ELL PROGRAM PARENT INFORMATION NIGHT Challenger Elementary October

ELL PROGRAM PARENT INFORMATION NIGHT Challenger Elementary October 27, 2015 Ms. Syeree “Sedi” Oshima oshimas@issaquah. wednet. edu

A LITTLEABOUT ME…. Born in Seoul, Korea. Moved to U. S. when 4 years old. Raised in a bilingual home. Taught English in Korea for a year Taught 2 nd grade for 5 years; 85% of the class were ELLs 3 rd year in ELL program at the Issaquah School District Enjoy hiking, reading, and cooking/baking

WHAT ARE ENGLISH LANGUAGE LEARNERS? ELL (English Language Learners): � Raised in a bilingual/multilingual home � Regardless of place of birth and spoken language of choice Language support to help them meet grade level standards Goals and methods for providing ELL support are based on ELL standards and Common Core Standards

ELL STUDENT IDENTIFICATION Services for ELLs are identified based on placement tests and WELPA tests (Washington State test for ELLs) Currently 21 different languages among 78 ELL students at Challenger Elementary At the district level, there are 62 different languages among more than 1000 ELL students

LANGUAGE DEVELOPMENT LEVELS WELPA 1 WELPA 2 WELPA 3 WELPA 4 ning L 2 Ability Liste g akin Spe d ea ing R ng riti W Time Beginning • 0 -6 months • Silent period • Non-verbal/ 1 -word responses/ phrases • Answer simple “who, what, where, when” & “yes/no” questions • Follow a few simple directions Early Intermediate • 6 months-1 year • Can hear and repeat beg, mid, ending speech sounds • Routine expressions • Common vocab • Simple sentences, incomplete sentences • Ask and answer simple questions

LANGUAGE DEVELOPMENT LEVELS WELPA 1 WELPA 2 WELPA 3 WELPA 4 ning L 2 Ability Liste g akin Spe d ea ing R ng riti W Time Intermediate • 1 -3 years • Longer sentences • Experimentation with sentence patterns • Participate (haltingly) in simple academic discussions with controlled vocab and supports – visuals, demos, gestures etc…

LANGUAGE DEVELOPMENT LEVELS WELPA 1 WELPA 2 WELPA 3 WELPA 4 ning L 2 Ability Liste g akin Spe d ea ing R ng riti W Time Early Advanced • 3 -5 years • More complex sentences and details • Can sustain conversation • Retell a story with details and basic sentences • Participate more fully in academic context.

LANGUAGE DEVELOPMENT LEVELS WELPA 1 WELPA 2 WELPA 3 WELPA 4 ning L 2 Ability Liste g akin Spe d ea ing R ng riti W Time Advanced • 5 -7 years • Use varied sentence structure • Comprehend multiple meaning words, idioms and figurative language • Initiate and negotiate conversations • Near native-like speech

LANGUAGE DEVELOPMENT LEVELS WELPA 1 WELPA 2 WELPA 3 WELPA 4 ning L 2 Ability Liste g akin Spe d ea ing R ng riti W Time Beginning Early Intermediate • 0 -6 months • 6 months-1 year • 1 -3 years • Silent period • Can hear and repeat • Longer sentences • Non-verbal/ 1 -word beg, mid, ending • Experimentation responses/ phrases speech sounds with sentence • Answer simple • Routine expressions patterns “who, what, where, • Common vocab • Participate when” & “yes/no” • Simple sentences, (haltingly) in simple questions incomplete academic • Follow a few simple sentences discussions with directions • Ask and answer controlled vocab simple questions and supports – visuals, demos, gestures etc… Early Advanced • 3 -5 years • More complex sentences and details • Can sustain conversation • Retell a story with details and basic sentences • Participate more fully in academic context. Advanced • 5 -7 years • Use varied sentence structure • Comprehend multiple meaning words, idioms and figurative language • Initiate and negotiate conversations • Near native-like speech

ELL SERVICE SUMMARY Meet with ELL students in individual or small group settings (depends on needs and schedule availability) Support could take place inside or outside the class, or a combination of both Typical session time is about 15 -20 minutes. Number of sessions per week varies based on student needs. When meeting with ELLs: � Instruction is aligned with what is being taught in the classroom � ELL strategies are used � Teach them specific sentence structure

SUPPORT FOR CLASSROOM TEACHERS Provide guidance and resources to classroom teachers who have ELLs Communicate and plan with teachers regularly to ensure: � Students are meeting curriculum standards � Students’ needs are being met

PARENT INVOLVEMENT Read with your child and support him in his daily independent reading time at home. Be involved in your child’s learning. Have conversations centered around topics that are being covered at school. Continue to speak and read to your child in your native language. Children benefit greatly from knowing more than one language.

PARENT OUTREACH Purpose is to help parents from diverse communities feel comfortable engaging with school staff and other parents. District Parent Outreach Program � Upcoming event: Introduction to the American School System, Thursday 10/29 at 6: 30 PM at Issaquah Valley Elementary School Challenger Parent Outreach Program � If you have any ideas for how our Challenger parent outreach team can achieve our goal, please let me know!

CONTACTING ME If you have any questions or concerns about your child’s ELL services, English language development, or anything else, feel free to contact me at: � Email: Oshima. S@issaquah. wednet. edu � Phone: 425 -837 -5164 A copy of this presentation is located on my website at: http: //connect. issaquah. wednet. edu/elementary/challenger/staff/ oshimas/default. aspx