Kaleidoscope

The WIDA ACCESS for ELLs 2.0 test scores are here! We are happy to announce that 28 students exited the ESL Program during the 2021-2022 school year.

This is exciting news!

These students must be monitored for four consecutive years to follow their academic progress and the continued growth with their English language development. Thank you to all who contributed throughout the years to make this happen for your multilingual learners. Your dedication and patience made this a successful experience for the students.

You were and continue to be a part of the village that made a difference in these multilingual learners' lives!

THANK YOU!

If you have any questions about these students, contact the ESL teacher at your school.

BUTNER-STEM ELEMENTARY

• Helen Flores García
• Juana Rodríguez Olmos
• Eduardo Sanabria Orozco
• Mitzi Zoyoquila Aparicio

CREEDMOOR ELEMENTARY SCHOOL OF THE ARTS

• Isaí Velázquez Espinoza
• Sarah O'Brian Arredondo
• Aaron Delgado
• Oliver Serafín-Morales
• Yaxiel Acosta Lugo (currently in 6th grade)
• Delia Arreola-Granado (currently in 6th grade)
• Camila Hernández Muñoz (currently in 6th grade)

STOVALL-SHAW ELEMENTARY SCHOOL

• Joseph Cruz Lozano (currently in 6th grade)

TAR RIVER ELEMENTARY SCHOOL

• Angie Aguilar
• Paola Climaco (currently in 6th grade)

WILTON ELEMENTARY SCHOOL

• Joshua Álvarez-Rangel
• Alan Cardona Pina

BUTNER-STEM MIDDLE SCHOOL

• Liliana Sanabria Orozco
• Joan Vanegas Pérez (currently in 9th grade)

G. C. HAWLEY MIDDLE SCHOOL

• Darling del Rosario de Mota (currently in 9th grade)

NORTHERN GRANVILLE MIDDLE SCHOOL

• Rana Alsaidi (currently in 9th grade)
• Christopher Ovando-Percastre
• Mónica Bueso Menjivar

GRANVILLE CENTRAL HIGH SCHOOL

• Marlon Aguilar Aguilar
• Tammy Izaguirre Ortega
• Denilys Vázquez Rodríguez

J.F. WEBB HIGH SCHOOL

• Erick Montalvo Franco

SOUTH GRANVILLE HIGH SCHOOL

• Oscar Bonilla Paz
• Deyby Banegas Amaya

Every year from September 15 to October 15, Americans celebrate National Hispanic Heritage Month by appreciating the community’s history, heritage, and contributions of the ancestors of American citizens who came from Mexico, Spain, the Caribbean, and South America and Central America.

September 15 is set as the starting date for the month as it is important for many reasons. It is the independence anniversary for Latin American countries El Salvador, Guatemala, Costa Rica, Nicaragua, and Honduras. From here onwards, the independence days of Mexico and Chile fall on September 16 and September 18, respectively. Día de la Raza also falls within this month, on October 12.

Hispanic Americans have been integral to the prosperity of the U.S. Their contributions to the nation are immeasurable, and they embody the best of American values. The Hispanic-American community has left an indelible mark on the U.S. culture and economy.

Decorate classroom doors, hallways, or the front of the schools with Hispanic Heritage displays. This will make your schools more welcoming to Hispanics who have children in Granville County Public Schools.

Let's make the HISPANIC HERITAGE MONTH a huge FIESTA.

Ellevation Education is a platform to assist any teacher of multilingual learners with the following important information:

• Demographics
• Student's English Language Development (ELD) Test Results (WIDA Screeners and WIDA ACCESS)
• Can Do's (Current and Successive Descriptors)
• Service Delivery
• Test Accommodations
• Classroom Modifications
• Goals
• Strategies

The Ellevation Strategies section of this platform classifies students in the proper ELD level list to provide each teacher the groups to determine the differentiation and activities needed by the English language level of the multilingual learner. The Ellevation strategies are not lesson plans, they are activities to provide enough scaffolds for students that are learning or need to improve their English language development. These activities are not limited to multilingual learners. They could be used with any student in your class that might need additional support.

Remember this: ACADEMIC LANGUAGE IS A SECOND LANGUAGE FOR ALL LEARNERS.

Clarify Input

Title of the Strategy: 5 and 2

• Grades: K-12
• Domains: Listening, Speaking
• Grouping: Pairs, Small Group, Full Classroom

Learning Targets

Students will:

• Develop active listening skills using a 5 minute/2 minute listening cycle
• Actively listen to instruction chunked into five minute sections
• Respond to prompt for 2 minutes to immediately apply new language and learning

Before Activity

• Chunk instruction into two or three 5-minute sections.
• Identify and note key content and language take-aways in each section, being careful to limit these take-aways to 1-2 items.
• Select and prepare a summarizing graphic organizer for students or use the 5 and 2 Organizer.

During Activity

• Deliver instruction to meet your learning objectives.
• After 5 minutes, provide a clear prompt that engages students for 2 minutes in making meaning of the content and language.
• Repeat this process for the length of the lesson.
• After the intervals of 5 and 2, wrap up the lesson by engaging students in reviewing the objectives, language, and content.

Quick Tips

• Engage students by handing out post-it notes or a graphic organizer for jotting key points down.
• Make this a consistent format for instruction. Try different engagement strategies and build on ones that are successful.
• Include visuals and kinesthetic supports whenever possible during the lesson.

Evidence of Success

• During instructional time, students are displaying active listening skills and are following directions.
• During 2-minute interactive sessions, students are able to articulate key points from the lesson using relevant language.

Watch Out For

• Find opportunities for students to engage and use integrated language domains for meaningful communication, such as turning and talking with an elbow partner or other collaboration, throughout the lesson.
• Be sure the 2-minute prompts have clear objectives and are rigorous. Telling students to vaguely turn and talk about what they learned will not be enough.

DIFFERENTIATION

High Support (Listening Levels 1-2)

• Limit directions to one or two steps and provide visuals when possible.
• Post key vocabulary words as they are used during the lesson for students to reference in their engagement chunks.

Moderate Support (Listening Level 3)

• Provide opportunities for matching, sequencing, or role-playing to synthesize information in addition to or instead of written summaries.

Light Support (Listening Level 4+)

• Provide necessary supports such as sentence stems or a target word list for students to discuss the content using academic vocabulary.

Graphic Organizers:

• 5 and 2 Graphic Organizer
• 5 and 2 Organizer: Lesson Notes

School Administrators:

• Contact Ivelisse Rosario de Marín at the contact information provided at the end of this newsletter.
• Submit the list of new educators in your building to Ivelisse to activate the teachers' accounts.

NCDPI has developed the new NC English Language Development (ELD) Standard Course of Study. The resources provided in this hub are available for any educator that works with multilingual learners. Currently, this information is provided to you as a form of awareness. Training will be provided when it becomes available for our district. In the meanwhile, you may peruse and become familiar with these wonderful resources that offer structured and detailed standards to use for instructing multilingual learners. This may apply for any student that needs to develop the English language.

• Orientation
• NC ELD SCOS
• Glossary
• Crosswalk
• Unpacking by Grade Level Cluster (WIDA)
• Mapping by ELD Standards
• Quick_Glance Checklist
• Key Language Uses for Student Portfolio (by Quarter)
• ELD Canvas Courses (You must have an account in the Secure Portal of the WIDA webpage.)

The ESL Team is still in the process of administering the screeners to determine if students whose Home Language Survey (HLS) indicated the interaction with any language other than English. There have been many students that transferred from other districts within North Carolina or from other states. We are working diligently to get all their records updated to identify the ones that need that will receive ESL services. Most screeners have already started. The ESL teachers at your school will contact the teachers who have these students in their classes to develop the EL Plans and get their signatures.

The ESL Department has a vacancy available for an ESL teacher. Anyone interested may contact the Department of Human Resources at 919-693-4613.

GCPSs need interpreters. Anyone interested may apply through the Human Resources Office. If the interpreters are employees from the district, he or she may assist with this service after school hours in order to be remunerated.