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Middle School Language Support Services

Middle School Language Support Services. Mainstream ELP Levels 3-5. 3. same teachers teach step 2 and 3. English Excel – SI 6 month to 2 years ELP Levels 1-3. SS/SC Excel – SI 2-4 years ELP Levels 1-3. 2. Newcomer Program 3 months to 1 year ELP Level 1. 1.

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Middle School Language Support Services

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  1. Middle School Language Support Services Mainstream ELP Levels 3-5 3 same teachers teach step 2 and 3 English Excel – SI6 month to 2 years ELP Levels 1-3 SS/SC Excel – SI 2-4 years ELP Levels 1-3 2 Newcomer Program 3 months to 1 year ELP Level 1 1 • Factors affecting length of specialized language services : • Educational background (interrupted schooling? ESL services? consistency in services? transient?); • Literacy in native language; • Home support (education of parents, home environment, home language, sibling support); and • Grade level transitioning to (gap is wider for upper grade levels, ex: level 2 student in 8th grade).

  2. Priorities for middle services: Sheltered Instruction teachers also teach non-ESL classes; Newcomer and SI students have lunch and electives with non-LEP peers; SI students are clustered for SS/SC to ensure exposure to various learning experiences; and Continuous staff development focused on meeting students’ language and content needs: students can and must acquire content knowledge, concepts, and skills at the same time they improve their English skills, regardless of their proficiency level.

  3. 5-8 Newcomer Program Self-contained: students are with the newcomer teacher for 4 core subjects Students transition upon meeting academic and social goals (3 months to 1 year) Goals: Develop students’ essential basic English language skills through accelerated, intentional instruction; Assist students with acculturation to U.S. schools, community, and culture; and Develop students’ school study and social skills.

  4. Sheltered Instruction – English/SS/SC Excel Goals: Intentionally develop students’ language by planning lessons which incorporate daily opportunities for students to read, write, and speak the academic vocabulary and structures necessary for school success. Intentionally model and provide instructional routines that teach and develop students’ school skills and work habits. Teach students grade level standards and concepts by incorporating higher order thinking and cross-content academic vocabulary use.

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