English As A Second Language Curriculum
Tri-DistrictEnglish as a Second Language Curriculum2008Grades K-12Mr. Patrick FletcherSuperintendentRiver Dell Regional SchoolsMr. Jeffrey MohreSuperintendentOradell Public SchoolMs. Erika SteinbauerSuperintendentRiver Edge Public SchoolsMs. Lorraine BrooksPrincipalRiver Dell High SchoolMr. Scott RyanPrincipalOradell Public SchoolMs. Denise HeitmanPrincipalCherry Hill SchoolMr. Richard FreedmanPrincipalRiver Dell Middle SchoolMs. Suzanne LynchTri-District SupervisorCurriculum and InstructionMr. Tony VouvalidesPrincipalRoosevelt SchoolTri-District English as a Second Language CommitteeJennifer KellyJudie HaynesLinda GonzalezMonica Schnee
Table of ContentsI.IntroductionPage 3II.PhilosophyPage 4III.Curriculum Alignment to the WIDA English Language Proficiency StandardsPage 6IV.ESL Methods and TechniquesPage 7V.Sample Thematic UnitsPage 10VI.The Instructional SettingPage 39VII.Professional DevelopmentPage 40VIII. Parent InvolvementPage 41IX.Entry Criteria for the ESL ProgramPage 43X.Exit Criteria for the ESL ProgramPage 44XI.ESL Concepts and Strategies for Content Area TeachersPage 45XII.GlossaryPage 52XIII. BibliographyOradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 2008Page 552
I.IntroductionThe purpose of the Tri-District English as a Second Language (ESL) curriculum is to provideboth current and new teachers with an overview of skills and strategies. This document isintended to serve as a curriculum for ESL teachers as well as a resource for content area teachers.The implementation of this curriculum is to ensure that ESL students receive instruction basedon their language proficiency and/or grade level. Students will receive instruction in a pull-outand/or inclusion classroom setting.The Tri-District ESL curriculum is designed in coordination with the New Jersey LanguageProficiency standards along with World-Class Instructional Design and Assessment (WIDA)Consortium English Language Proficiency standards for English language learners.Oradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 20083
II.PhilosophyThe Oradell, River Edge, and River Dell staffs believe that all students should be engaged inmeaningful learning throughout the school day. We provide a broad, whole-school approach tosupport the education of linguistically and culturally diverse students, so that they can benefitfully from their educational experience. Our school community must be ready to help EnglishLanguage Learners (ELLs) become productive individuals through a comprehensive, challengingand enriching educational program in the mainstream learning environment.Our ESL program should allow ELLs to gain long-term personal, social and academicsuccess in the United States and is a coordinated Tri-District effort. Non-English speakingstudents arriving in the United States have often been separated from all that is familiar: family,friends, school, home, culture and the use of their own language in the greater community. Ourprogram is designed to offer instruction in a low anxiety and sympathetic setting that is critical toalleviating the cultural shock experienced by our ELLs.The education of the Tri-District’s ELLs is the responsibility of everyone in the buildings.The ESL program does not relinquish responsibility for our ELLs at the end of the ESLinstructional period. With the help of ESL teachers, classroom teachers provide comprehensibleinput while the students are in the mainstream class. Teachers have been trained indifferentiating instruction and modified materials are provided for all beginning ESL students tobe used throughout the school day.The following should be considered as an anchor to guide the Tri-District’s ESLphilosophy: To develop English language learners command of English in the four basic skills oflistening, speaking, reading and writing so that they will be able to function in themainstream classroom. Success is measured by multiple criteria. A student isconsidered successful when able to compete with native English speakers in theclassroom during content area instruction. To ease the transition of new English language learners (ELLs) from one culture toanother. To provide instruction to ensure the ELLs make Annual Yearly Progress (AYP).Oradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 20084
To plan effective English language instruction for ELLs as part of a district-widecomprehensive effort, which will help them meet the NJ Core Curriculum ContentStandards and the WIDA Standards. To provide on-going professional development to content area teachers in secondlanguage acquisition, diverse cultures, and understanding of increased standardizedtest expectations for ELLs mandated by state and federal law. To assist classroom teachers in modifying lessons and assignments for ELLs duringthe hours that they are in the mainstream classroom. This includes the purchase ofmodified resources. To help classroom teachers prepare ELLs in meeting the Core Curriculum ContentStandards. Adaptations for content area materials and content-based ESL instructionaid the students’ transition from the ESL program to the mainstream classroom. To recognize that parents of ELLs in all grade levels need explicit instruction and ongoing support to understand the expectations of their school culture. This includesproviding information to immigrant families about school programs and policies andencouraging parental involvement with translated school mailings, team meetings,parent/teacher conferences, Back-to-School night, and the ESL/Bilingual ParentAdvisory Meetings. To communicate with the Tri-District ESL teachers regarding student progress andassessment, including obtaining ACCESS test results. To develop in the school-wide community an understanding and appreciation of thelinguistic and cultural diversity of our student population. To continue establishing home/community exchanges of cultural information that canenrich the instruction activities of the mainstream student population. To include the parents of ELLs in the educational support of the Tri-District K-12curriculum initiatives.Oradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 20085
III.Curriculum Alignment to the WIDA English Language Proficiency StandardsThe Tri-District curriculum is aligned to the WIDA standards and the philosophy behind thestandards is woven into the new curriculum. The WIDA Standards are aligned to the stateacademic content standard as well as to the TESOL Standards(http://www.wida.us/standards/Resource Guide web.pdf).The New Jersey Bilingual Code has adopted the WIDA Standards as the benchmark forEnglish Language Proficiency (ELP). Therefore, the Tri-District ESL teachers should exhibitknowledge and be familiar with the WIDA standards in order to build the content of their lessonplans.The Tri-District ESL teachers will refer to the WIDA Standards and grade level clustersdepending on the grade levels they are teaching. The ESL teachers will also connect the contentof their lessons to the five WIDA content standards: Standard 1: Social and Instructional Language Standard 2: The Language of Language Arts Standard 3: The Language of Math Standard 4: The Language of Science Standard 5: The Language of Social StudiesThe WIDA Standards will support the Tri-District ESL teachers in the development of ongoingformal and informal assessments.The WIDA CAN DO Descriptors will provide the Tri-District ESL teachers with a startingpoint and a baseline to work with ELLs, as well as to help guide content area teachers in theirexpectations for student performance. Content area teachers should participate in professionaldevelopment to gain familiarity with the framework of the standards. The CAN DO Descriptorsare designed for the entire preK-12 spectrum. They are generalized across grade spans soteachers should be aware of the variability and differences between these spans and adjust theirexpectations accordingly. (http://www.wida.us/standards/RG CAN%20DO%20Descriptors.pdf).Oradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 20086
IV.ESL Methods and TechniquesUsing this curriculum guide as a base, the ESL teacher in the role of decision maker, selectsthe specific method or technique best suited to reach a particular objective. The teacher uses aneclectic approach, drawing upon his or her experience and knowledge of teaching and learningwhile responding to the English language level of the students and their immediate social andacademic needs. ESL teachers are sensitive to the differences between what the students aretaught and what the students bring to class, so that lessons and teaching methods are studentcentered, based on each student’s individual English language needs.Sheltered Instruction Observation Protocol (SIOP):The Tri-District ESL teachers are using the teaching methods inspired by the SIOP Model.SIOP is an instructional framework under which the teacher utilizes effective instructionalapproaches, such as cooperative learning and differentiated instruction, to support content areainstruction and English language learning. SIOP is derived from Sheltered Instruction (SI),which is an approach for teaching grade-level content to English learners in ways that make thesubject matter understandable by providing comprehensible input. Teachers scaffold instructionto aid student understanding of content topics and objectives by adjusting their speech andinstructional tasks. The SIOP approach enables students to access the necessary academicvocabulary and build background knowledge to meet the objectives of the mainstream classaccording to their language ability.The SIOP Model is an effective tool to assist mainstream teachers with teaching ELLs. Thekey concepts of the SIOP model begin with determining what content area key concepts andvocabulary the ELLs need. Then teachers can begin building background and making thecontent comprehensible. The SIOP model gives teachers a lesson-planning framework, so thatmainstream and ESL teachers are working collaboratively to support ELLs.Cooperative Learning:Throughout the school year, cooperative learning activities give students opportunities towork in groups and share their knowledge. These learning activities are characterized by threecomponents: positive interdependence, individual accountability, and face-to-face interaction.Cooperative learning helps ELLs develop social and oral language skills. It motivates ELLs tolearn English, which helps them become an integral part of the class community.Oradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 20087
Differentiated Instruction:The Tri-District ESL Curriculum strives to implement differentiated instruction in orderto meet the WIDA standards. Students must have access to a variety of scaffolded and leveledmaterials that enable them to learn the same topics being taught in the mainstream classroom.Texts, computer resources and assessments are modified as needed.Thematic Approach:The Tri-District ESL teachers should include topics or themes into their lesson planningthat incorporate the WIDA Standards. Topic or theme-related language and concepts may bespiraled over a period of time, ensuring their conceptualization. Students are continuallyexpected to communicate in all four language domains: listening, speaking, reading and writing.Total Physical Response (TPR)In the Tri-District ESL teachers in the lower grades are encouraged to scaffold or supportlanguage through the use of TPR. In order to provide comprehensible input to K-1 students, theESL teacher gives a command for single action word or phrase such as "jump" or "point to youreye" and then demonstrates the action. This method is effective with entry-level students as itprovides direct and visual instructionTechnology:Computers can play an integral part in providing ELLs with valuable languageexperiences as they learn a new language. ESL teachers should offer English language learners alanguage-rich environment in which students are constantly engaged in language activities. Thecomputer can act as a tool to increase verbal exchanges, develop content area vocabulary andimprove reading and writing skills. Students should be exposed to language learning softwareand websites, which may be utilized at home and in school.Reader’s Workshop for ELLs:Reader's Workshop method blends whole group instruction, small needs-based groups,and individual conferring to guide students through the application of the basic readingcomprehension strategies. This reading method is especially effective with elementary ELLs.Teachers of English language learners should be familiar with the Reader’s and Writer’sworkshop methods of teaching that has been utilized in Tri-District elementary schools.Although setting up a Reader’s Workshop classroom in the ESL classroom would not beOradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 20088
feasible, ESL teachers can adapt the strategies used to teach mainstream students to read. Thesestrategies are as follows:* Determining What is Important - Identifying themes and diminishing focus on less importantideas or pieces of information* Drawing Inferences - Combining background knowledge and textual information to drawconclusions and interpret facts* Using Prior Knowledge - Building on previous knowledge and experiences to aid incomprehension of the text* Asking Questions - Wondering and inquiring about the book before, during, and afterreading* Monitoring Comprehension and Meaning - Using an inner voice to think about if the textmakes sense or not* Creating Mental Images - Implementing the five senses to build images in the mind thatenhance the experience of readingOradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 20089
V.Sample Thematic Units for ELL Learners K-12The example topics and genres derive from the WIDA English Language ProficiencyStandards. For more specific criteria, refer to the Formative Framework found for each gradelevel and content area at: http://www.wida.us/standards/Resource Guide web.pdf.Pre-K - KExample Topics and Genres: Content Related to WIDA’s English Language ProficiencyStandards:Standard 1: Social and Instructional Language¾ Classrooms¾ Colors¾ Feelings¾ Games¾ Hygiene & Safety¾ Music & Movement¾ Recreational Objects & Activities¾ Routines¾ School¾ Self & Family¾ Social Behavior¾ Spatial RelationsStandard 2: The Language of Language Arts¾ Chants & Songs¾ Concepts about Print¾ Environmental Print¾ Fairy Tales¾ Forms of Print¾ Make-Believe¾ Nursery Rhymes¾ Picture BooksOradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 200810
¾ Rhyme¾ Same & Different¾ Sounds & Symbols (Phonemic Awareness)¾ Story ElementsStandard 3: The Language of Mathematics¾ Attributes¾ Equivalency¾ Geometric Shapes¾ Measurement of Time¾ Non-standard Measurement Tools¾ Number Sense¾ Numbers & Operations¾ Patterns¾ Quantity¾ Size¾ Spatial Relations¾ Temperature¾ WeightStandard 4: The Language of Science¾ Air¾ Animals¾ Body Parts¾ Change in Self & Environment¾ Colors¾ Forces in Nature¾ Living and Non-Living Things¾ Night/Day¾ Rocks¾ Safety PracticesOradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 200811
¾ Scientific Process¾ Seasons¾ Senses¾ Water¾ WeatherStandard 5: The Language of Social Studies¾ Change from Past to Present¾ Classroom/School¾ Clothing¾ Community Workers¾ Families¾ Food¾ Friends¾ Historical Stories & Legends¾ Homes in a Community/Habitats¾ Location of Objects & Places¾ Neighborhood¾ Seasons¾ Shelter¾ Symbols & Holidays¾ TransportationOradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 200812
ESL Curriculum Alignment to the WIDA and NJ Core Content StandardsESL ThemeBased Unit:Grades Pre-K - KAcculturationActivity/Performance Indicator(s)WIDAStandardsNJ LanguageArtsLiteracyStandardsStudents will:¾ Learn appropriate survival responses¾ Learn names of objects aroundhim/her¾ Practice finger and songs plays thathelp explain vocabulary¾ Learn common expressions¾ Identify colors¾ Learn the date using a calendar¾ Learn spatial concept (of directions)¾ Learn to follow simple directions¾ Identify pictures of people in variousoccupations¾ Learn names of animals¾ Learn names of common foods andassociate them with meals of the day¾ Ask questions using the presenttense¾ Tell a story with a beginning, middleand end using familiar topics¾ Learn how to use object pronouns¾ Learn the names and amounts ofU.S. currency¾ Become aware of holidays aroundthe world celebrated in Decemberand January¾ Read words of objects around them¾ Learn to read; print the alphabet insequence; write numbers 1-100¾ Learn to write original sentencesOradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 2008Standards 1 and 2:Speaking-Seeking support andfeedback from others3.1.1-Participating in popularculture3.1.4-Conducting transactions3.1.8-Learning and usinglanguage chunks3.1.12-Practicing new language-Selecting, connectingand explaininginformation-Participating in .13.2.33.2.5-Comparing andcontrasting information3.2.7-Representinginformation visually3.4.2Reading3.4.73.4.813
Writing3.3.13.3.43.3.6Viewing andMedia Literacy3.5.23.5.6Oradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 200814
Grades 1-2Example Topics and Genres: Content Related to WIDA’s English Language ProficiencyStandards:Standard 1: Social and Instructional Language¾ Classroom & School Rules¾ Everyday Objects¾ Feelings & Emotions¾ Following Directions¾ Interests, Opinions & Preferences¾ Leisure Activities¾ Likes, Dislikes & Needs¾ Personal Correspondence¾ Personal Information¾ School Areas, Personnel, & Activities¾ Sharing/CooperationStandard 2: The Language of Language ArtsExample Genres:¾ Fiction (Literary Text)¾ Folktales¾ Non-Fiction (Expository Text)¾ Pattern Books/Predictable Books¾ PoetryExample Topics:¾ Compound Words¾ Elements of a Story¾ Homophones¾ Phonemic Awareness¾ Phonics¾ Rhyming Words¾ Role PlayOradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 200815
¾ Sequence of a Story¾ Spatial Relations¾ Story Elements¾ Story Telling¾ Word FamiliesStandard 3: The Language of Math¾ Basic Operations (Addition & Subtraction)¾ Capacity¾ Estimation¾ Graphs¾ Interpretation of Data¾ Money¾ Number Sense¾ Patterns¾ Place Value¾ Quantity¾ Shapes¾ Size¾ Standard & Metric Measurement Tools¾ Symmetry¾ Time (Digital & Analog)¾ Two- and Three- Dimensional Shapes¾ Weight¾ Whole NumbersStandard 4: The Language of Science¾ Animals¾ Astronomy¾ Body Parts¾ Change¾ Chemical & Physical AttributesOradell, River Dell, and River Edge Public SchoolsEnglish as a Second Language CurriculumApproved October 27, 200816
¾ Earth & Sky¾ Force & Motion¾ Gravity¾ Life Cycles¾ Light¾ Living/Non-Living Things¾ Magnetism¾ Natural Resources¾ Organisms & Environment¾ Plants¾ Renewable & Non-Renewable Resources¾ Senses¾ Sound¾ Water Cycle¾ Weather¾ Weathering & ErosionStandard 5: The Language of Social Studies¾ Artifacts of the Past¾ Celebrations/Customs¾ Citizenship¾ Community Workers¾ Cultural Heritage¾ Families & Responsibilities¾ Historical Figures & Leaders¾ Homes & Habitats¾ Indigenous Peoples & Cultures¾ Jobs & Careers¾ Land Forms/Bodies of Water¾ Money & Banking¾ Neighborhoods &
Standard 1: Social and Instructional Language . learn English, which helps them become an integral part of the class community. Oradell, River Dell, and River Edge Public Schools English as a Second Language Curriculum Approved October 27, 2008. 7 .
'new media' by English as a Second Language (ESL) students and the potential of its use in the ESL classroom in Sweden. However, its applications can also be used in countries with second language curriculums similar to Sweden. Keywords: New Media, English as a Second Language, Second Language Acquisition, Sweden
GCSE/‘O’ Level English Language (Pre 2017) C GCSE English Language (Wales) C GCSE English Language (England) 4 IGCSE (first language) English language C IGCSE (second language) B Cambridge Proficiency (CPE
Larson-Hall A Guide to Doing Statistics in Second Language Research Using SPSS (2009) Dörnyei/Taguchi Questionnaires in Second Language Research: Con- struction, Administration, and Processing, Second Edition (2010) Of Related Interest: Gass Input, Interaction, and the Second Language Learner (1997) Gass/Sorace/Selinker Second Language Learning Data Analysis, Second
using the second language (Bostwick, 2011; Keckes & Papp, 2000). Second Language (L2): The second or additional language (sometimes referred to as foreign language) that students are studying at school (ACARA, 2015c). Second languages in this study include but are not limited to: Chinese, French, Indonesian, Japanese and Italian. Acronyms
Second Language Acquisition (SLA) refers to the study of how students learn a second language (L2) additionally to their first language (L1). Although it is referred as Second Language Acquisition, it is the process of learning any language after the first language whether it is the second, third
English UK - ATC Winchester is a member of English UK - the Association of Recognised English Language Services - and follows the English UK Code of Practice. Quality English - ATC Winchester is a member of Quality English: an association of privately owned English language schools that are committed to providing high quality English courses to
English as an international language (EIL) is considered by applied linguists to be a new paradigm for research, practice and English language teaching (ELT). However, it appears that English language teachers have little voice in these discussions, and the English as a foreign language (EFL) classroom
(FT-290) Common faults found on the FT-290R English language (FT-3000) Yaesu FT-3000 TX mod from 144 to 148 to 140 to 174 MHz. English language (FT-3000) FT-3000 freeband mod (800 Mhz) English language (FT-301) Display led's English language (FT-301) Speech proc English language (FT-33) Extended frequency for FT-23,33, and 73 English language (
