Prince George’s County Public SchoolsESOL Overview

Min-Ah Kang

University of Maryland Writing Project

Summer Institute 2010

Adapted by Min-Ah KangOriginally made by Catherine Novak (PGCPS ESOL Instructional Specialist)

& Karen Gibson (ESOL teacher in Anne Arundel County Public Schools)

Background

Myself:

I am an ESOL teacher at Rogers Heights Elementary School in Prince George’s County. I taught English in both middle and high schools in South Korea before I came to the U.S.A. to earn my M.A. in ISD-ESOL at UMBC. Upon my graduation from UMBC, I was offered a position as an ESOL teacher in PGCPS. I have been working with kindergarteners and first graders for past two years.

Background

School Overview:

Rogers Heights Elementary, located in Bladensburg, Maryland, is a comprehensive Pre-K~6, Title I school with a high English Language Learner (ELL) enrollment.

The 635 students population of Rogers Heights is comprised of 31% African American, 5% White, 63% Hispanic, <1% American Indian and 1% Asian. 78.9% of our student population receives Free and Reduced Meals (FARMS).

2008-2009, SIP – Executive Summary

OBJECTIVES

This training course offers information and practice activities in order to:

identify ESOL studentsexperience the feeling of ELLs in class understand different syntax of other languagesmodify content to accommodate an ELL

Alphabet Soup

ESOL

LEP

ELL

L1

ESL

TESOL

English for Speakers of Other Languages

Limited English Proficient

English Language Learner

First or Native Language

English as a Second Language

Teachers of ESOL

What do you know about

an ESOL Program ?

Do you know ………?

what the definition of English Language Learners is?

how many ESOL students have enrolled in PGCPS?

how many different languages our ESOL students speak?

how many elementary schools house ESOL Programs?

how many secondary schools house ESOL Programs?

Who are English Language Learners?

Students who are from an environment where another language is spoken at home, who are US or foreign born, and who are not proficient in English

ESOL Enrollment Data(PGCPS)

TOTAL ESOL POPULATION:

13,720ELEMENTARY

10,563

MIDDLE

1,056

HIGH

2,101

ESOL Student Data(PGCPS)

LANGUAGES

~118COUNTRIES

~103COUNTRY OF BIRTH

UNITED STATES (54%)EL SALVADOR (15%)

MEXICO (7%)CAMEROON (2.5%)

Elementary ESOL School 2009-2010 (PGCPS)

ESOL Elementary Schools

116

Secondary ESOL School2009-2010 (PGCPS)

ESOL Middle Schools

15

ESOL High Schools

10

ESOL Levels

ESOL 1 A/B• Pre-Production/Early language production stage of

language proficiency• Students typically:

– use one or two word phrases; might be in a “silent period”

– listen and begin to respond by using nonverbal signals

A= Low Beginner B=High Beginner

Reading Comprehension – ESOL 1

_____ one _____ the boy _____ to the _____ and the _____ _____, “_____, Boy, _____ and _____ up my _____ and _____ from my _____ and eat _____ and _____ in my _____ and be _____.” “I _____ too big to _____ and _____,” _____

the boy.

“I _____ to _____ _____ and _____ fun. I _____ _____ _____. Can you _____ me _____ _____?”

“I’m _____,” _____ the _____, but I _____ no _____. I _____ _____ _____ and _____. _____ my _____, Boy, and

_____ _____ in the _____. _____ you _____ _____ _____ and you _____ be _____.”

ESOL 2 A/B

• Speech emergence stage of language proficiency

• Students typically:– Begin speaking in phrases and short sentences– understand many stories read in class with the

support of pictures– make many grammatical errors as they

experiment with language

A=Low Intermediate B=High Intermediate

Reading Comprehension – ESOL 2

_____ one day the boy _____ to the tree and the tree said, “_____, Boy, _____ and _____ up my _____ and _____ from my _____ and eat apples and play in my _____ and be

happy.”

“I am too big to _____ and play,” said the boy. “I _____ to _____ _____ and have fun. I _____ some _____. Can you

give me some _____?”

“I’m sorry,” said the tree, “but I have no _____. I have _____ _____ and apples. Take my apples, Boy and _____ them in the _____. _____ you will have _____ and you will be happy.”

ESOL 3

• Advanced fluency stage of language proficiency

• Students:– begin to use more complex sentences

when speaking and writing– communicate their thoughts more

effectively– begin to develop more academic language

Reading Comprehension – ESOL 3

Then one day the boy came to the tree and the tree said, “Come, Boy, come and climb up my _____ and swing from my

_____ and eat apples and play in my _____ and be happy.”

“I am too big to climb and play,” said the boy. “I want to buy things and have fun. I want some money. Can you give me

some money?”

“I’m sorry,” said the tree, but I have no money. I have only _____ and apples. Take my apples, Boy, and sell them in

the city. Then you will have money and you will be happy.”

Turn and Talk

• What challenges do you see in your classrooms for ELLs?

Put yourself in someone's shoes!

Comparing LanguagesComparing Languages

Group Activity: Guess each sentence (in Korean, Spanish, Chinese)

in order to match the syntax of the languages.

I love you.

나는 사랑해 너를[Na N’n] [Sa Rang Hae] [Nuh Lul]

I love you

 

Yo amo te I love you

 

我 爱 你 [wŏ] [ài] [nĭ] I love you

Subject Verb Object

Comparing LanguagesComparing Languages

Group Activity :① In order to check the correct sentences, the presenter

will read each sentence in Korean, Spanish, and Chinese.

② Participant will listen and find if the syntax of each sentence is correct. (If not, fix the sentences.)

③ Participants will be asked to read each sentence in English without changing word-order.

④ Participants will be asked to share other language syntax differences with English.

Original English: I love you. (s) (v) (o)

Spanish version of EnglishSpanish version of English: : I you love. (s) (o) (v)

Korean version of EnglishKorean version of English: : I you love. (s) (o) (v)

Chinese version of EnglishChinese version of English: : I love you. (s) (v) (o)

Comparing LanguagesComparing Languages

Individual Activity :① Participants will be given cut-up sentences in Korean,

Spanish, & Chinese and asked to make each sentence in order.

② Participants will be asked to copy each sentence on the lined paper in order to practice writing the sentences in different languages.

Write about…...

• How did you feel?• What are the things

that you didn’t know before & you know now?

Examples of Kindergarteners

Kindergartner student examples of cut-up sentences.

After reading little books, students pull a sentence from the stories.

Each child cutup the sentence, mixed the words, & rewrote the sentence after manipulating the word pieces.

More examples of Kindergarteners cut-up sentences.

How can I modify

content to accommodate ELLs?

Let’s practice……

• How can we modify the TIW lessons to accommodate ELLs?

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PRACTICE MODIFYING CONTENT for ELLs

with lower proficiencies

• Shorten student tasks• Increase comprehension by drawing a picture

(or provide clip art) instead of explaining• Allow students to create a poster instead of written tasks• Use alternative readings (consult with your reading

specialist or use websites such as http://www.readinga-z.com)

• Be realistic in your expectations

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Tips To Help ELLs Acclimate

Learn how to pronounce the student’s name properly.

Assign a buddy or buddies.Encourage inclusion; look out for

exclusion.Respect student’s home language by

asking student to translate for the class a word or phrase of classroom content

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More Tips To Help ELLs Acclimate

Create an alternate project and assessment when necessary.

Think visually and model EVERYTHING you teach.

Give examples and copies of all overhead materials and lecture notes.

Permit ELLs to share their culture (clothing, food, lifestyle) so that classmates can understand the ELLs background better.

1st grade – math (money)

1st grade- Comparative

1st grade- Skill (Predict)

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Tips from the Kids

• “Don’t laugh at us!”• “Tell other students to be kind to us (talk slowly, don’t make fun

of us and help us if we need it)”.• “When the teacher finishes explaining to everybody, explain it

again to the ESOL student more slowly.”• “Give us lots of examples!”• “Do not force ESOL students to read hard stuff aloud.” • “Provide more sources of information to ESOL students to help

them to understand such as cliff notes.” from Arundel Middle School (Ms. Gibson’s ESOL class)

FinalReflection

Write about…...

• How could these activities help you better address the needs of your ESOL students?

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Question Comment Time