
• Increase parental involvement
• Encourage fluency in 2 languages for all students

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De-mystifying ESL
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What are the different levels of ESL?

• BeginningLevel 1
• IntermediateLevel 2
• AdvancedLevel 3
• Pre-literateLevel 4
• TransitionalLevel 5

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What might a beginning student understand?

• Roller coaster cars are pulled to the top of the
  first hill by a chain. Then gravity moves the
  car for the rest of the ride. The plunge down
  the first hill builds up enough speed for the
  cars to get up the next hill and so on until the
  end of the ride.

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In other words

• _______cars are_____ ___ ___ top __
  _____first____ ___ _ ______. ___ ______ _____
  _____ ____car ___ _____ ____ ____ _____ _____.
  ____ _____ down ____ first___ ____ ____ ____ ____
  ____ ____ cars____ ____ ___ __ _____ _____ _____
  _____ _____ _____ ___end _____ _____ _____.

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What might an intermediate student understand?

• Roller coaster cars are pulled to the top of the
  first hill by a chain. Then gravity moves the
  car for the rest of the ride. The plunge down
  the first hill builds up enough speed for the
  cars to get up the next hill and so on until the
  end of the ride.

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In other words.

• Roller coaster cars are ____ ____ ____top of the
  first hill__ _ _____. Then _____ moves the car
  for the rest of the _____. The _____ down the
  first hill ______ __ enough speed for the cars __
  ___ __ the next hill ___ __ __ _____ the end of
  ____ _____.

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What might an advanced student understand?

• Roller coaster cars are pulled to the top of the
  first hill by a chain. Then gravity moves the
  car for the rest of the ride. The plunge down
  the first hill builds up enough speed for the
  cars to get up the next hill and so on until the
  end of the ride.

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In other words

• Roller coaster cars are pulled to the top of the
  first hill by a chain. Then gravity moves the
  car for the rest of the ride. The _____ down the
  first hill ______ __ enough speed for the cars __
  ___ the next hill and __ __ until the end of the
  ride.

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Name That Test.

• Identification Criteria
• CAT 6 (reading), IPTIdea Proficiency Test (oral
  language)--administered to new students who
  indicate a language other than English on the
  Home Language Survey. Students who score below
  40 on either oral language or reading are
  identified as LEP (Monthly)
• RPTE--Reading Proficiency Test in English
  (administered to ESL students in grades 3-12 who
  did not score in the advanced level on the
  previous years RPTE) (March 22-26, 2004)
• Stanford/AprendaBeginning level ESL students
  take the Aprenda, all other ESL students take
  Stanford (See testing calendar)
• TAKSHISD grants a one year exemption from TAKS,
  after one year, all ESL students take English
  TAKS (See testing calendar)

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ESL Program Goals

• Provide a smaller, inclusive learning environment
  to support the affective needs of immigrant
  students
• Acquire and develop English listening, speaking,
  reading and writing skills
• Develop academic language and core subject
  knowledge in native language or through ESL
  methodology
• Mainstream into regular program

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Who are these children and where do they come
from?
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Demographic DataHISD Profile 2002-03

• 210,964 Students
• 57.2 Hispanic
• 30.5 African American
• 9.3 White
• 3 Asian
• 0.1 Native American
• 38,744 (18.3) in Bilingual Education
• 16,281 (7.7) in ESL
• 60,466 (28.5) LEP
• 13,979 (6.6) Immigrant (born outside US/less
  than 3 years)

• 1,447 (.7) Migrant
• 162,985 (77.3) Free/ Reduced Lunch
• Major Language Groups of LEP Students
• 94.5 Spanish
• 1.9 Asian
• 2 Urdu, Arabic Russian
• 150 Countries of Origin

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Student Countries of Origin

Pakistan 348 India
297 Nigeria 210 Philippines
207 Cuba 195 Nicaragua
162 Venezuela 163
El Salvador 2,030 Mexico
24,593 Honduras 1,473 Vietnam
618 Guatemala 486 China
461 Columbia 352
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How will I recognize these students in my
classroom?
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Characteristics of ESL Students

• Usually speakers of other languages may be
  refugees
• Unfamiliar with the American school system
• Participants of various religions
• Representative of the entire spectrum in academic
  ability and experience
• Reluctant to ask for help or clarification
• Caught in a cultural conflict between home
  values and U. S./school values

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How do I get to know these students?
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• Find out basic facts about the children
• Become aware of basic features of the students
  cultures
• Religion, customs, foods, etc.
• Obtain information about prior school experiences
• Are they literate in their home languages?

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How do I make the students feel comfortable in my
classroom?
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• Create a feeling of safety and security
• Assign a personal buddy
• Seat students in the middle or front of the
  classroom
• Repeat classroom routines

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Whats available to assist me with ESL
instruction?

• Support
• Materials
• Professional Development
• Resources

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Support for ESL Teachers

• Mentor teacher or another ESL teacher
• Bilingual Instructional Supervisors
• Lead Teachers
• School program administrator
• Department Chair/Cluster or Team leader
• Multilingual Department personnel

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Materials for ESL Teachers

• State-adopted books for all required ESL courses
• ROCsSee Curriculum or Multilingual website
• CLEAR/Model Lessons
• TEKSSee Multilingual website link to TEA
• Supplemental Best Practice GuidesSee
  Multilingual website

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Professional Development for ESL Teachers

• HISD Professional Development resources
• Outside resources such as Region IV, TEA
• Campus-based professional development
• ELA Curriculum Department training for model
  lesson coordinators, department chairs and lead
  teachers

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Professional Resources
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Resources

• Adopted textbooks (Secondary)
• Making Connections 1, 2, and 3
• Voices in LiteratureBronze, Silver and Gold
• (Heinle and Heinle)
• Teacher resource kits
• Model Lessons
• CLEAR Online
• HISD Multilingual Department
• HISD Professional Development
• Region IV Education Service Center
• TEA

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Looking at the Lessons

• Unit 3
• American Individualism

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Looking at the Lessons

• Lesson 1
• Historical context
• Vocabulary development- using reference materials
• Metaphors, similes, and analogies
• Questioning Strategy

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Questioning Strategy

• Choose a poem from the packet
• As an individual or group, read through the poem
  and note questions you have about it
• Apply different levels of questions to poem

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Looking at the Lessons

• Lesson 2
• Denotation/Connotation
• Imagery
• Tone
• Try this yourself

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Looking at the Lessons

• Lesson 3
• Main Idea
• Summarizing
• Personal essay

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A TAKS Moment

• Provide students examples of a variety of writing
• Model the writing process
• Review rubrics frequently
• What does the rubric mean?

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TAKS Writing Rubric

• Root of rubrics
• PROGRESSION of thought
• Sentence to sentence
• Paragraph to paragraph
• Relationship of ideas across paragraphs
• Transitional sentences and thoughts

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Voice

• The paper has a face
• Personality on paper
• ATTITUDE
• 7th graders in field testing best at bringing
  organizational methods that showed good
  writingnatural voice

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Looking at the Lessons

• Read through Lessons 4, 5, 6. What planning do
  you need to do to implement these?
• What would you modify?

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Looking at the Lessons

• Lesson 4
• Revision (Adjective phrases/Allusions)

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Looking at the Lessons

• Lesson 5- Poetry Workshop
• Poetry Analysis- Making Inferences
• Speaker/Tone
• Reference Materials

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Looking at the Lessons

• Lesson 6
• Introduction to Poe and American Gothic
• Word Origins/Word Structure Analysis
• Imagery Rhyme

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Looking at the Lessons

• Lesson 7
• The Raven
• Literary Analysis- Inquiry Questions
• Requires thoughtful preplanning

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Looking at the Lessons

• Lesson 8
• Unit exam
• Project presentations

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Skills Menu

• Read Alouds

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Read Alouds

• My suggested books
• McDougal Littell suggested books
• Holt essays
• English III bibliography

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Independent Reading
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Supplementary Instructional Guides

• SIGS/English II Implementation Calendars