Strategias Psicologicas

Welcome!
NCLB Implementation Training
January 22, 2009

Successful Strategies for Limited English Proficient
Students
Moderator:

Raquel Sinai, NJDOE
Presenters:

Elizabeth Franks, Roselle Public Schools
Barbara Tedesco, ELL Consultant
Lisette Calvo, ELL Consultant

I.

English Language proficiency
Standards and Levels
A. WIDA Standards
B. Levels of Language Proficiency
C.“Can-Do-Descriptors”

Elizabeth Franks,
Roselle Public Schools

WIDA ELP Standards
Standard 1:
English language learners communicate in English for SOCIAL AND
INSTRUCTIONAL purposes within the school setting.
Standard 2:
English language learners communicate information, ideas, and
concepts necessary for academic success in the content area of
LANGUAGE ARTS.
Standard 3:
Englishlanguage learners communicate information, ideas, and
concepts necessary for academic success in the content area of
MATHEMATICS.
Standard 4:
English language learners communicate information, ideas, and
concepts necessary for academic success in the content area of
SCIENCE.
Standard 5:
English language learners communicate information, ideas, and
concepts necessary for academic success in thecontent area of
SOCIAL STUDIES.

English Language Proficiency Levels.
6. Reaching
5. Bridging
4. Expanding
3. Developing
2. Beginning
1. Entering


The Performance Definitions frame the ELP standards. They
provide criteria that shape each of the six levels of English
language proficiency. The three bullets within each proficiency level
in the Performance Definitions also correspondto the categories or
components of the Speaking and Writing Rubrics, namely,
 Linguistic Complexity- the amount and quality of speech or writing
for a given situation
 Vocabulary Usage- the specificity of words or phrases for a given
context
 Language Control- the comprehensibility of the communication
based on the amount and types of errors

Connect instruction to WIDA standardsthrough CAN DO
Descriptors

First, know the proficiency
level of the student.
Then, know the criteria
for each domain (listening,
speaking, reading, writing)
at each proficiency level.

ELP and NJASK
Grade 3 2008

NJASK 4 according to ACCESS Proficiency
Level

250

300
200

150
LAL
Math
100

Mean Scale score

NJASK3 Median

250
200
LAL

150

Math

100
50

500
2

0
3

4

5
ACCESS ELP level

6

3
English Proficiency level

4

II. Sheltered English
Instruction
 A. Overview
 B. Research Base
 C. Sheltered Instruction Observation

Protocol Models (SIOP)

Barbara Tedesco,
ELL Consultant

What is Sheltered Instruction?
•

A means for making grade level academic content
(e.g. science, social studies, math, etc. ) moreaccessible
for ELLs while at the same time developing their English
language development.



The practice of highlighting key language features and
incorporating instructional strategies that make the
content comprehensible to students.



An approach that can extend the time students have for
getting language support services while giving them a
jump start on the content subjectsthey need for
graduation (NJAC 6A:15-1.4a/f)

Who and Why?


Who uses Sheltered Instruction?




Bilingual, ESL, content area and grade level
teachers.

Why use Sheltered Instruction?



Students must meet state standards
Research has shown that ELLs improved their
academic skills with teachers who utilized
sheltered instruction.

Research on Sheltered
Instruction• Seven year project conducted by CREDE
– Identify key practices for sheltered
instruction
– Develop a PD model to enable teachers to
use SI more effectively
• In 1998-1999, using a prompt that required
expository writing, ELLs in classes with
teachers who had been trained,
outperformed and made greater gains than
the control group (ELLs with non-trained
sheltered teachers)....