EL Happenings

Volume 2 Issue 9

Mrs. Kompara- High School EL Level 2

Students in Mrs. Kompara's class are reading the article, "Want to Make Money from Your Hobbies?" Students had already read the article and now they are interacting with the text! First, students contemplated their own hobbies, then they chunked each paragraph to hit the target for the day, "determine the key idea". Finally, they answered each question by restating the question in a sentence and highlighting important words in each of the numbered paragraphs. All of these strategies for reading highlight the SIOP component, Strategies! Students were given ample opportunities to use these cognitive strategies.

Mrs. Little- 1st grade EL

Students in Mrs. Little's class finished up an Animal Research Project. Half the class worked independently on foxes and the other half on bats. Students were given time to add "details", text features, to their diet and appearance pages by labeling the pictures they had drawn. They then practiced reading aloud to the other group and reviewing what they learned about foxes and bats. The lesson really highlights SIOP component, Lesson Delivery's feature Students Engaged Approximately 90% to 100% of the Period. The students had allocated and academic time to spend refining their books and engaged time with the books and their peers!

Co-teaching 7th grade Social Studies

Ms. Smith (EL) and Mr. Grayson (Social Studies & EL) come together to teach 7th grade social studies to their EL students. The planning and lesson delivery ensures that the students get rich access to both the social studies content AND language. Thanks PMMS EL! Want to know more? Contact gmayorga@perryschools.org

Mrs. Thompson- 1st grade EL

Students in Mrs. Thompson's class are learning the strategy "Analyzing to Improve Solutions". Students started by looking at picture to determine what was wrong, reviewing the answer choices to find the best way to solve the problem, and finally writing about it. This lesson highlights SIOP component, Practice and Application. Students were given activities to apply content and language knowledge.

IDOE EL Guidebook

Please check out the key points from Chapter 5, “Supporting Former English Learners”

in the IDOE EL Guidebook 2017-2018:

An English learner is reclassified as fluent upon achieving English language proficiency when a 5.0 overall composite score is achieved on the annual WIDA ACCESS assessment. After achieving a 5.0 on WIDA ACCESS, an English learner is reclassified as proficient in English and enters a two-year formal academic monitoring period. Former ELs will still be included in the DOE-Language Minority data collection annually, but will no longer generate state and federal EL funding.

LEAs must provide a rigorous monitoring system. The following are recommended components for documentation of rigorous monitoring.

  • Frequency of monitoring checks
  • Student grades in all content areas
  • Summative and formative assessment data
  • Content teacher observations
  • EL staff observations
  • Teach observations of student progress in the four language domains
  • Behavior and attendance data

In some instances, students may meet the state criteria for reclassification as fluent without having truly attained English proficiency. In these cases, formal reentry into the English learner program may be appropriate if the criteria given in the English Learner Guidebook has been implemented. If a student is formally reentered in the English learner program, an Individual Learning Plan (ILP) must be created and implemented.

English Learner Website

We love showing off your building and classroom celebrations! Check out the Perry English Learner site for all things EL! Do you have a story or celebration you would like to share? Please let me know so we can add it to our website!