ESOL Program Description Print E-mail

Beverly J. Martin Elementary School’s ESOL Program is run by two full-time and one half-time ESOL teachers who share a classroom. ESOL students also access two special education teachers, one speech teacher, four reading teachers and six teaching assistants in the building. The program model is a combination of co-teaching in the mainstream classrooms and pull-out in groups of one to six students. Pull-out groups are based on grade level, oral proficiency and reading levels. The ESOL teachers create their schedules in collaboration with the classroom and support teachers in order to best meet the linguistic and academic needs of the ESOL students, as well as New York State time requirements.

At the primary level, there are ESOL groups in kindergarten, first grade and second. In addition to these groups, there is a multi-grade group for newcomer students. This newcomer group consists of six students this year who are all beginner or non-speakers of English and new to our school. They meet twice weekly in the ESOL room to learn English through songs, charts, physical movements and games. This is a safe place for them to practice speaking English.

At kindergarten, two ESOL teachers work in collaboration with two kindergarten teachers. One ESOL teacher works with beginning and intermediate students who are in one kindergarten classroom, doing both push-in during writing workshop and pull-out for small group literacy activities. The other ESOL teacher works with the advanced students who are placed in the other kindergarten classroom, doing pre-teaching of new material or reinforcing the kindergarten curriculum.

At first grade, two ESOL teachers work in collaboration with two first grade teachers. In one room, the ESOL teacher pushes-in during writing workshop to support individual students. These students are also pulled twice a week for small group writing instruction in the ESOL room to practice skills at their English language proficiency level. In the other first grade classroom, the ESOL teacher pushes-in during math to support students with both the vocabulary and content of the lessons. Brief individual work is done with two of the students to help them with number sense. One student is supported in Spanish, his first language. ESOL students are also pulled from this room daily to work on English language literacy in the ESOL room. They practice this through interactive and shared reading and writing, as well as reviewing letter sounds and doing phonics activities.

At second grade, one ESOL teacher pulls-out a small group of ESOL students for literacy circle focusing on folktales (2nd grade curriculum) and stories from the countries of student origin. She also pushes-in during writing workshop to support individual students on their second grade writing pieces.

At the upper grades, there are ESOL groups in third, fourth and fifth grades. In addition to these groups, newcomer students at these grade levels are instructed individually in how to use Rosetta Stone (on-line English language learning program) and Raz-Kids (on-line computer reading program) to support their language and literacy instruction. These students may use the on-line programs in the ESOL classroom as well as the mainstream classroom to help them transition to the demands of the curriculum. Newcomer students also borrow books at their English reading level from the ESOL room on a daily basis. One student is receiving individual instruction from the ESOL teacher in reading, as well as borrowing books in his first language at his reading level to continue his L1 literacy.

At third grade, one ESOL teacher works in one classroom doing both push-in and pull-out. She does small group reading instruction in the ESOL classroom and differentiated spelling instruction and supports writing workshop in the mainstream classroom. In addition to this she co-teaches with the third grade teacher a weekly lesson on different countries, encompassing instruction in geography, cultural anthropology, foreign languages and invites guest speakers from students’ families and the greater community.

In fourth grade, one ESOL teacher works in two classrooms and attends team meetings to align teaching, plan ahead and discuss student progress. The ESOL teacher pushes-in during social studies/English language arts in both rooms, as well as pulls out two different groups. One is a literacy circle group where students read books of interest to them and practice reading comprehension strategies. The other is a group of students who all speak Spanish at home. They discuss literature and preview the social studies curriculum in both Spanish and English. Once a week, the ESOL teacher pushes in to each fourth grade room to support the students’ learning and monitor their progress in science and math. One student is receiving after-school tutoring which is being organized and monitored by the fourth grade ESOL teacher.

In fifth grade one ESOL teacher works with one fifth grade class. She provides both pull-out and push-in services, focusing on literacy skills and direct instruction in writing. One pull-out group includes an non-ESOL student who is at the same reading level and benefits from the small group instruction.

In addition to working with students, ESOL teachers also provide staff development to their colleagues through grade-level team meetings, all-staff meeting and workshops. Some topics include, “Best practices for teaching second generation students from Southeast Asia,” “Language delay versus disability” and “Tapping into Prior Knowledge for all students.” ESOL colleagues also meet across the District to discuss important topics, such as reporting ESOL progress. This year, ESOL staff have attended out-of-District staff training in areas such as Response to Intervention for ELLs.

When a new family comes to our school to have their child tested for ESOL services we make them feel as comfortable as possible. The ESOL teacher(s) answers all of their questions, gives them a tour of the school and introduces the student and family to their teachers, including music, art and PE if they are available. The family is also taken to the main office to meet the secretary, principal and nurse and to follow-up on paperwork, such as immunizations and getting a school bus route. Parents are invited to their children’s classrooms throughout the year to share their cultures. Attached are some examples of letters sent to parents.

Lastly, our ESOL program, because it has its own classroom space and annual funds, boasts a beautiful library of content area books, foreign language books, books leveled A-Z, nonfiction and many other areas of interest and use to students kindergarten through fifth grade. Students, both ESOL and non-ESOL, borrow these books daily, as well as from our collection of educational DVDs, books on tape and CD, and themed backpacks.

 

pdf of this info

Last Updated ( Tuesday, 11 May 2010 )
 
ICSD Twitter Feed

Join the conversation
Site Feedback
We welcome your input and feedback to our new website. Make your opinion count and help mold our new web community presence.