Classroom Management Tips for Teachers of English Language Learners

* Do not rename the child

* Assign a buddy

* Develop academic and behavior routines

* Watch for feedback from the child

* Communicate with the child

* Consider the child's physical placement in the classroom

* Model language for the child

* Prepare other class members for their interactions with the child

* Become the child's advocate

Specific Activities to Help Students Adapt to Life in a U.S. School

Explain, demonstrate, and anticipate possible problems and difficulties with routines. Reinforce these explanations often. Some of the school and class routines that may need to be explained include:

class rules (rewards / consequences)

School conduct expectations

morning rituals (lunch money, homework, board calendar)

library checkouts and return of books

field trips / permission slips

gym routines (showers, dress, participation required)

school photographs (dress, payment)

substitute teachers

tests, quizzes including standardized testing exemptions

report cards, grading systems

breaks: bathroom, water, recess

cafeteria routines

fire drills

assemblies

contest / competitions

holidays

health exams / vision and hearing screening

disciplinary methods

clubs / honor societies / sports requirements

field days

inservice days for teachers

Enjoy the students. They have much to contribute to both the school and the class.

Legal Responsibilities of Education Agencies Serving English Language Learners

1964 - Civil Rights Act: Title VI - prohibits discrimination on the basis of race, color, or national origin in the operation of all Federally assisted programs.

1968 - The Bilingual Education Act, Title VII of the Elementary and Secondary Education Act of 1968: Establishes federal policy for bilingual education for economically disadvantaged language minority students; allocates funds for innovative programs; recognizes the unique educational disadvantages faced by non-English speaking students.

1974 - Lau v. Nichols: Suit by Chinese parents in San Francisco leads to Supreme Court ruling that identical education does not constitute equal education under the Civil Rights Act. School districts must take "affirmative steps" to overcome educational barriers faced by non-English speakers. Congress passes the Equal Educational Opportunity Act, extending the Lau decision to all schools.

1981 - Castañeda v. Pickard: Reputed to be the most significant court decision affecting language minority students after Lau. In responding to the plaintiffs' claim that Raymondville, Texas Independent School District's language remediation program violated the Equal Educational Opportunities Act (EEOA) of 1974, the Fifth Circuit Court of Appeals formulated a set of basic standards to determine school district compliance with EEOA. The "Castañeda test" includes the following criteria: (1) Theory: The school must pursue a program based on an educational theory recognized as sound or, at least, as a legitimate experimental strategy; (2) Practice: The school must actually implement the program with instructional practices, resources, and personnel necessary to transfer theory to reality; (3) Results: The school must not persist in a program that fails to produce results.

1982 - Plyler v. Doe: Under the Fourteenth Amendment of the U.S. Constitution, the state does not have the right to deny a free public education to undocumented immigrant children.

1994 - Comprehensive educational reforms entail reconfiguration of Title VII programs. New provisions reinforce professional development programs, increase attention to language maintenance and foreign language instruction, improve research and evaluation at state and local level, supply additional funds for immigrant education, and allow participation of some private school students.

One comment comment I have heard from teachers is that they want to know more about ELL students and ways to help these students be successful in the classroom. The following are some sources I have found.

ELL INFORMATION

ELL-TESOL National Standards for teaching

Wonderful ELL Pages!!

ELL Legal Requirements

Multicultural Activities for Mainstream Teachers

Classroom Management Tips for Teachers of English Language Learners

Four Stages of Second Language Acquisition http://www.everythingesl.net/inservices/language_stages.php

Explaining BICS and CALP http://www.everythingesl.net/inservices/bics_calp.php http://www.EverythingESL.net

Online core content area courses in English & Spanish, ESL links, resources and information www.migrant.org

The Nature and Scope of Culture http://www.ncbe.gwu.edu/ncbepubs/clasics/nature.html

see & hear vocabulary from a variety of basic topics in many languages! http://dictionaries.tavlang.com/

Computer, technology and Internet vocabulary in English and Spanish. http://www.telefonica.es/fat/lex.html

Great links! http://about.com KidsMath

Math concepts practice in English or Spanish. http://www.kidsmath.com/

Dicovery School's Puzzlemaker - Teachers and students can create a variety of puzzles(crossword, word search, etc.) and print them. Wonderful vocabulary practice and concept reinforcement! http://puzzlemaker.school.discovery.com/ BabelFish - Altavista's electronic, online translator http://world.altavista.com/

TEACHER HELP PAGES http://www.readinga-z.com/ http://www.starfall.com/

Language Arts Information http://www.englishclub.com

English Spelling Rules http://writing.englishclub.com/spelling.htm

English Punctuation rules http://writing.englishclub.com/punctuation.htm

Making English Language Learners (ELLs) Comfortable in Your Class

* talk to the ELL

* use total physical response, facial expressions, and pantomime to clarify meaning

* use pictures, props, and realia as often as possible

* have lots of visuals in your classroom-use charts, graphs, and diagrams

* modify, elaborate, and simplify language

* repeat, rephrase, and recycle language in your oral presentations

* expose your ELL to a variety of English-speaking voices with your classroom setting

* know that all students learning another language experience a "silent period" where language is received, but not produced; this is a very important step in the language-learning process!

* allow time for your ELL to interact in pairs or with small groups of peers in non-threatening situations

* look for ways to access students' previous knowledge

* use peer tutors, teacher assistants, and parent volunteers to work one-on-one with the students

* be sure all ELLs have materials and textbooks

* celebrate the ELLs biculturalism and eventual bilingualism!

America From Apple Pie to the Ziegfeld Follies Part 1≈ Kirk Schriefer and John Sivell, Full Blast

≥America From Apple Pie to the Ziegfeld Follies Part 2≈ Arelne Arch John Sivell, Full Blast

≥America From Apple Pie to the Ziegfeld Follies Part 3≈ Arelne Arch and John Sivell, Full Blast

≥America From Apple Pie to the Ziegfeld Follies Part 4≈ Arelen Arch and John Sivell, Full Blast

≥America Superlative≈ John Chabot, Full Blast

≥Bag of Tricks 1≈ By Paul J. Hamel, Delta Systems Co. INC.

≥Bag of Tricks 2≈ By Paul J. Hamel, Delta Systems Co. INC.

≥Calendar Activities≈ Anne-Marie Kasken, ESL Resource

≥Classroom Teachers ESL Survival Kit 1≈ By Elizabeth Claire, Alemany Press

≥Classroom Teachers ESL Survival Kit 2≈ By Elizabeth Claire, Alemany Press

≥ESL Smart≈ Margaret Bouchard, Center for Applied Reasearch in Education

≥ESL Teacher Book of Lists≈ Jacqueline E. Kress Ed. D., Center for Applied Reasearch in Education

≥ESL Teachers Holiday Activity Kit≈ Elizabeth Claire, Center for Applied Reasearch in Education

≥Essential Every Day Readings≈ Kathy Smmis, J Weston Walch Pub.

≥Find the Errors≈ Nancy Lobb, J Weston Walch Pub.

≥!Hablo Ingles! Part 1≈ Instructional Fair INC.

≥!Hablo Ingles! Part 2≈ Instructional Fair INC.

≥!Hablo Ingles! Part 3≈ Instructional Fair INC.

≥Hands-on Phonics Activities for Elementary Children≈ Karen Meyer Standl, Center for Applied Reasearch in Education

≥Oxford Picture Dictionary Activities≈ Renee Weiss, Oxford

≥The Oxford Pictured Dictionary For Kids Reproducible Collection≈ Joan Ross Keys, Oxford

≥Stories for the New Millennium≈ David DeRocco, Full Blast

≥Survival Vocabulary≈ Gertude Wedler, J Weston Walch Pub.

≥Survival Vocabulary Stories≈ Katherine Whitten, J Weston Walch Pub.

First Grade ELL 1 Essential Learnings: Within the context of immediate-need and functional communicative topics and related text, the learner will:

Listening: 1. Listen to stories for information and enjoyment. 2.Explore language through rhymes, poetry, drama. 3.Acquire new vocabulary words. 4.Hear and identify letter sounds. 5.Follow simple directions. 6.Listen attentively and follows oral directions. 7.Listen attentively as a member of a larger audience.

Speaking: 1.Communicate ideas verbally. 2.Explore language through rhymes, poetry, drama. 3.Acquire new vocabulary words. 4.Describe objects and pictures. 5.Role play. 6.Recognize colors. 7.Retell a story in sequence. 8.Speak in complete sentences. 9.Clearly speak to and in front of others.

Reading: 1.Recognize own name in print. 2.Participate in shared reading activities. 3.Choose reading as an independent activity. 4.Recall details from familiar stories. 5.Use pictures to gain meaning from text. 6.Respond to stories through interpretive activities. 7.Recognize common important words in story. 8.Sequence events of a story. 9.Practice silent reading for 10 minutes daily. 10.Predict story outcomes. 11.Interpret viewpoints and feelings. 12.Read print from left to right, front to back, top to bottom. 13.Recall repeated patterns in text. 14.Identify main idea of story that is read aloud to student. 15.Identify fact from fiction. 16.Read own writing independently.

Writing: 1.Use developmental spelling. 2.Write upper and lower case letters. 3.Use correct spacing between words and sentences. 4.Print name clearly and correctly. 5.Work from left to right. 6.Communicate ideas with drawings. 7.Often use a single letter to represent a whole word. 8.Use invented spelling to write words. 9.Use some conventional spelling. 10.Match upper and lower case letters. 11.Explore language and thought by writing daily (drawings/labels). 12.Write upper and lower case letters using lined paper. 13.Identify all upper and lower case letters.

First Grade ELL 2 Essential Learnings: Within the context of appropriate communicative and academic themes and related text, the learner will (in addition to ELL 1 essential learnings):

Listening: See ELL 1. Speaking: 1.Share facts and information. 2.Ask questions in a variety of situations. 3.Respond to oral reading.

Reading: 1.Read with understanding. 2.Retell stories in logical order. 3. Recognize common, important words in a story. 4. Hear and identify rhyming words. 5.Recognize cause/effect. 6.Draw reasonable conclusions. 7.Identify main idea of story that is read independently.

Writing: 1.Write in simple complete sentences. 2.Use correct spelling for high frequency words. 3.Use capitals correctly in a sentence. 4.Alphabetize a list of words by first letter with visual cue. 5.Choose writing as an independent activity. 6.Explore language and thought by writing daily (simple sentences).

First Grade ELL 3 Essential Learnings: Within the context of a variety of academic themes and related text, the learner will (in addition to ELL 1 and ELL 2 essential learnings): Listening: See ELL 1. Speaking: See ELL 2. Reading: 1.Use multiple strategies to read. Writing: 1.Use punctuation correctly in a sentence. 2. Alphabetize a list of words by first letter without a visual cue.

Second and Third Grade ELL 1 Essential Learnings: Within the context of immediate-need and functional communicative topics and related text, the learner will: Listening: 1. Listen to stories for information and enjoyment. 2.Explore language through rhymes, poetry, drama. 3.Acquire new vocabulary words. 4.Hear and identify letter sounds. 5.Follow simple directions. 6.Follow oral multiple-step directions. 7.Listen attentively as a member of a larger audience. 8.Listen for facts and details. 9.Listen with attention to the main idea. Speaking: 1.Communicate ideas verbally. 2.Explore language through rhymes, poetry, drama. 3.Acquire new vocabulary words. 4.Describe objects and pictures. 5.Role play. 6.Recognize colors. 7.Retell a story in sequence. 8.Retell what has been read with sequenced details. 9.Speak in complete sentences. 10.Shares published writing with others. 11.Predict what will happen next in a selection.

Reading: 1.Recognize own name in print. 2.Participate in shared reading activities. 3.Choose reading as an independent activity. 4.Recall details from familiar stories. 5.Retell stories in logical order. 6.Use pictures to gain meaning from text. 7.Respond to stories through interpretive activities. 8.Recognize common or important words in story. 9.Practice silent reading for 10-15 minutes daily. 10.Predict story outcomes. 11.Interpret viewpoints and feelings. 12.Read print from left to right, front to back, top to bottom. 13.Recall repeated patterns in text. 14.Alphabetize a list of words by first letters using a visual cue. 15.Identify main idea of story. 16.Identify fact from fiction. 17.Increase sight word vocabulary (high frequency words) 18.Use multiple strategies to understand unknown vocabulary. Writing: 1.Print name clearly and correctly. 2.Work from left to right.  3.Write upper and lower case letters.  4.Match upper and lower case letters.  5.Identify all upper and lower case letters. 6.Use developmental spelling. 7.Use some conventional spelling. 8.Alphabetize words by first letter with visual cue. 9.Use correct spacing between words and sentences. 10.Communicate ideas with drawings. 11.Explore language and thought by writing daily (drawings/labels). 12.As a member of an instructional group, select topics and develop ideas using one or more of the following:outlines, webs, pictures, note-taking. 13.Share writing with others..

Second and Third Grade ELL 2 Essential Learnings: Within the context of appropriate communicative and academic themes and related text, the learner will (in addition to ELL 1 essential learnings): Listening: 1.Listen to and understand longer texts. 2.Listen for ideas. 3.Listen with attention to rhyme and rhythm. Speaking: 1.Share facts and information. 2.Ask questions in a variety of situations. 3.Respond to oral reading. 4.Clearly speak to and in front of others. Reading: 1.Read with understanding. 2.Read own writing independently. 3.Recognize and use phonetic patterns. 4.Share published writing with others. 5.Follow written multi-step directions (minimum of three). 6.Read from multiple genres (fiction, nonfiction, poetry, fables, myths, mysteries) 7.Comprehend facts and details. 8.Self-correct while reading orally. 9.Read longer texts or simple chapter books. 10.Sequence events of a story. 11.Recognize cause/effect. 12.Draw reasonable conclusions. Writing: 1.Write in simple complete sentences. 2.Alphabetize words by first letter without a visual cue. 3.Use correct spelling for high frequency words. 4.Use capitals correctly in a sentence. 5.Recognize that proper nouns are capitalized. 6.Use the writing process as a group: prewriting, drafting, revising, editing, and publishing. 7.Write a friendly letter using a model. 8.Respond to what is read in writing (literature logs/response journals). 9. Choose writing as an independent activity. 10.Explore language and thought by writing daily (simple sentences).

Second and Third Grade ELL 3 Essential Learnings: Within the context of a variety of academic themes and related text, the learner will (in addition to ELL 1 and ELL 2 essential learnings): Listening: See ELL 2. Speaking: See ELL 1. Reading: 1.Use multiple strategies to read. 2.Read a variety of non-fiction. 3.Recognize basic elements of literature (plot, setting, character) 4.Read at or above grade level. 5.Identify synonyms/antonyms and homophones (to/two, sail/sale) 6.Read orally with expression, good pace, and fluency at independent reading level. 7.Comprehend main ideas. 8.Utilize punctuation while reading orally. Writing: 1.Use ending punctuation correctly in a sentence. 2.Apply developmentally appropriate usage and mechanics. 3.Develop a paragraph with one topic and a minimum of three supporting details using correct capitalization, grammar, and punctuation. 4.Write a complete paragraph using a paragraph frame. 5.Recognize a complete sentence versus a sentence fragment.

Fourth and Fifth Grade ELL 1 Essential Learnings: Within the context of immediate-need and functional communicative topics and related text, the learner will: Listening: 1. Listen to stories for information and enjoyment. 2.Explore language through rhymes, poetry, drama. 3.Acquire new vocabulary words. 4.Hear and identify letter sounds. 5.Follow simple directions. 6.Follow oral multiple-step directions. 7.Listen attentively as a member of a larger audience. 8.Listen for facts and details. 9.Listen with attention to the main idea. 10.Listen with attention to rhyme and rhythm. Speaking: 1.Communicate ideas verbally. 2.Explore language through rhymes, poetry, drama. 3.Acquire new vocabulary words. 4.Describe objects and pictures. 5.Role play. 6.Recognize colors. 7.Retell a story in sequence. 8.Retell what has been read with sequenced details. 9.Beginning to speak in complete sentences. 10.Clearly speak to and in front of others. 11.Share published writing with others. 12.Predict what will happen next in a selection. 13.Respond to text. 14.Express own ideas and opinions.

Reading: 1.Recognize own name in print. 2.Participate in shared reading activities. 3.Choose reading as an independent activity. 4.Recall details from familiar stories. 5.Retell stories in logical order. 6.Use pictures to gain meaning from text. 7.Respond to stories through interpretive activities. 8.Recognize common or important words in story. 9.Sequence events of a story. 10.Hear and identify rhyming words. 11.Practice silent reading for 15-20 minutes daily. 12.Predict story outcomes. 13.Draw reasonable conclusions. 14.Interpret viewpoints and feelings. 15.Read print from left to right, front to back, top to bottom. 16.Recall repeated patterns in text. 17.Identify fact from fiction. 18.Increase sight word vocabulary (high frequency words) 19.Retell what has been read with sequenced details.. 20.Use multiple strategies to understand unknown vocabulary. 21.Determine fantasy/reality. 22.Determine likenesses/differences. 23.Use library independently to make book selections. 24.Experience a variety of literary genres. Writing: 1.Print name clearly and correctly. 2.Work from left to right.  3.Write upper and lower case letters.  4.Match upper and lower case letters.  5.Identify all upper and lower case letters. 6.Use developmental spelling. 7.Use some conventional spelling. 8.Alphabetize words by first letter with visual cue. 9.Use correct spacing between words and sentences. 10.Communicate ideas with drawings. 11Explore language and thought by writing daily. 12.Selects topics and develops ideas using one or more of the following:webs, pictures. 13.Share writing with others. 14.Write legibly.

Fourth and Fifth Grade ELL 2 Essential Learnings: Within the context of appropriate communicative and academic themes and related text, the learner will (in addition to ELL 1 essential learnings): Listening: 1.Read, listen to and understand longer texts or simple chapter books. 2.Listen for ideas. 3.Listen and demonstrate ability to state main idea. 4.Practice active listening in order to provide feedback to peers. Speaking: 1.Share facts and information. 2.Ask questions in a variety of situations. 3.Respond to oral reading. 4.Make oral presentations. 5.Select research topics. 6.Share written reports. 7.Use a variety of strategies to understand text (predict outcomes, ask questions, reread) 8.Demonstrate ability to state main idea. Reading: 1.Read with understanding. 2.Alphabetize a list of words by first letter without a visual cue. 3.Read own writing independently. 4.Recognize and use phonetic patterns. 5.Share published writing with others. 6.Respond to what is read in writing (literature logs/response journals) 7.Follow written multi-step directions (minimum of three). 8.Read from multiple genres (fiction, nonfiction, poetry, fables, myths, mysteries) 9.Comprehend facts, details, and main ideas. 10.Self-correct while reading orally. 11.Read longer texts or simple chapter books. 12.Utilize punctuation while reading orally. 13.Locate information using the following: dictionary, glossary, index, and table of contents. 14.Use reference materials to locate information. 15.Apply research skills using reference materials. 16.Practice sustained silent reading for at least 25 minutes daily. 17.Use a variety of strategies, such as context clues, to determine meaning of unknown vocabulary. 18.Understand character and setting as an element of literature. 19.Recognize cause/effect. 20.Identify main idea of story.

Writing: 1.Write in simple complete sentences. 2.Write and recognize a complete sentence versus a sentence fragment. 3.Alphabetize words by first letter without a visual cue. 4.Use conventional spelling for teacher selected high frequency words. 5.Use capitals correctly in a sentence. 6.Recognize that proper nouns are capitalized. 7.Use the writing process: prewriting, drafting, revising, editing, and publishing. 8.Prewrite:self-select topics and develop ideas through one or more of the following:outlines, webs, pictures, note taking, and/or brainstorming. 9.Share writing with others. 10.Write a friendly letter using a model. 11.Write notes and letters using correct form. 12.Respond to what is read in writing (literature logs/response journals) 13.Select research topics. 14.Express own ideas and opinions. 15.Choose writing as an independent activity.

Fourth and Fifth Grade ELL 3 Essential Learnings: Within the context of a variety of academic themes and related text, the learner will (in addition to ELL 1 and ELL 2 essential learnings): Listening: 1.Detect subtle bias in spoken language (e.g. omission of information) 2.Recognize literary purpose in spoken language. Speaking: 1.Make an oral presentation that includes an introduction, body, and conclusion. Reading: 1.Use multiple strategies to read. 2.Read a variety of non-fiction. 3.Read at or above grade level. 4.Understand synonyms/antonyms and homophones (to/two, sail/sale) 5.Read orally with expression, good pace, and fluency at independent reading level. 6.Locate information using a table of contents, guide words, appendix, and glossary. 7.Make generalizations and draw conclusions. 8.Determine cause/effect. 9.Determine fact/opinion. 10.Understand the elements of plot, theme, author's purpose, and point of view in literature. 11.Read and comprehend functional texts (schedules, newspapers, maps, etc.). 12.Use reference materials to locate info. Writing: 1.Use punctuation correctly in a sentence. 2.Use correct spelling for content area words. 3.Apply developmentally appropriate usage and mechanics. 4.Develop a paragraph with one topic and a minimum of three supporting details using correct capitalization, grammar, and punctuation. 5.Write a complete paragraph using a paragraph frame.  6.Draft:Write a draft that contains a beginning, middle, and an end. 7.Revise:begin to select and rearrange words and/or sentences. 8.Edit:for capitalization, punctuation, spelling, complete sentences, and complete paragraphs. 9.Publish: poems and stories 10.Formulate research question and collect relevant information. 11.Use library independently for research.