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K-5 ESL Program Model
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K-5 ESL Programming Model
K-5 ESL Programming Model


I.   K-5 Overview of ESL/ELD Program Models. The MPS Multilingual Programming Framework sets forth the expectations for ESL Support and Service per ELP/WIDA Level per grade. Each school is encouraged to consult with the Multilingual Department to modify these supports to best suit building and student needs. Parents can receive more detailed information about students' ESL supports for academic achievement and English Language Development from their students' ESL teacher.

WIDA
Proficiency
level

Level 1
Entering

Level 2
Emerging

Level 3
Developing

Level 4
Expanding

Level 5
Bridging

English Language Development Support

 

(< 3 yrs as an EL)

English Language Development is taught by an ESL teacher using an approved curriculum (e.g..., English Now!)

45 minutes a day

5X per week

Pull out of ELA or Social Studies

Students may be grouped across grade levels K-2, 3-5

English Language Development is taught by an ESL teacher using an approved curriculum (e.g..., OPD/FI units)

30 minutes a day

5X per week

Pull out of ELA Word Study/SS Students may be grouped across grade levels K-2, 3-5

 

 

 

Students are clustered by level in classrooms and/or content sections that include a focus on English Language Development (e.g..., via systematic vocabulary instruction during literacy block)

Grades 4/5

English Language Development for Long-Term ELs

(> 3 yrs as an EL)

N/A

English Language Development for Long-Term ELs provides systematic vocabulary instruction and aligned to focused instruction units

30 minutes a day

5X per week

Pull out of ELA Word Study or Social Studies

Students may be grouped across grade levels

Core Content Support

 

(All grade levels)

 

Content support for Level 1 & 2 (non-Long Term ELs) is provided in Social Studies and/or Science through collaboration with an ESL teacher:

·     Bilingual Program Assistant to provide home language assistance/direction (depending on building capacity)

·     Modified readings/tasks appropriate to student literacy needs

Collaboration is provided in all subject areas (depending on building capacity) Co-teaching support is provided in Social Studies and/or Science (depending on building capacity)

 

Grades 4/5 Long-Term English Learner Prevention Strategy

 

WIDA 
Proficiency
Level

Level 3

Developing

Level 4

Expanding

Level 5

Bridging

Students with more than 3 consecutive years in US. Schools whose test scores place them below WIDA Level 5

English Language Development for Long-Term ELs

(> 3 yrs as an EL and WIDA Lvl 5)

English Language Development for Long-Term ELs provides systematic vocabulary instruction aligned to focused instruction units and is taught by an ESL teacher.

30 minutes a day

5X per week

Pull out of ELA Word Study or Social Studies

Students may be grouped across grade levels

Core Content Support

Collaboration is provided in all subject areas (depending on building capacity)

Co-teaching support is provided in Social Studies and/or Science (depending on building capacity)

 

Note on Pull-out ELD

We recommend the following as first choices for pull-out ELD:

1)   Literacy block, probably during word work time, since the vocabulary taught during that time is most likely to be out of students’ grasp.
2)   Social studies

We recommend the following as the last choices for pull-out ELD:

1)   Math
2)   Science
3)   Enrichment

General guidelines:

·    Pull students out of the time that would be least meaningful to them, with the most logical time during the literacy block.
·    Curriculum for ELD time must be Multilingual Department approved and emphasize oral language production (e.g..., English Now!, K-5 ELD Units and Oxford Picture Dictionaries for Kids). 

Grouping Students:

·     Pull-out groups should be determined by WIDA Level first, with students of like-proficiency grouped together. Ideally, students in a pull-out share the group same WIDA level (+/- .5).
·    In order to facilitate service groups, groups of students may be created that span either two proficiency levels at one grade level, or two grade levels at one proficiency level


Note on Collaboration/Co-Teaching Support

ESL support for Levels 3-5 can happen at any time during the day; however, the Multilingual Department recommends that collaboration for ESL services occur during Science and Social Studies content areas. Collaboration and co-teaching are strategic resources.

Co-teaching involves co-planning with and working in the classrooms of 1-3 teachers in order to build classroom teacher capacity for differentiation. ESL teachers and sites should prioritize co-teaching support according to student needs.

Collaboration Goal: The goal of collaboration is to provide class-wide access to content standards and learning targets through appropriate language supports and modified readings/tasks. ESL teachers provide collaborative support by:

o Using WIDA tools and state content standards to differentiate readings and tasks
o Explicitly teaching vocabulary & language conventions using excerpts from complex text
o Providing and modeling structural support (e.g.., stems, sentence frames, interaction strategies) for class-wide oral interaction
o Monitoring student progress toward the learning target via ongoing formative assessment
o Providing language supports (graphic, sensory, interaction) for classroom instruction

Note on RtI: Title I, reading and math remediation are offered in addition to ELD to any student who needs these services.
 

A.  K-5 ESL Models

1.   ESL/English Language Development Service: This model of support is for students who are at the pre-entering, entering, emerging English Language Proficiency levels as determined by WIDA assessments, and for students at the developing level who have had fewer than 3 consecutive years of U.S. schooling experience. These students are sometimes referred to as short-term English language learners.

a)   Language Services and Support: Students develop their English skills in a grade level ESL/ELD group that is aligned with state language and content standards. The acquisition of language skills needed to be successful in core-content areas is the primary goal.

b)  Instructional Expectations: Students have full and meaningful access to grade level content with appropriate language support. ESL teachers either pull-out or pull-aside students for direct service either during literacy block or social studies (preferably) .

c)   ESL Teacher Roles and Responsibilities

(1) Provide English language development through pullout and content
(2) Build background through learning experiences
(3) Scaffold language and learning experiences
(4) Use WIDA CAN DO formula for setting language output expectations and for monitoring progress

2.   Core Content Support: This model of support is an additional support for students who are at the pre-entering, entering, or emerging English Language Proficiency levels as determined by WIDA assessments, and for students at the developing level who have had fewer than 3 consecutive years of U.S. schooling experience. This model of support is also for students who are at the developing English Language Proficiency level as determined by WIDA assessments and have had more than 3 years of consecutive years of U.S. schooling. These students are sometimes referred to as long-term English language learners. This model of support is also for any students who are at the developing, expanding, bridging or reaching English Language Proficiency levels as determined by WIDA assessments.

a)   Language Services and Support: Students develop their English skills in a collaborative setting that is aligned with state language and content standards. The acquisition of language skills needed to be successful in core-content areas is the primary goal.

b)  Instructional Expectations: Students have full and meaningful access to grade level content. ESL teachers collaborate with classroom teachers to provide service through co-teaching for ELs at the pre-entering through expanding proficiency levels. For ELLs at the bridging or reaching proficiency levels, ESL teachers can provide services through either a co-teaching or consultative model.

c)   ESL Teacher Roles and Responsibilities

(1) Provide English language development through pullout and content
(2) Build background through learning experiences
(3) Scaffold language and learning experiences
(4) Use WIDA CAN DO formula for setting language output expectations and for monitoring progress
(5) Affirm languages and cultures of ELLs
(6) Provide informal professional development opportunities through collaborative teaching experiences