ENGLISH LANGUAGE LEARNERS PROGRAM (ELL) Program
[ Jefferson H.S. | Categorical Programs ]Welcome from the ELL Coordinator, Claudia Franklin
Room
226 / (323) 232-2261 EXT. 331
Ms. C. Franklin (cossorio@lausd.k12.ca.us)
Web page edited by K. Ballash, June 2003
THOMAS JEFFERSON HIGH SCHOOL
CLAD/BCLAD Resources, State CLAD Resources, CLAD Study Guide (about 160KB)
Claudia Franklin, ELL Coordinator, Maria Quintero, ELL Office Assistant, Lilian Roman, ELL Teacher Assistant
,ESL Department Chairperson: Mr. Jessel
ESL FACULTY
Track A: Track C:
Gutierrez, E Jessel, R
Hutchinson, F Torres, J
Wightman, J Martin, F
Doherty, P Labio, A
English Language Learners Office
Following is a general description of the English Language Learners Program at Thomas Jefferson High School as well as the newly defined reclassification criteria.
General Description of English Language Learners
Thomas Jefferson High School is a school wide Title I secondary institution providing services to 3,441 students on three-track system. Our population consists about 92.5% Latino students, and 7.1% African American students, and 0.4% Asian. Of these students, 41.6% are English Language Learners. Most of these students’ (46.1%) primary language is Spanish; while 0.1% speak Cambodian. (Based on data from Language Census Spring 2003.)
English Learners falls into one of the following subgroups (with numbers): Structure English Immersion (137); Waiver to Basic (Bilingual program in Spanish) (94); ESL 3 or 4 (82 ); PRP (1026) and students whose parents have opted to withdraw them from the Program English Immersion (0) as of July 2003. ESL 0, 1 and 2 students are the ones placed in one of the following instructional programs: Structured English Immersion or Waiver-to-Basic/Bilingual-Spanish.
English Language Learners Coordinator Functions
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Direct services to students are providing strategies for enrichment and enhancement of District Standards by conducting staff development activities for teachers and paraprofessional el ELL Students,
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Work with faculty to develop materials for sheltered content classes
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Conduct evaluation activities for redesignation of ELL students
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Provide leadership with faculty and paraprofessionals to develop skills in working with ELL students
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Conduct evaluations to ensure program compliance with district and state guidelines.
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Indirect services are provided to assist administrators in selection, assignment and training of paraprofessionals and other staff in the ELL program,
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Assist in facilitating English Learners Advisory Committee Meetings and parent training sessions
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Organize after school enrichment activities for ELL students
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Review cumulative records for required ELL documentation
Los Angeles Unified School District
Instructional Programs for English Learners
The expectation is that each child will progress in learning English and receive full access to the core curriculum at their grade-level. Parents who feel their child is not processing can ask for additional support services.
English Language Development Levels
The California English Language Development (ELD) Standards form the pathway to the state’s English Language Arts Grade-Level Content Standards. Each ELD level includes listening, speaking, reading and writing skills as follows.
ELD 1/ESL 1A(53) (semester course): Beginning: The student is required to respond in English using gestures, simple words and phrases to demonstrate understanding while working with familiar situations and text.
ELD 2/ESL 1B(53) (semester course): Early Intermediate: The student is required to respond in English using acquired vocabulary in phrases and simple sentences to demonstrate understanding of story details and basic situations with increasing independence.
ELD 3/ESL 2A(70) (semester course): Intermediate: The student is required to respond in English using expanded vocabulary and descriptive words for social and academic purposes with increased complexity and independence but with some inconsistencies.
ELD 4/ESL 2B(70) (semester course): Early Advanced: The student is required to respond in English using complex vocabulary with greater accuracy; demonstrate detailed understanding of social and academic language and concepts with increased independence.
ELD 5/ESL 3(36)/ESL 4(46)/PRP(1026): Advanced: The student is required to respond in English using extended vocabulary in social and academic discourse to negotiate meaning and apply knowledge across the content areas.
Elementary English learners are expected to advance a minimum of one level each year. Secondary English learners take ESL classes that correspond to the ELD level and are expected to complete all classes in three years.
Progress in English is recorded on an ELD Assessment Portfolio.
JEFFERSON ELD STUDENT PORTFOLIOS
Grades 9-12
Beginning ESL 1A
ELD Scoring Guide
4 Advanced Progress: Exceeds the standards for the identified ELD level.
3 Average Progress: Meets the standards for the identified ELD level.
2 Partial Progress: Demonstrates some progress towards mastery of the standards.
1 Limited Progress: Demonstrates little or no progress towards mastery of the standards.
Listening and Speaking: Strategies and Applications
LS 2 Ask and answer questions, using simple sentences or phrases.
LS 3 Demonstrate comprehension of oral presentation and instructions through nonverbal
responses,
e.g., gestures, pointing, drawing.
Reading: Word Analysis
RW 2: Recognize most common English morphemes in phrases and simple sentences, e.g., basic syllabication rules, phonics, regular and irregular plurals.
Reading: Fluency and Systematic Vocabulary Development
RF 1 Recognize simple affixes ( educate, education), prefixes (dislike), synonyms (big, large), and antonyms, (hot, cold).
RF 3 Respond with appropriate short phrases or sentences to a variety of social and academic settings, e.g., answer simple questions.
Reading: Comprehension
RC 1 Understand and follow simple multistep oral directions of classroom or work related activities.
Reading: Literary Response and Analysis
RL 1 Orally identify the beginning, middle and end of a simple literary text.
RL 5 Recognize the difference between first and third person, using phrases or simple sentences.
Writing: Strategies and Applications
WS 2: Create simple sentences or phrases with some assistance.
WS 4: Use the writing process to write brief narratives with a few standard grammatical forms.
Writing: Conventions
WC 3: Revise writing for correct spelling and proper use of final punctuation and capitals.
Elementary standards that must be mastered in addition to the ELD standards for Beginning
ESL 1 A.
Reading Word Analysis
K-2 / RW 2 Produce English phonemes that correspond to phonemes that students already hear and produce, including long and short vowels, initials and final consonants.
K-2 / RW 4 Recognize sounds/symbols relationship and basic word formation rules in phrases, simple sentences or simple text.
K-2 / RW 5 Recognize and name all upper and lower case letters of the alphabet.
K-2 / RW 6 Use common English morphemes to derive meaning in oral and silent reading, e.g., basic syllabication rules, regular and irregular plurals, and basic phonics.
Beginners ESL 1B
ELD Scoring Guide
4 Advanced Progress: Exceeds the standards for the identified ELD level.
3 Average Progress: Meets the standards for the identified ELD level.
2 Partial Progress: Demonstrates some progress towards mastery of the standards.
1 Limited Progress: Demonstrates little or no progress towards mastery of the standards.
Listening and Speaking: Strategies and Applications
LS 1 Begin to be understood when speaking, but may have some inconstant use of standard English grammatical forms and sounds, e.g., plurals, simple past tense, pronouns (he/she).
LS 5 Orally communicate basic needs, e.g. “ Do we have __________?”
LS 6 Prepare and deliver short presentations.
Reading: Word Analysis
RW 1 Produce most English phonemes comprehensibly while orally reading their own writing, using simple sentences and text.
Reading: Fluency and Systematic Vocabulary Development
RF 5 Demonstrate internalization of English grammar, usage and word choice by recognizing and correcting some errors when speaking or reading aloud.
RF 7 Use dictionary to derive meaning of unknown vocabulary.
Reading: Comprehension
RC 1 Read and orally respond to literary text and text in content areas by answering factual comprehension questions using simple sentences.
RC 4 Read and orally identify a few specific facts in simple expository text, such as consumer and workplace documents and content area text.
Reading: Literary Response and Analysis
RL 3 Orally identify literary elements of theme, plot, setting, and character, simple sentences.
RL 4 Distinguish the characteristics of different forms of dramatic literature, using simple sentences, pictures, list, charts and tables, e.g., comedy and tragedy.
Writing: Strategies and Applications
WS 2 Use common verbs, nouns, and high-frequency modifiers in simple sentences.
WS 4 Write an increasing number of words and simple sentences appropriate for language arts and other content areas, e.g., math, science, history /social science.
Writing: Conventions
WC 2 Revise writing with teacher assistance to clarify meaning and improve conventions and organizations.
Beginning ESL 2A
ELD Scoring Guide
4 Advanced Progress: Exceeds the standards for the identified ELD level.
3 Average Progress: Meets the standards for the identified ELD level.
2 Partial Progress: Demonstrates some progress towards mastery of the standards.
1 Limited Progress: Demonstrates little or no progress towards mastery of the standards.
Listening and Speaking: Strategies and Applications
LS 3 Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence, e.g., third person singular, male/female.
LS 5 Identify the main idea and some supporting details of oral presentations, familiar literature and key concepts of subject matter content.
LS 8 Prepare, ask and respond to basic interview questions.
Reading: Word Analysis
RW 2: Identify cognates and false cognates in literature and text in content areas, e.g., cognate – agonia, agony; false cognate – exito, exit.
Reading: Fluency and Systematic Vocabulary Development
RF 3 Demonstrate sufficient knowledge of English syntax to interpret the meaning of idioms, analogies and metaphors.
Reading: Comprehension
RC 3 Read and use detailed sentences to orally identify main ideas and use them to make predictions about informational text, literary text, and text in content areas.
Reading: Literary Response and Analysis
RL 1 Use expanded vocabulary, descriptive words and paraphrasing for oral and written responses
RL 6 Read and use detailed sentences to orally explain the literary main ideas and use them elements of theme, plot, settings, and characters.
RL 7 Read and use detailed sentences to orally identify at least two ways in which poets use personifications, figures of speech, and sounds.
Writing: Strategies and Applications
WS 4: Write responses to select literature that exhibit understanding of the text, using detailed sentences and transitions.
WS 8: Use basic strategies of note taking, outlining and the writing process to structure drafts of simple essays, with consistent use of standard grammatical forms. (Some rules may not be evident).
Writing: Conventions
WC 2: Edit and correct basic grammatical structures and conventions of writing.
Intermediate ESL 2B
ELD Scoring Guide
4 Advanced Progress: Exceeds the standards for the identified ELD level.
3 Average Progress: Meets the standards for the identified ELD level.
2 Partial Progress: Demonstrates some progress towards mastery of the standards.
1 Limited Progress: Demonstrates little or no progress towards mastery of the standards.
Listening and Speaking: Strategies and Applications
LS 1 Summarize literary pieces in greater detail, including character, setting, plot and analysis.
LS 5 Respond to messages by asking questions, challenging statements or offering examples that affirm the message.
Reading: Word Analysis
RW 1: Apply knowledge of word parts, such as roots and affixes, to derive meaning from literature and text in content areas.
Reading: Fluency and Systematic Vocabulary Development
RF 2 Recognize that words sometimes have multiple meanings and apply this knowledge to understanding written texts.
RF 5 Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading.
Reading: Comprehension
RC 1 Apply knowledge of language to acquire meaning and comprehension from informational materials, literary text, and text content areas.
Reading: Literary Response and Analysis
RL 1 Identify several literary elements and techniques, e.g., figurative language, imagery, and symbolism.
Writing: Strategies and Applications
WS 8: Use strategies of note taking, outlining and summarizing to structure drafts of clear, coherent and focused essays, with consistent use of standard grammatical forms.
Writing Conventions
WC 3: Edit writing for grammatical structures and conventions of writing.
Advanced ESL 3/4
ELD Scoring Guide
4 Advanced Progress: Exceeds the standards for the identified ELD level.
3 Average Progress: Meets the standards for the identified ELD level.
2 Partial Progress: Demonstrates some progress towards mastery of the standards.
1 Limited Progress: Demonstrates little or no progress towards mastery of the standards.
Listening and Speaking: Strategies and Applications
LS 5 Prepare and deliver presentations and reports across content areas that include purpose, point of view, introduction, coherent transition and appropriate conclusions.
LS 6 Speak clearly and comprehensibly using standard grammatical forms, sounds, intonation, pitch and modulation.
Reading: Word Analysis
RW 1: Apply knowledge of word parts, such as roots and affixes, to derive meaning from literature and text in content areas, e.g., remove, extend.
RW 2: Apply knowledge of cognates and false cognates to derive meaning from literature and texts in content areas.
Reading: Fluency and Systematic Vocabulary Development
RF 1 Use words appropriately that sometimes have multiple meanings and apply this knowledge consistently to literature and texts in content areas.
Reading: Comprehension
RC 1 Apply knowledge of language to acquire meaning and comprehension from informational materials, literary text, and text content areas.
Reading: Literary Response and Analysis
RL 4 Analyze the interaction between characters and subordinate characters in literary texts, e.g., motivations and reactions.
Writing: Strategies and Applications
WS 2: Produce writing that establishes a controlling impression or thesis.
WS 7: Use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent, and focused essays, using standard grammatical forms.
Writing Conventions
WC 3: Edit writing for conventions of writing to approximate standard grammatical forms.
INSTRUCTIONAL PROGRAMS FOR ENGLISH LANGUAGE LEARNERS
The Los Angeles Unified School District has developed a variety of instructional programs to best meet the needs of the English learner. We offered the following at Jefferson:
STRUCTURED ENGLISH IMMERSION PROGRAM:
The Structured English Immersion Program provides nearly all classroom instruction in English with curriculum and instruction designed for English learners. English learners receive instruction to acquire the academic English they need to meet grade-level content standards, with the goal of developing the ability to understand and use English for a variety of social and academic purposes. Students are grouped by their proficiency level for a daily English language development lesson.
Teachers employ special methods in English to teach students grade-level concepts and skills. These special teaching methods and accommodations help English learners meet the content standards for their grade-level in language arts, math, science, social science and other subjects.
Secondary students in this program may receive introductory ESL classes in math, science, and history during the first years to assist them with grade-level classes the following year. This may delay access to grade-level standards while the student is learning English.
Basic Bilingual Program:
Bilingual teachers use the primary language to teach grade-level academic subjects while students are learning English. English language development is taught daily in English. As students gain in English proficiency, English instruction is increased to teach academic subjects.
Mainstream Program:
This program provides grade-level academic instruction in English only and is designed for native-English speakers.
The Waiver Process:
Parents have the right to request an alternative program for their child by using a parental exemption waiver for a bilingual program. Parents need to reapply in person each school year to continue enrollment in a bilingual program.
ELAC, English Learners Advisory Committee
Each school with twenty one (21) or more students identified as Limited English Proficient (LEP) regardless of language must establish an English Language Learners Advisory Committee (ELAC)Function:
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To advise the school staff on the bilingual programs and services to English Language Learners.
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To participate in the development of the school plan.
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To collaborate with the English Language Learners Program coordinator on the Master Plan implementation, language census, parent involvement , and staff development.
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To assist in making parent aware of the importance of regular school attendance.
Composition:
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Parent membership is to be the same percentage as that of the LEP enrollment in the school.
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Parents (non-District employees)of LEP students enrolled in the school must be the majority (51%), or more of the membership.
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Other members (teachers, classified staff, education aides, community) can constitute 49% or less of the membership.
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Nine (9) members are the minimum.
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The principal is a non-voting member.
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Elected parents on the ELAC shall select and approve community members.
ELAC Meetings will be held as follows for the 2003-04 school year:
July 31, 2003- Orientation & Elections (1)
August 28, 2003 – Orientation & Elections (2)
September 25, 2003
October 23, 2003
November 20, 2003
December 18, 2003 (Christmas Potluck with Title I)
February 26, 2004
March 25, 2004
April 29, 2004
May 27, 2004
All
meetings are held at 5:00 p.m. in the Student Cafeteria.
Ms. C. Franklin (cossorio@lausd.k12.ca.us)