Bilingual- Dual Language / ESL Newsletter
How can I know if I should refer my ELL student to RtI?
You may want to refer your LEP student to RtI if you observe the following characteristics:
- Lots of rich language opportunities have been provided in the second language, but he/she is lacking vocabulary development in relation to linguistic and cultural peers.
- The student struggles to communicate academic concepts in native language and in English.
- He/she appears to have difficulty interpreting and exhibiting appropriate body language, gestures, and proximity to others.
- The student lacks vocabulary development in native language (compared to native language peers with similar background experiences).
- Linguistic support is employed and documented, but the student fails to make adequate progress.
- The student experiences difficulty remembering information that was very recently taught.
- A failure to follow social norms continues despite sufficient exposure to classroom routines and expectations.
If you think that your ELL is a good candidate for the RtI process, please also fill this form out. It is a very simple form to check the accommodations currently provided in the classroom.
Multicultural Festival - December 06, 2014
Tip of the month: Kagan Strategies to use in any subject
Student 1- Fans the cards.
Student 2 - Picks a card, reads the question aloud, and allows five seconds of Think Time.
Student 3 - Answers the question.
Student 4 - Responds to the answer, praises, paraphrase, check for correctness.
If played in pairs, each student alternates to fan the cards, pick/read, answer, and respond to the answer.
Best uses - This strategy can be used with word problems, AVP, revising/editing, and it is especially appropriate for newcomers since it resembles the structure provided by a Frayer model.
The students draw chips from a stack of facedown chips and respond to their prompts. Students will be grouped in teams. Have a set of chips per team.
Step 1 - Chips are placed face down in the center of the table.
Step 2 - Teacher provides topic.
Step 3 - Teacher selects who will start on each team
Step 4 - That participant draws and reads a chip.
Step 5 - The participant responds to the chip's prompt.
Step 6 - The chip is retired
Step 7 - The next participant draws the next chip and the process is repeated.
Best uses - This is a good strategy for checking for understanding, encouraging effort and participation, sharing an idea, praising, paraphrasing, giving help, and disagreeing politely.