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= = = Welcome = = = = = = = = = = = ===Welcome to MTWPELLResources, a source maintained for secondary content teachers of ESL students at Manheim Township. Our students are often inquisitive, media type="custom" key="5266941" align="right"diligent,and ready to be challenged if we can only help them to do so. Regardless of each student's stage of language development, we have a duty as teachers to engage them in higher order thinking and communicate with them on a daily basis. Hopefully, these resources and Manheim Twp School District's focus on ESL strategies over the next two years will provide you with the tools necessary to achieve these goals.===

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For more information on the ESL
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Addressing a "Triple Wall of Segregation"

 * The most recent issue of Educational Leadership had an article by Patricia Gandara regarding Latinos having to overcome “Triple Segregation”.Segregation by: **
 * 1) ** Race/ethnicity **
 * 2) ** poverty **
 * 3) ** language **
 * While all ESL students face similar barriers, other groups do not experience the same severity of segregation in all three categories. **
 * As teachers we have the most control over influencing segregation by helping make language accessible.Gandara echoes one of the messages we sought to share within our ESL trainings when we focused on Cooperative Learning.Please do not allow your ESL students to become unintentionally segregated within your classroom.“Students learn from and grow respect for one another if they are regularly exposed to learning situations in which they have sustained positive contact...Good immersion programs provide such an environment by giving English speakers and English learners ample opportunities to interact...” **
 * Many of you are doing this on a daily basis.However, in the course of offering scaffolding instruction and modified content sometimes we lose track of making sure ELLs get to work together with non-ELLs.I would encourage you to consider the last time your ELLs worked with other students in your classroom and provide them with opportunities to do so more frequently. **
 * Gandara, Patricia.“Overcoming Triple Segregation”.Educational Leadership, **
 * November 2010, Vol. 68, No. 3. **

= Here are some outstanding ELL instructional strategies that have been used by MT teachers in their classrooms: =




 * ELLs At The New MT Public Library **

===**Terry Lee, Laura Winiarczyk, Robin Schreiter, and Matt Johns accompanied 18 of our ESL students to the recently opened Manheim Twp Public Library on 1/20. Students received a tour of the library, registered for and received library cards, and were signed up for a new/free online English program c****alled Mango. One of the comments over the years has been, "What can students do over the summer to continue to learn English?" We view this as a one service we could expose our students to if they really want to continue to learn.**===

===**The library was gracious enough to provide lunch and snacks for our students. Terry Lee and Mr. Coleman(seen below) role played scenarios for the students such as how to sign out a book, how to locate a book, and how to ask for help from the librarians. Laura Winiarczyk worked with the Level 3 and 4 students who participated to explore the online study resources provided via the library's website. Robin Schreiter was an enormous help on the technological side of the visit. We would like to thank John Loose for providing transportation and all our students' teachers for cooperating with them during their absence.**===


 * Take advantage of the skills and abilities of your ELLs. In this case, Phong is helping Arianna with her geometry. Phong is currently taking Calculus. Math and reading compr **


 * ehension are real strengths for Phong. Sometimes in the scope of our individual classes we lose track of how skil **


 * led our ELLs may be in other subjects. Perhaps your ELL student can assist a non-ELL in class? **


 * Pair them together to provide them **
 * with an opportunity to learn from each other. **

===Rob Fennimore used a mural space near the main office to show how literature and other text can be presented in multiple languages to support ESL students. A number of teachers have started to allow students to use GoogleTranslate to ask questions and clarify text for themselves. Other teach=== ===ers have begun encouraging students to translate words and ideas into their native language to support processing and learning. In this case, Rob found a book in our library with English and Spanish versions of poetry. Finding===

Celebrating Cultural Heritage
**High School social worker Carl** **a Sarricueta created a bulletin board to celebrate Hispanic Heritage Month that runs from 9/15-10/15/10. It does not take a special, scientific study to clarify that students learn best when they have a sense of belonging. Helping students feel that they belong at Manheim Twp is not an easytask when a student has left their country of birth and are not just adjusting to a new language and school but to an entirely different culture. Taking some small opportunities before or during class to ask your ESL student about their home-country. You may find that a student who struggles to produce content words can produce more when they are speaking about something that is familiar to them.**

[[image:Picture0156.jpg.jpg width="299" height="285" align="right"]]
====**on skills in an algebra class Terry and I quickly designed a review activity that incorporated math vocabulary such as coefficient, exponent, base, etc. and Fordhamprep.org. The website provided sample problems and we incorporated speaking directives such as "Describe how the decimal point moves." Listening was also a major component as students needed to respond to statements such as "Is her solution correct?" Finally, an eMobi interactive slate was used so that students could work on the problems from their desks and then show how they solved them on the website.**====

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[[image:wordwall.jpg width="166" height="192" align="left" caption="Latin Prefix Word Wall"]]
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Molly Metcalf-Academic Language and English Language Support:
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=== Molly Metcalf's 5th and 6th period Basic Biology classes are using a Word Wall for Latin prefixes and suffixes. Whenever the class comes across a word with a Latin prefix or suffix that is new, they create a new card and add it to the wall. This certainly has benefits for teaching biology but consider the English language benefits fo walls if your are interested in starting one of your own but are not sure what direction to take. These prefixes and suffixes appear across disciplines and frequently within our classes. Molly is supporting academic language within all of our classes with her Word Wall. The link above has dozens of samples of word===

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Amanda has begun incorporating content vocabulary from other classes into the routines within her Strategic Literacy class. One recent lesson included reinforcing vocabulary
= = = = ===terms from a 10th Grade Biology unit on the parts of plant and animal cells. Amanda had all the students repeat the words after her, then reviewed the words several times with and without labels. She incorporated fully completed cell diagrams and blank cell diagrams into the lesson to provide a visual with each term. Oral lessons that incorporate content vocabulary from all of our classes is an excellent way for T erry Lee, Laura Winiarcyzk, and Amanda in Strat. Lit. to encourage verbal production for ELL students while helping our students learn our content.===

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[[image:Picture0113.jpg width="448" height="336" align="left"]]
= = = = === Assessing vocabulary and content for level 1 and 2 ELL students is often a challenge since they struggle to produce English language on their own orally and in writing. However, that does not mean that you cannot assess your content. Judy Brady had a number of ELL students use computers to find pictures representing a number of vocabulary ideas for a unit on the family in her Family and Consumer Management class. The pictures that the student's found and defined became the basis for a matching assessment in her class. This strategy can be applied in any class to assess vocabulary. If you are looking for other ideas about assessment look at the stages of language acquisition colored reference cards that you received at our August 26th ELL morning.===

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ELL Resources for Students
In the past week Oxford Picture Dictionaries were provided for teachers of Level 1 and 2 ELLs and ELL students who speak Spanish and Vietnamese received pocket dictionaries to assist them in the classroom. The pocket dictionaries are part of a goal to provide as many ELL students as possible with a pocket dictionary when the enroll at Manheim Township HS. We distributed a number of these in the first week of November but more are available for you to use with ELLs. Jus = = = = t let us know if you would like one for the classroom. = =

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= 10 Quick Tips For Working with ELL Students = = = = = = = = media type="custom" key="5317213" align="center" width="40" height="24"
 * 1) ===Remember that students' ability to speak English does not reflect their academic ability.===
 * 2) ===Familiarize yourself with your students' language levels in reading, writing, speaking, and listening.===
 * 3) ===Plan opportunities for ELL students to interact with other students during the period.===
 * 4) ===Do not write to an ELL student in cursive.===
 * 5) ===Encourage students to share their cultures in the classroom. Provide consistent positive reinforcement.===
 * 6) ===ELL students need additional wait time.===
 * 7) ===Use visual cues when giving directions as often as possible.===
 * 8) ===Check in with all available resources: mtwpellresources, our ELL teachers, your ELL coach, and other teachers.===
 * 9) ===Fair does not mean equal. An ELL student does not have to have the exact same assignment or the exact same assessment.===
 * 10) ===Our teaching strategies for ELL students have positive educational benefits for all students.===

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