1 / 17

ELL/SPED Accommodations

ELL/SPED Accommodations. by Vicki Learn, Katie McNamara, and Shawn Nguyen. Whose kids are they?. It takes a village to raise a child applies to school. Every teacher brings something different to provide a well-rounded school experience.

wilton
Télécharger la présentation

ELL/SPED Accommodations

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ELL/SPED Accommodations by Vicki Learn, Katie McNamara, and Shawn Nguyen

  2. Whose kids are they? • It takes a village to raise a child applies to school. • Every teacher brings something different to provide a well-rounded school experience. • Different teachers bring content knowledge, strategy knowledge, background knowledge about the students lives/educational experiences, etc. in order to provide the best instruction for the students. • ESOL and SPED teachers cannot be everything to all students ... they also need YOU!

  3. General Accommodations & Modifications

  4. BICs versus CALPS • BICs • language skills needed in social situations • day-to-day language • used in the lunchroom, school bus, at parties, playing sports • not demanding cognitively • 6 months to 2 years after arrival in U.S.

  5. BICs versus CALPs • CALPs • formal academic learning • includes listening, speaking, reading, and writing about subject area content material • essential to succeed in school • takes from 5-7 years • can take 7-10 years if not strong in 1st language

  6. ESOL Classes • ESOL I (Beginner – 9th grader): • ESOL I English Language Development (Tristan) • ESOL I Literature and Composition (Tristan) • ESOL Introduction to Ecological Systems (McNamara) • ESOL Intro to U.S. History (Nguyen) • Algebra or Algebra with Seminar supported by Mr. Wren

  7. ESOL Classes Continued • ESOL II (Intermediate – 10th grader) • ESOL II English Language Development (Sumihara) • ESOL II Literature and Composition (Sumihara) • Co-Taught Biology (McNamara) • ESOL U.S. History (Nguyen) • Intro to Geometry or Geometry

  8. ESOL Classes Continued • ESOL III (Advanced 9th, 10th, 11th, or 12th grader) • ESOL III English Language Development (McNamara) • Co-Taught English 10 (Sumihara) • Co-Taught American Government (Nguyen) • Intro to Chemistry or Chemistry • Algebra II

  9. Accommodations for ELLs • ELLs: • bilingual dictionary (synonym only) • extra time (as long as student is actively working) • human reader for entire test (only ELL with SPED this year) • human read for selected sections of the test • RELLs (Released in the last 2 years): • extended time • bilingual dictionary

  10. WIDA Performance Definitions • ESOL 1 – Levels 1 & 2 • ESOL 2 – Levels 3 & 4 • ESOL 3 – Levels 4 & 5

  11. From WIDA’s 2007 ELP Standards Resource Guide

  12. Case Study: Science Class • Mr. Bloom is teaching a chemistry unit on physical and chemical changes. He demonstrates how mixing some chemicals changes the color and temperature of solutionsand how heating water changes its state of matter. • After giving the students the definitions ofphysical and chemical changes, the studentsperform their own experiments in small groups. WIDA Consortium Using WIDA Tools to Teach ELLs

  13. Science Case Study, continued • One experiment requires the students to mixammonium nitrate and water to make their owninstant cold pack. In the other experiment,students mix calcium chloride and baking sodato create a reaction in a bag. • The students then have to write a lab report describingtheir observations and concluding from them,the type of reaction in each case. WIDA Consortium Using WIDA Tools to Teach ELLs

  14. Differentiate the language used (listening, reading)or expected to use (speaking, writing) in the: • process • product • environment • Choose any proficiency level; all you need is oneexample of differentiation of each type. • You do not need to differentiate thecontent (i.e., you do not have to know chemistry!) WIDA Consortium Using WIDA Tools to Teach ELLs

  15. Questions?

More Related