D11 DOI - ESL

District 11 Division of Operations & Instruction
Multilingual Education

Welcome

"The Multilingual department supports Foreign Language and English Language Learners. One of the fastest growing populations in the Colorado Springs area includes limited English proficient students. District 11 offers a comprehensive range of services to help students progress quickly in their mastery of the English language. As we focus on increasing student achievement, the mission of the ESL Program is to help English Language Learners to achieve competency in the English language, meet or exceed state and district content standards, and to graduate from high school."
~ Christina Clayton, Multilingual Coordinator claytcd@d11.org

Good schools, like good societies and good families, celebrate and cherish diversity.
-- Deborah Meier

It is essential that educational programs for ELLs reflect best practices, as documented by the latest research. This is the only way these children will have an equal chance to succeed.

Not only do educators need to understand and support research-based programs; so do policymakers and members of the public.

Children are growing up in a in a complex, highly competitive global economy in which our total knowledge is doubling every few years. We exist in a global society that requires extraordinary skills and talents as well as a pace of life never before experienced in human history. Our multilingual needs as a society are celebrated as our cultures are no longer separated by bodies of water or land but only by the limits we place on the appreciation of human diversity.

Reading, writing, and speaking English well are all critical skills for living the American dream. Nineteen states have reported an increase of more than 50 percent in English language learners over the last three years—and that growth is expected to continue. America's schools need help."
~ No Child Left Behind

News

The Diversity of English Language Learners by Colorín Colorado (2007) English language learners (ELLs) come to school with a wide variety of background knowledge, language, and literacy skills. The schooling experience of ELLs is impacted by many factors... Read more http://www.colorincolorado.org/article/14310

ELLs growing in District 11
The number of students who qualify for ELL services is growing in School District 11. We have over 2,500 students who qualify for services. Of these 2,500 students, 85% are Spanish speakers. We have 52 different languages represented in our district!

ELL Growth Rate in Colorado- statistics from the Colorado Department of Education
*Colorado total K-12 enrollment growth rate from 1995-2007 = 13.37% *Colorado ELL total enrollment growth rate from 1995-2007 = 352.68%

What We Believe

Vision: The English as a Second Language Program enables English Language Learners to access fully District 11's curriculum and to overcome language barriers.
Mission: As we focus on increasing student achievement, the mission of the ESL Program is to help English Language Learners:

achieve competency in the English language
meet or exceed state and district content standards
graduate from high school

ESL Goals for K-12 Students

To use English to communicate in social settings
To use English to achieve academically in all content areas
To use English in socially and culturally appropriate ways

Parent & Community Partnerships - We value students' home languages and cultures. We understand that the language of the home is a fundamental learning tool for all students and we support and encourage native language use at home. Further, we value participation by parents.

Program Overview - District 11 provides alternative language services to national-origin minority limited–English proficient (LEP) students using an English as a Second Language (ESL) approach. This decision was made for practical reasons. Generally, there are only limited concentrations of any one language group in any school, making bilingual instruction impossible. The goals of the ESL program are:

to overcome language and literacy barriers of students whose primary or home language is other than English.
to provide access to the full curriculum of the school district.

With the Content-based ESL approach, students progress at their own rates as they listen, speak, read, and write in classroom settings dedicated to high expectations for student achievement and well-being. In all levels of ESL, an integrated instructional approach is used which provides the students with a wide range of experiences with both language and content.

Designated ELL Schools / Feeder Schools / Support Staff

Standards-Based Instruction

ELL curriculum: Standards, Benchmarks, and Essential Skills

Standard 1: English Language Learners listen for information and understanding, using a variety of sources for academic and social purposes.

Benchmark 1.A: Listen for specific purposes.

1.A.1. Identify purpose for listening.

1.A.2. Comprehend key concepts and oral language in sheltered academic contexts and in social contexts.

Benchmark 1.B. Develop and expand listening vocabulary in a wide range of topics and content areas.

1.B.1. Recognize key words and familiar phrases from the topic list and/or grade level content areas.

1.B.2. Select and apply strategies to develop listening vocabulary.

Benchmark 1.C: Recognize and discriminate sounds and sound patterns in oral language.

1.C.1. Use phonemic awareness to recognize known vocabulary.

1.C.2. Recognize patterns of sound in oral language.

Benchmark 1.D: Use comprehension strategies and skills to understand oral language in a variety of contexts.

1.D.1. Identify and use listening strategies and skills to comprehend oral language.

Standard 2: English Language Learners speak to convey information and understanding, using a variety of sources, for academic and social purposes.

Benchmark 2.A: Speak for specific purposes.

2.A.1. Identify purpose for speaking.

2.A.2. Produce oral language in sheltered academic contexts and in social contexts.

Benchmark 2.B: Develop and expand speaking vocabulary in a wide range

of topics and content areas.

2.B.1. Use key words and familiar phrases from the topic list or grade level content.

2.B.2. Select and apply strategies to develop speaking vocabulary.

Benchmark 2.C: Approximate sound and sound patterns in oral language.

2.C.1. Approximate pronunciation of English words and phrases.

2.C.2. Approximate patterns of sound in oral language.

Benchmark 2.D: Use strategies and skills to produce comprehensible oral language in a variety of contexts.

2.D.1. Identify and use speaking strategies.

2.D.2. Use conventional grammar and sentence structure orally.

Standard 3: English Language Learners read for information and understanding, using a variety of sources, for academic and social purposes.

Benchmark 3.A: Read for specific purposes.

3.A.1. Identify purpose for reading.

3.A.2. Comprehend key concepts of grade-appropriate academic texts and tasks.

3.A.3. Comprehend a variety of written texts and materials outside of the academic setting.

Benchmark 3.B: Develop and expand vocabulary in a wide range of topics and content areas.

3.B.1. Use grade appropriate dictionaries and thesauruses, including bilingual and English/English dictionaries, to expand vocabulary.

3.B.2. Select and apply strategies to develop and expand reading vocabulary.

3.B.3. Recognize cognates, roots and affixes to expand vocabulary.

Benchmark 3.C: Use phonemic awareness, phonics, word attack skills, and context clues to decode and pronounce new vocabulary in context.

3.C.1. Demonstrate knowledge of foundational reading skills.

3.C.2. Build reading fluency.

3.C.3. Use word attack skills.

Benchmark 3.D: Use comprehension strategies and skills to understand a variety of texts.

3.D.1. Identify and use reading strategies and skills to gain information and make text comprehensible, using various print and media resources in a variety of genres.

3.D.2. Apply higher order thinking skills to text.

3.D.3. Respond to stories and text in comprehensible language.

Benchmark 3.E: Read and explore literature from a variety of cultures,historical periods, and genres to recognize common elements of the human condition.

3.E.1. Identify and explain literary elements.

3.E.2. Recognize universal themes, ideas, and emotions in a variety of genres.

Standard 4: English Language Learners write to convey information and understanding, using a variety of sources, for academic and social purposes.

Benchmark 4.A: Write for specific purposes.

4.A.1. Identify purpose for writing.

4.A.2. Produce written language in sheltered academic contexts and in social contexts.

Benchmark 4.B: Develop and expand writing vocabulary in a wide range of topics and content areas.

4.B.1. Use key words and familiar phrases from the topic list or grade level content.

4.B.2. Select and apply strategies to develop writing vocabulary.

Benchmark 4.C: Use conventional spelling, capitalization, punctuation, grammar, sentence structure, and formats.

4.C.1. Use phonemic awareness and learned spelling, capitalization, and punctuation rules in writing.

4.C.2. Use conventional grammar and sentence structure in writing.

4.C.3. Format written work appropriately.

Benchmark 4.D: Use a process approach to writing.

4.D.1. Identify and use strategies to plan writing.

4.D.2. Write drafts from plans.

4.D.3. Revise.

4.D.4. Edit for conventions and grammar.

4.D.5. Share writing.

English Language Learners

Eight Components of Sheltered Instruction Observation Protocol (SIOP) - includes excellent resources teachers in every content area can immediately use to support their English Language Learners.

The following English Language Learner resources were developed by David Malone as part of the ESL Bridges to Success curriculum and are available for distribution within District 11.

Classroom Labels - include Spanish and English cards that can be taped to items and locations in the classroom.
Labels for Home - includes Spanish and English cards that can be taped to items and locations around the house.
Similar Words - Palabras Similares - includes 1000 varied reading level words that are similar in spelling and pronunciation in both English and Spanish.
Vocabulary Cards - Tarjetas del Vocabulario - 1500 most commonly used words in English with Spanish translations. Words are clustered by category and fold to the size of a business card. Print front-to-back so each card contains two weeks worth of vocabulary.
Vocabulary Goal Sheet - Allows English learners to chart their growth in vocabulary over a 14 month period.
Vocabulary Development Instructions - strategies to learn the 1000 most commonly used English words. Instructions include 5 minute fillers, games and strategies that can be used to reinforce vocabulary development.
Writing Tasks - includes a progression of writing tasks from constructing simple sentences to writing narratives. Each task builds on vocabulary learned from the Vocabulary Cards.
Journal Cards - provide writing prompts, pictures and vocabulary from the Vocabulary Cards for students to use as an aid in writing.
Picture Puzzles - when printed from to back, these vocabulary games allow students to work alone or in pairs or small groups to discuss targeted vocabulary words in a social setting while playing a game.
Instructional Websites and Games for Students - 26 sites (A-Z) that allow students to interact in a game format with English and Spanish vocabulary and rules of usage.
ESL Websites Strategies - 26 sites (A-Z) that support teachers in teaching English Language Learners.
Classroom Tips - includes research-based strategies for listening, speaking, reading, writing, and ELL Advocacy from experienced ELL teachers.
ELL Professional Development Course for Teachers - These training modules on Language Acquisition prepare K-12 content area teachers teachers to effectively teach English Language Learners.
BeanGo Cards Small and BeanGo Cards Large - students can review Spanish and English vocabulary words or mat families, or other basic content by completing their own bingo cards. Dried beans can be used as playing pieces.
Ways to Use Vocabulary Cards - includes 5 minute fillers and other strategies to help students learn vocabulary words. The decks of cards listed below by category are in Microsoft Word format so teachers can create word lists of 13 words for any content area.

Decks of Vocabulary Cards - includes playing cards for each of Vocabulary Card Lessons 1-60.

1. Common Phrases	16. Which One?	31. Words Telling Where	46. Hospital
2. Ask Questions	17. House Things	32. Money Words	47. Entertainment
3. Being Verbs	18. Bedroom and Bathroom	33. How Many? How Much?	48. Emotions
4. Pronouns and Possessives	19. Kitchen Things	34. Numbers 1 - 13	49. Gym
5. Time and Seasons	20. Utility Room	35. Numbers 14 - 100	50. Athletes
6. Months of the Year	21. Refrigerated Food	36. School Things	51. Geography
7. Days and Holidays	22. Words Telling How	37. Classroom Things	52. Weather
8. Words that Tell When	23. Pantry Foods	38. Backpack Things	53. Plant Parts
9. Colors	24. People in the Family	39. Teacher's Jobs	54. Animals
10. Men's Clothes	25. Careers	40. Students' Jobs	55. Car Parts
11. Women's Clothes	26. Job Words	41. Math Words	56. Garage Things
12. Baby's Things	27. Opposite Verbs I	42. Body Parts	57. Toolbox
13. City	28. Opposite Verbs II	43. Human Face	58. Home Repair
14. Describing People and Things	29. Opposite Verbs III	44. Things That Hurt	59. Home Jobs
15. What Kind of Place?	30. Opposite Words	45. Things That Heal	60. Department Stores

Computer Review Games - includes vocabulary review games that can be played alone or in pairs.

Unit 1	Unit 2	Unit 3	Unit 4	Unit 5	Unit 6
Unit 7	Unit 8	Unit 9	Unit 10	Unit 11	Unit 12

Foreign Language

Foreign Language Webpage

Parent Resources

http://www.colorincolorado.org/ - is designed for parents and teachers who are helping Spanish-speaking children learn to read in English. Find activities to help children learn about sounds, letters, and words. Use tips and materials to help children develop skills in reading. (Available in English and Spanish.)

Teacher/School Resources

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