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Multilingual Student Support #1

Welcome back 2024-25!

Multilingual Student Support #1 Welcome back 2024-25!
MultilingualStudent Support #1Welcome back 2024-25!

🌏 Supporting Multilingual Students 🌎

Teaching ELD

Elementary Designated ELD

Teach in small group 90 minutes or more per week (45 min. or more for TK and Kindergarten)

Secondary Designated ELD

ELA teachers with a cluster of EL students (expanding/ bridging levels) should provide a daily ELD group to support those students using the ELD standards. Please record the standards taught each week by placing checkmarks on the spreadsheet provided by your site EL specialist or coordinator.

Integrated ELD (all levels)

Consider how you can scaffold each lesson so that ALL students can access it and make meaning of it.

SUPPORT FOR NEWCOMERS

Support for newcomers

TPR- Total Physical Response

A method of teaching language or vocabulary concepts by using physical movement to react to verbal input. The process mimics the way infants learn their first language and it reduces student inhibitions and lowers stress. It creates a brain link between speech and action to boost language and vocabulary learning.

SUPPORT FOR LONG-TERM ENGLISH LEARNERS

LTEL/ ARLTEL

Long Term English Learners (LTEL) are students in grades 6-12 who have not attained English language proficiency within 7 years of initial classification as an English learner.


EL At Risk of becoming a Long-Term English Learner (ARLTEL) is an EL student in grades 3-12 who has attended U.S. schools for 4 or 5 years, scores at the intermediate level or below on the English Language Proficiency Assessments for California (ELPAC), and for students in grades 3-9, scores below basic or far below basic on the English language arts achievement test.

GOAL: Students attain high levels of English proficiency & score 4 on ELPAC .

Prepare students for ELPAC success all year long.

ELPAC questions are similar to CAASPP questions. Prepare ARLTEL students continuously to set them up for success in the spring. According to John Hattie, spaced practice (continuous practice over time) has an effect size of 0.6 which is within the zone of desired effects.

Summarization

According to John Hattie, summarization has an effect size of .79! Having students retell or summarize what they have read is the most effective for developing comprehension according to the National Reading Panel (2000). Summarization improves memory of what has been read. Students need instruction on how to retell a story's main idea and details, including a graphic organizer.

Stress the Importance

If students are resentful of having to take the ELPAC, they won't do their best. Talk to them about their amazing superpower- being multilingual, and the importance of showing their best English on the test in order to be reclassified as English proficient.

Site Highlight

FVES teacher Mary Dolan-Jimenez showed students how to email her directly in gmail for quick communication. Newcomers can use their iPad translator for help with English. This enables students to be "heard" and breaks down language barriers.

Strategy of the Month- Claim, Evidence, Reasons

1. Share a high-level thinking prompt.

2. Students use graphic organizer and develop their claim.


3. Students collaboratively gather evidence and provide reasons.

4. Allow multiple means of representation.

Secondary Graphic Organizer

Elementary Graphic Organizer

Collaboration with sentence frames to support academic language

*Stobaugh, R., 50 Strategies to Boost Cognitive Engagement, 2019

DELAC Public Folder
Folder published on TVUSD DELAC website with presentations, agendas, meeting notes.
Krystal Fielstra
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