ESL Newsletter

February 2022

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HAPPY CHINESE (LUNAR) NEW YEAR 2022!

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Let's Celebrate the Chinese Culture!


  • The year 2022 in the Lunar Calendar corresponds to the YEAR OF THE TIGER.
  • Some of the characteristic traits of the tiger include being courageous and competitive, always ready for a challenge.
  • However, they are also believed to be rebellious and short-tempered, and can sometimes be unpredictable.

  • The Lunar New Year falls on a different date each year, but the celebration typically lasts 16 consecutive days. This year, it starts on Lunar New Year's Eve, beginning on Jan. 31, and ending on Feb. 15, 2022. Only the first seven days, Jan. 31 to Feb. 6, are considered a public holiday.


  • The Lantern Festival, also known as the Shangyuan Festival, is celebrated on the fifteenth day of the first month in the lunisolar Chinese calendar. A beautiful display of lanterns are lit and released into the night sky, signifying the final day of traditional Chinese New Year celebrations.

The Lantern Festival in China

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Topics

  • Happy Lunar New Year 2022! It is the year of the Tiger!
  • WIDA ACCESS for ELs 2.0
  • Federal Compliance - Progress Monitoring Forms
  • Ellevation Strategies and New Features
  • The Writing Process and MLs
  • Unlocking Language by Developing Word-Learning Strategies
  • Sheltered Instruction
  • WIDA Key Language Uses
  • SLIFE
  • FOCUS Page for the ESL Department
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ENGLISH LANGUAGE DEVELOPMENT AND PROFICIENCY TEST

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Updates

  • Testing window January 24 - March 11, 2022
  • Testing has started at some schools
  • Special thanks to all the school testing coordinators for their support
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FEDERAL COMPLIANCE REQUIREMENT

Progress Monitoring Forms

The progress monitoring forms are documents to keep Granville County Public Schools in compliance with Federal regulations regarding active English learners's English language acquisition and academic progress. We also have to monitor, for four consecutive years, any student who exited the ESL Program.


These forms are located in the Ellevation platform. There are three separate forms that must be completed within a time period to document student progress.


The three Progress Monitoring Forms are as follows:

  1. Progress Monitoring for Active ELs (It is completed by the General Education Teachers)
  2. Progress Monitoring for Exited ELs (It is completed by the General Education Teachers)
  3. Progress Monitoring for ESL (It is completed by the ESL Teachers)


Once the form is completed, do not forget to submit it.


Steps to Access the Progres Monitoring Forms

  • Log-in into Ellevation
  • Go to "Student"
  • "Student List"
  • Choose a student name
  • Once in the student record, click on the "Monitoring" tab. Click on the monitor form that has been assigned to you.

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STRATEGY 1

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Fortune or Misfortune (Fortify Output_Writing)


3-5 Math Example

Content Objective:

Students will solve multistep word problems using equations for the unknown quantity.


Language Objective:

Students will write a paragraph from the perspective of someone who didn't follow the steps to solve the problem.


  • Students will solve a problem and exchange their solutions with a partner.
  • The partners will write about the solution, incorporating a change, to explain whether the problem is solved correctly or not.
  • Students incorporate a fortune or misfortune in solving the problem.
  • Students share their writing and discuss the problem.
  • Teacher will model some of the student solutions for the class and discuss how to solve the problem correctly.

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6-8 Math Example

Content Objective:

Students will use the distributive property to write equivalent equations.


Language Objective:

Students will write a paragraph from the perspective of someone who correctly uses the distributive property to write equivalent equations.


  • Teacher will provide instruction in how to write equivalent equations using the distributive property.
  • Students will review example equations, two solved correctly and two not solved correctly.
  • Students will determine which problems are solved correctly and which ones are not.
  • Students will write a paragraph incorporating the fortunes from the perspective of someone who solves the problem correctly and misfortunes from the perspective of someone who does not solve the problem correctly.
  • Teacher will model some of the equations in front of the rest of the class and discuss whether the problem was solved correctly or not and why.
  • Students share their writing with peers.

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9-12 Math Example

Content Objective:

Students will create equations in two or more variables to represent relationships between quantities.


Language Objective:

Students will write and read paragraphs describing how to solve equations in two or more variables.


  • Teacher will model how to write and graph equations in two or more variables.
  • Students write another version of events, incorporating a change that results in a correct or incorrect answer.
  • Students incorporate fortunes or misfortunes as a result of this change.
  • Students will share their writing with one another.
  • Teacher will review with the class the correct steps and share student writing


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Learning Targets


Students will:
  • Identify and assume the point of view of something or someone being discussed during a lesson.
  • Write another version of events, incorporating a change, from a first-person point of view.
  • Include how changes in this version of events result in a fortune or misfortune.
  • Share and discuss writing with peers.

Adapted from John Seidlitz


Before Activity

  • Select topic for instruction, identifying potential points of view.
  • Create sentence frames and/or paragraph frames to support students at differing proficiency levels.
  • Plan partner assignments if needed.


During Activity

  • Read or discuss a situation or scenario related to content topic.
  • Students brainstorm changes to that scenario, resulting in possible fortunes (positive events) or misfortunes (negative events). They record them on the handout.
  • Students incorporate a change in the scenario, and write from a first-person point of view describing the situation or scenario.
  • Students write about the resulting fortunes or misfortunes that happen from their point of view.
  • Students share their writing with peers and discuss.


Quick Tips

  • Celebrate student success! Many students are nervous about writing, and a little encouragement can go a long way.
  • Post an anchor chart with appropriate signal words and sentence frames.
  • Give students time to plan a sequence of events before they start writing.


Watch Out For

  • Be sure students have adequate knowledge of the content to complete the task. If they don’t, provide them with background information or access to appropriate research materials.
  • Focus on the student’s ability to write from a perspective and use of signal words instead of focusing on grammar.
  • If students are writing collaboratively, ensure both students are contributing. In general, partners should not have more than one level difference in language proficiency.


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Levels of Support


High (Levels 1-2)

  • Provide students with sentence frames and content area word banks to use while writing and speaking.
  • Allow students to illustrate responses to scenarios and label the pictures with one to two word responses.
  • Encourage students to speak to a partner, even if it’s reading the sentence frames or the labels on the illustrations.


Moderate (Level 3)

  • Provide students with assistance in brainstorming fortunes and misfortunes for their scenario.
  • Provide a list of transition words and encourage students to write expanded sentences and paragraphs.


Low (Level 4 or higher)

  • Challenge students to write longer paragraphs that include appropriate transitions and content area evidence.

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STRATEGY 2

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VOCABULARY RATING_READING

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K-2 Science Example


Content Objective:

Students will describe what plants and animals need to survive.


Language Objective:

Students will verbally describe what plants and animals need to survive using content vocabulary.


  • The teacher will introduce a new list of vocabulary related to the survival of plants and animals.
  • Students self-assess their vocabulary knowledge.
  • Students discuss word meanings with a partner.
  • Teacher provides instruction with examples of words used in context.
  • Students assess their vocabulary knowledge and then verbally describe how a plant or animal survives, using new vocabulary.

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3-5 Science Example


Content Objective:

Students will identify evidence from rocks and fossils to support an explanation for changes in land over time.


Language Objective:

Students will verbally explain the changes in land over time, using content vocabulary.


  • The teacher will introduce a new list of vocabulary related to rock formation, fossils, and landscape changes.
  • Students self-assess their vocabulary knowledge.
  • Students discuss word meanings with a partner.
  • Teacher provides instruction with examples of words used in context.
  • Students assess their vocabulary knowledge and then discuss the land changes over time.

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6-8 Science Example:


Content Objective:

Students will explain how particle motion affects temperature and pressure.


Language Objective:

Students will verbally content vocabulary to explain how particle motion affects temperature and pressure.


  • The teacher will introduce a new list of vocabulary to explain how particle motion affects temperature and pressure.
  • Students self-assess their vocabulary knowledge and discuss word meanings with a partner.
  • Teacher provides instruction using new vocabulary in context.
  • Students assess their vocabulary knowledge and then have a discussion using the words correctly.

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9-12 Science Example:


Content Objective:

Students will understand cell reproduction.


Language Objective:

Students will use content vocabulary to write a description of cell reproduction.


  • The teacher will introduce a new list of vocabulary related to cell reproduction.
  • Students self-assess their vocabulary knowledge and discuss word meanings with a partner.
  • Teacher provides instruction using new vocabulary in context.
  • Students assess their vocabulary knowledge and then write a description of cell reproduction using new vocabulary.


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Learning Targets


Students will:

  • Individually rate their knowledge of each vocabulary word before the lesson
  • Discuss meanings with a partner
  • Assess their understanding of vocabulary after the lesson


Actively engage students in vocabulary development and provide them with skills that can transfer to other contents during in-person or hybrid instruction.


Before Activity

  • Identify a list of vocabulary to focus on during the lesson.
  • Prepare the vocabulary rating sheet.


During Activity

  • Introduce the new list of vocabulary.
  • Students self-assess their vocabulary knowledge.
  • Students discuss word meanings with a partner.
  • Throughout the lesson, explicitly teach each word using definitions, examples, and context.
  • Students assess their vocabulary knowledge at the end of the lesson.


Evidence of Success

  • Students are able to articulate their knowledge of vocabulary words before and after the lesson.
  • Students discuss word meanings with peers.
  • Students are able to understand and use new vocabulary terms in context.


Quick Tips

  • Students can work in pairs to discuss what they think each word means.
  • Be sure to match the vocabulary words to student language proficiency levels.


Watch Out For

  • Be sure to limit the list of vocabulary words to the most important ones for students to know.

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Levels of Support


High (Levels 1-2)


  • Give students a shorter list of words.
  • Allow students to translate vocabulary into their native language.
  • Have students draw a picture of a word instead of writing a description.


Moderate (Level 3)


  • Provide the vocabulary words in context.
  • Pair students with more advanced speakers to encourage conversation about the vocabulary words.


Low (Level 4 and higher)


  • Encourage students to add additional words learned during the lesson to increase their vocabulary.

ELLEVATION UPDATES

NEW FEATURE in ELLevation Strategies

Ellevation made changes to the access to strategies in its platform. Originally, you could access the strategies under the "Instruction" section. The strategies location is now titled "Strategies".


A new feature in the Strategies section is the availability of 1-hour Professional Learning Modules related to the Ellevation strategies offered in the platform. It uses real data from your school stored in the Ellevation platform.

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ELLevation's New Feature: Professional Learning Modules

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The Writing Process and Multilingual Learners

Writing is the most difficult English language domain for most Multilingual Learners. They must learn multiple skills in order to become proficient English language writers. The writing process follows the same steps already practiced, but it would need scaffolding for multilingual learners to become expert writers.


There are suggestions provided by Julie Kendall and Outey Khuon in their book, Writing Sense: Integrated Reading and Writing Lessons for English Language Learners, K-8, to assist students to become proficient readers and writers and to self-monitor their learning.


Included are links to the:


Even though this information is targeting students in grades K-8, it is also applicable for students in grades 9-12. You will be surprised to see that many students at secondary levels would need this scaffolding, too.

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Sheltered Instruction

Sheltered Instruction is a collection of techniques that you have been using all along. This type of instruction in the general ed setting helps to make the curriculum understandable for all learners, but especially for English learners. Sheltered instruction is viewed as ideal only for English learners at intermediate or above.


Teaching is sheltered using these resources:

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WIDA CAN DO DESCRIPTORS KEY LANGUAGE USES

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STUDENTS WITH LIMITED OR INTERRUPTED FORMAL EDUCATION (SLIFE)

Carol Salva and SLIFE

Carol Salva is a renown expert who works with newcomers and, in particular, with students who have had interrupted formal education. She has offered multiple conferences to assist school systems learn more about this population and how to reach them to become engaged and responsible English learners. She has developed a blog for educators and for administrators with videos and strategies and how they are used in her class.


Find time to access these remarkable resources in the link provided below. She is amazing!


I hope you find resources to use in your classes.

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FOCUS PAGE AND ESL

GCPS's FOCUS Page and ESL Program

The ESL Program has a section in the district's FOCUS page. Some areas are still under construction but the WIDA ELD Standards, the Can Do Descriptors, the Key Language Uses and more resources are available for every educator to incorporate in their lessons to make content more meaningful for their English learners.


Steps to find the ESL Program section:



Contact Ivelisse Rosario de Marín to assist with the resources provided. My information is indicated below.

Contact Information

Ivelisse Rosario de Marin

Granville County Public Schools

ESL Program Instructional Facilitator