The document summarizes a webinar on setting language objectives for English language learners. It includes an agenda for the webinar covering topics such as how instruction for ELLs is changing, the importance of language objectives, leveraging WIDA resources, and creating language objectives step-by-step. It provides examples of differentiating language objectives for different levels of ELL students based on WIDA standards and models. The webinar aims to help participants gain practical tips for developing language objectives tailored to individual ELLs or groups of ELLs at similar language levels.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)
1. Indispensable Tools for Today’s ELL Professionals
Setting Language Objectives: Tools and Tips
Jordan Meranus: Ellevation CEO
Allison Balter: UP Academy Lawrence ESL Teacher
2. ELLEVATION WEBINAR: SETTING LANGUAGE OBJECTIVES!
Welcome to the Ellevation Webinar!
While you wait, please mute your phone.
And, please take a moment to jot down:
1. 3 questions that you have on language objectives
2. 2 things you already know about language objectives
3. 1 thing that you are excited about learning today
If
you
are
having
technical
difficul4es,
or
you
have
ques4ons,
please
use
the
chat
icon
at
the
top
of
your
screen
to
send
us
your
ques4on.
3. AGENDA!
I. Instruction for ELLs is Changing
II. The Importance of Language Objectives
III. Leveraging WIDA Resources
IV. Creating Language Objectives: Step-by-Step
V. Q and A
VI. Ellevation Platform Description
But first, a bit of background…
4. SUPPORTING EDUCATORS!
There has been an explosion of TECHNOLOGY TOOLS
in education, but none are focused on ESL educators.
200,000
ESL teachers
1,800,000
teachers have at least one
English Language Learner in
their classrooms
5. FOCUS!
Ellevation is a software company
exclusively dedicated to serving
English Language Learners and
the educators that work with them.
6. THE ELLEVATION PLATFORM!
Instruction
• Individualized Learning Plans aligned to standards
• Early warning system for students needing attention
• Student/school/district analysis of ELP assessments
Productivity
• ELL Data Collection and Demographics
• Required letters to families in 20+ languages
• Easily “Monitor” exited students
• Automatically bring in data when new ELs enter district
Collaboration
• Collaborative goal setting and progress monitoring
• Communication tools to facilitate collaboration between ESL
and classroom teachers
8. OUR HOME BASE!
A Few of Ellevation’s
Massachusetts Partner Lawrence Public Schools
Districts
Cambridge Public Schools
Hudson Public Schools
Fitchburg Public Schools
Southbridge Public Schools
Mendon Upton Public Schools
Martha’s Vineyard Public Schools
Arlington Public Schools
10. TODAY’S OBJECTIVE!
Help all participants gain practical tips on the development of
learning objectives and confidence in writing them for
individual English Language Learners or groups of ELLs at a
similar level.
11. THE ELLEVATION WEBINAR SERIES!
The first in a series of practical webinars
for ESL professionals
March
2013
Summer
2013
Fall
2013
TBD based on
Goal Setting
participant
feedback
12. AGENDA!
I. Instruction for ELLs is Changing
II. The Importance of Language Objectives
III. Leveraging WIDA Resources
IV. Creating Language Objectives: Step-by-Step
V. Q and A
VI. Ellevation Platform Description
13. I. INSTRUCTION FOR ELL’S IS CHANGING IN MASSACHUSETTS!
1. Increase
the
rigor
of
language
instruc3on
by
emphasizing
academic
language
across
content
areas
2. Language
instruc3on
must
happen
through
high-‐quality,
well-‐
scaffolded
content
instruc3on
–
not
only
through
ESL
pull-‐out
classes
14. AGENDA!
I. Instruction for ELLs is Changing
II. The Importance of Language Objectives
III. Leveraging WIDA Resources
IV. Creating Language Objectives: Step-by-Step
V. Q and A
VI. Ellevation Platform Description
15. II. THE IMPORTANCE OF LANGUAGE OBJECTIVES!
Before we start, what is a language objective?
Language
objec4ves
specifically
iden4fy:
1)
The
way
students
will
use
language
to
engage
with
the
content
of
the
lesson
and
accomplish
the
content
objec4ve.
2)
The
specific
components
of
academic
language
(vocabulary,
language
structures,
etc.)
that
students
will
need
to
learn
to
accomplish
the
objec4ve.
16. II. THE IMPORTANCE OF LANGUAGE OBJECTIVES!
1. Planning
• How is language instruction integrated with content
• What academic language must students learn
2. Student Support
• What scaffolds must a teacher have ready.
3. Differentiation
• A “strand” of language objectives helps teachers set
appropriate objectives at different levels and better
differentiate instruction
17. AGENDA!
I. Instruction for ELLs is Changing
II. The Importance of Language Objectives
III. Leveraging WIDA Resources
IV. Creating Language Objectives: Step-by-Step
V. Q and A
VI. Ellevation Platform Description
18. III. LEVERAGING WIDA RESOURCES!
Performance Definitions
CAN DO Descriptors
ELP Standards
Model Performance
Indicators
19. III. LEVERAGING WIDA RESOURCES!
2 Powerful Tools: Ellevation and WIDA’s Website
1. Elleva3on
• Performance
Defini4ons
• CAN
DO
Descriptors
• ELP
Standards
• Model
Performance
Indicators
2. WIDA:
Search
Func4on
on
WIDA
Standards
• hSp://www.wida.us/standards/ELP_StandardLookup.aspx
20. III. LEVERAGING WIDA RESOURCES!
WIDA
does…
WIDA
does
not…
• Provide tools that we can • List a specific set of
use to build language standards or objectives
objectives for our we MUST teach
classrooms
• Provide a bank of every
• Provide a bank of sample language objective we
MPIs that we can transform would ever need
to create language
objectives that fit our
contexts
21. AGENDA!
I. Instruction for ELLs is Changing
II. The Importance of Language Objectives
III. Leveraging WIDA Resources
IV. Creating Language Objectives: Step-by-Step
V. Q and A
VI. Ellevation Platform Description
22. IV. CREATING LANGUAGE OBJECITVES!
Let’s begin by addressing what may be some confusion
• Language Objectives are not identical to MPIs and
should not be used interchangeably.
• A language objective is much like an MPI but is then
'transformed' by including both supports and the
levels it should be used for.
• Your may need to tweak what we are presenting to
reflect processes in place in your district; we know
districts have different ways of doing this.
23. IV. CREATING LANGUAGE OBJECTIVES!
Transforming an MPI into a Language Objective
Start
WIDA
Customize
Select Identify Add
Content MPI
Supports
objective
&
Level
Result
Language
Objective
24. IV. CREATING LANGUAGE OBJECTIVES: STEP-BY-STEP !
2.
CraJ
Language
1.
Set
the
Stage
Objec3ve
• Know your students • Language Function to
and levels
describe what students
• Identify content should do (CAN Do’s
standard at unit level
are a great source)
• Language Domain: • What supports do
students need
Listening, Speaking,
Reading Writing
• Content/topic linked to
CCSS
• Identify applicable
• Customize to match
MPI
levels
25. IV. KNOW YOUR STUDENTS AND LEVELS!
Use the chart below to place students in each level.
Content
Standard:
Language
Domain:
Level
1
Level
2
Level
3
Level
4
Level
5
Entering
Emerging
Developing
Expanding
Bridging
L R
e e
v a
e c
l
h
i
6 n
g
26. IV. KNOW YOUR STUDENTS AND LEVELS!
There are 3 parts to a language objective.
Purpose
of
the
Language
Sensory,
Graphic,
Interac4ve
Language
1.
Language
Func4on
2.
Support
Link
to
content
Objec3ve
3.
Content/
Topic
27. IV. CREATING AN INDIVIDUAL LANGUAGE OBJECTIVE!
GRADE: K-2
LEVEL: 1
DOMAIN: SPEAKING
LANGUAGE OF SCIENCE
Language
Func3on
Type
of
Support
Name
familiar
objects
in
photographs
or
illustra4ons
associated
with
weather
condi4ons
(e.g.
“cloud”).
Topic
or
Content
28. IV. CREATING AN INDIVIDUAL LANGUAGE OBJECTIVE!
We can transform sample MPIs by
changing components.
LANGUAGE TYPE OF TOPIC or
FUNCTION
SUPPORT
CONTENT
Name familiar … in photographs and … with weather
objects…
illustrations
conditions.
Describe…
… using a graphic … with the water cycle.
organizer
Compare…
… with the scientific
… in models and method.
Explain…
figures
… with photosynthesis.
… with a partner
29. IV. CREATING AN INDIVIDUAL LANGUAGE OBJECTIVE!
WIDA provides some sample supports we can use:
(from
“2012
Amplifica4on
of
English
Language
Development
Standards,
K-‐12,”
WIDA)
30. IV. DIFFERENTIATING LANGUAGE OBJECTIVES!
Students at different levels will require different supports.
Let’s look at a 1st grade science standard:
MA Science Curriculum Frameworks
• K-2 ESS.3 Describe the weather changes from day to day
and over the seasons.
WIDA Standard 4: Language of Science
Content Objective
• SWBAT track daily weather on a class weather chart,
including temperature, wind direction, and precipitation.
31. IV. DIFFERENTIATING LANGUAGE OBJECTIVES!
Let’s differentiate language objectives for two groups of ELLs
Domain:
SPEAKING
We can use a Level 1 MPI as a resource…
Name familiar objects in photographs or illustrations
associated with weather conditions (e.g. “cloud”).
and transform it to fit our class:
Levels 1-3
Levels 4-5
Describe daily weather Compare daily weather
conditions from conditions across different
photographs and class days using class charts (i.e. I
charts (i.e. Today the know Thursday was hotter
weather is rainy.)
than Monday because_____ ).
32. IV. DIFFERENTIATING LANGUAGE OBJECTIVES!
Students at different levels will require different supports.
Let’s look at a 6th grade math standard:
Common Core State Standard
• RP.3 Use
ra3o
and
rate
reasoning
to
solve
real-‐world
and
mathema3cal
problems.
WIDA Standard 3: Language of Mathematics
Content Objective
• SWBAT
solve
word
problems
involving
unit
rates.
• SWBAT
jus4fy
their
decisions
based
on
unit
rates
in
real-‐life
scenarios
(e.g.
choosing
which
car
to
buy
based
on
gas
mileage
in
miles
/
gallon).
33. IV. DIFFERENTIATING LANGUAGE OBJECTIVES!
Let’s differentiate language objectives for two groups of ELLs
Domain:
WRITING
We can use a Level 1 MPI as a resource…
List
choices
based
on
rate
calcula4ons
in
real-‐life
situa4ons
using
templates
and
a
word
bank
with
a
partner.
and transform it to fit our class:
Levels 1-3
Levels 4-5
Compare choices based on Critique choices based on
real-life rate calculations others’ mathematical
using a graphic organizer reasoning from sample
and sentence frames (e.g. solutions to real-life rate
_____ is greater than _____).
problems.
34. IV. DIFFERENTIATING LANGUAGE OBJECTIVES!
Students at different levels will require different supports.
Let’s look at a 6th ELA standard:
Common Core State Standard
• CCSS RL6.4 Determine the meaning of words and phrases
as they are used in a text, including figurative, connotative,
and technical meanings.
WIDA Standard 2: The Language of ELA
Content Objective
• SWBAT infer the author’s intended effect of figurative
language in a poem.
35. IV. DIFFERENTIATING LANGUAGE OBJECTIVES!
Let’s differentiate language objectives for two groups of ELLs
Domain:
WRITING
We can use a Level 1 MPI as a resource…
Iden4fy
words
or
phrases
represen4ng
figura4ve
language
in
visually
supported
related
sentences
(e.g.,
like
or
as)
(Grade
6-‐8,
Reading
MPI)
.
and transform it to fit our class:
Levels 1-3
Levels 4-5
Give opinions with reasons Create multiple paragraphs
about the effect of figurative analyzing the effect of figurative
language in a poem using language in a poem.
sentence starters and a word
bank (e.g. when the author says
__ it makes the reader feel __ ).
36. AGENDA!
I. Instruction for ELLs is Changing
II. The Importance of Language Objectives
III. Leveraging WIDA Resources
IV. Creating Language Objectives: Step-by-Step
V. Q and A
VI. Ellevation Platform Description
37. SOLUTION!
2
Current
Analyze
Information
1
Gather and Data
and Share
Information
3
Set Goals:
CYCLE of CONTINUOUS Create
IMPROVEMENT
Action Plans
5
Instruction
Phase 2
4
Professional
Development
38. SOLUTION!
2
Phase 1
Analyze
Information
1
Gather and Data
and Share
Information
3
Set Goals:
CYCLE of CONTINUOUS Create
IMPROVEMENT
Action Plans
5
Instruction
Phase 2
4
Professional
Development
40. SOLUTION! Student: Rafael C Abuassaf Test: ACCESS for ELLs Test Date: 3/17/2011
Formative Framework
2
Phase 1
The model performance indicators (MPIs) for the WIDA ELP Standards are exemplars of a students' English language development. The MPIs
are not the standards but are descriptive of language expectations at scaffolded levels of English language proficiency for a given topic/genre
Analyze
and language domain based on increasing linguistic complexity, vocabulary usage and language control through the use of supports. Educators
should use transformations of the MPIs to meet their specific academic content area needs. For more information on MPI transformations,
please consult the WIDA ELP Standards Resource Guide on the WIDA website at www.wida.us.
Information
Formative assessments are on-going assessments, reviews, and observations in a classroom. Teachers use formative assessment to improve
1
instructional methods and student feedback throughout the teaching and learning process.
Gather and Data
Social and Instructional Language Standard
and Share
PL Example Topics MPIs for Current PL MPIs for Successive PL
Listening: 5.0 Character Interpret oral scenarios or readings on Level 6 is reserved for students whose English for
development character development through role play this language domain is comparable to that of their
Information
Speaking: 6.0 n/a All objectives achieved
English-proficient peers.
n/a
3
Reading: 5.0 Use of multiple Confirm or rearrange information after re- Level 6 is reserved for students whose English for
Set Goals:
resources reading of topics of choice gathered from this language domain is comparable to that of their
multiple sources English-proficient peers.
CYCLE of CONTINUOUS
Writing: 3.8 Use of register Respond to and initiate suggestions,
announcements, journal entries, complaints,
apologies, or thank yous using semi-formal
Respond to teachers (e.g., feedback from journals)
Create
or complete assignments using formal register
IMPROVEMENT
register
The Language of Language Arts Standard Action Plans
PL Example Topics MPIs for Current PL MPIs for Successive PL
5
Listening: 5.0 Test-taking/ Apply learning strategies described orally to Level 6 is reserved for students whose English for
Comprehension new situations this language domain is comparable to that of their
strategies English-proficient peers.
Speaking: 6.0 n/a All objectives achieved n/a
Instruction
Reading: 5.0 Genres Infer types of genres associated with written Level 6 is reserved for students whose English for
4
descriptions or summaries from grade level this language domain is comparable to that of their
text English-proficient peers.
Writing: 3.8 Editing Engage in peer editing (e.g., using checklists) Self-edit during process writing using multiple
Professional
during process writing and make notations to resources (e.g., thesauruses or dictionaries) and
partner in L1 or L2 check with a partner
The Language of Mathematics Standard
Development
Phase 2
PL Example Topics
Listening: 5.0 Measures of central
tendency (mean,
median, mode &
range)
MPIs for Current PL
Make inferences about uses of measures of
central tendency from oral scenarios of grade
level materials
MPIs for Successive PL
Level 6 is reserved for students whose English for
this language domain is comparable to that of their
English-proficient peers.
Speaking: 6.0 n/a All objectives achieved n/a
Reading: 5.0 Percent, Decimals Interpret various representations of numbers Level 6 is reserved for students whose English for
in real-life problems involving percent or this language domain is comparable to that of their
decimals from various texts English-proficient peers.
Writing: 3.8 Probability Propose probability based on observed Detail possible combinations, based on probability
outcomes and describe results in a series of and compare against observed outcomes in
sentences paragraph form
The Language of Science Standard
PL Example Topics MPIs for Current PL MPIs for Successive PL
41. SOLUTION!
Phase 1
1
Gather
and Share
Information
3
Set Goals:
CYCLE of CONTINUOUS Create
IMPROVEMENT
Action Plans
5
Instruction
Phase 2
4
Professional
Development
43. SOLUTION!
2
Analyze
Phase 1
Information
and Data
1
Gather
Date: 1/30/2013
Time: 4:58:55 PM
ACCESS for ELLs
1.0 - Download PDF
and Share
Oklahoma Demo Schools
School: Wilma Mankiller Junior High School (333) Students: All active Score Improvement: Any increase Dates:
Information
1/15/2011 - 6/15/2013
3
One Two Three Four Tested
Grade Count Speaking Listening Reading Writing CPL Domain Domains Domains Domains Out
6 26 22 21 14 26 24 - 7 7 12
Set Goals:
-
CYCLE of CONTINUOUS
7 26 7 21 17 11 24 8 7 10 1 -
Create
8 11 5 2 8 6 6 6 1 3 1 -
Totals: 63 34 44 39 43 54 14 15 20 14 -
Grade Speaking
IMPROVEMENT
Listening Reading Writing CPL Action Plans
6 85% 81% 54% 100% 92%
7 27% 81% 65% 42% 92%
5
8 45% 18% 73% 55% 55%
Grade One Domain Two Domains Three Domains Four Domains Tested Out
6
Instruction
27% 27% 46%
4
7 31% 27% 38% 4%
8 55% 9% 27% 9%
Analysis Disclaimer Professional
Development
This ACCESS for ELLs can be used to assist in the assessment of Students based on data stored in ESLReps. This analysis shown is
based on your ESLReps Student records as of 4:58:56 PM on 1/30/2013 and is only as accurate as the Student records stored in
Phase 2
ESLReps at that point in time. Only Active Students in 1st through 12th grades with at least 2 valid ACCESS for ELLs scores are
included in this analysis. The two most recent ACCESS for ELLs scores for each Student are used to determine the score improvement.
The Tested Out column shows Students that are Non ELL and have an Exit LEP Date.
Data shown on Oklahoma Demo Schools reports may include confidential information which should not be disseminated without prior
written approval. Secure any printed copies appropriately or destroy copies when no longer needed.
44. SOLUTION!
Date: 3/13/2013 ELL Student Plan Report: ESLPEP01
2
Time: 7:39 AM AA-Demo City Schools Page: 1
Phase 1
Student: Abuassaf, Rafael
Test ID #: 1002002462
Grade: 8
ELP Designation: EL-Y
Analyze
This is your LEP Student Plan. It gives detailed information about your student, their background, and their English language abilities. This
information is helpful in order to better teach your LEP student.
Information
School: Kennedy Junior High School
LEP Status: EL
1
Native Language: Arabic Came to US: 9/1/2008 Yrs in US Schools: 3
Gather and Data
Birth Country: Angola Place of Birth: Calrinda Tier: C
DOB: 05/31/1998
LEP Service #1: Tutoring Frequency: 2 times per Week Duration: 1:00
and Share
Start Time: 03:00 PM Stop Time: 04:00 PM Day(s): M - W - - -
Teacher: Teacher A
Information
English Proficiency Test Scores
Each LEP student takes an English Proficiency test when they enroll and each spring. Each student receives a proficiency level in each
3
domain (listening, speaking, reading, and writing) based on his raw scores. Once the student receives specific levels in all four domains
they will no longer be considered an LEP student and will not receive ESL services.
Set Goals:
CYCLE of CONTINUOUS
Rafael took the ACCESS for ELLs on 3/17/2011 and his test results are listed below.
Create
Listening Writing Reading Speaking Composite Proficiency
Level (CPL)
5.0 - Bridging 3.8 - Developing 5.0 - Bridging 6.0 - Reaching 4.8
IMPROVEMENT
The test results are ranked into one of six categories, as shown below:
Action Plans
Proficiency Level Description
5
1 - Entering Knows and uses minimal social language and minimal academic language with visual support
2 - Beginning Knows and uses some social English and general academic language with visual support
3 - Developing Knows and uses social English and some specific academic language with visual support
4 - Expanding Knows and uses social English and some technical academic language
5 - Bridging Knows and
Instruction
uses social and academic language working with grade level material
4
6 - Reaching Knows and uses social and academic language at the highest level measured by this test
Professional
WIDA CAN DO Descriptors
At this LEP student's level of English proficiency, you can expect that they will be able to:
Listening Speaking Reading Writing
Development
Use oral information to Student has achieved English Differentiate and apply Produce short paragraphs
accomplish grade-level tasks proficiency in this domain. multiple meanings of with main ideas and some
Phase 2
Evaluate intent of speech and words/phrases details (e.g., column notes)
act accordingly Apply strategies to new Create compound sentences
Make inferences from grade- situations (e.g., with conjunctions)
level text read aloud Infer meaning from modified Explain steps in problem-
Discriminate among multiple grade-level text solving
genres read orally Critique material and support Compare/contrast
argument information, events,
Sort grade-level text by characters
genre Give opinions, preferences,
and reactions along with
reasons
University of Wisconsin System. For more information on using the WIDA ELP Standards please visit the WIDA website at www.wida.us.
The WIDA CAN DO descriptors work in conjunction with WIDA Performance Definitions of the English language proficiency standards. The
Performance Definitions use three criteria (1. Linguistic complexity; 2. Vocabulary usage; and 3. Language control) to describe the
increasing quality and quantity of students' language processing and use across the levels of language proficiency.
Classroom Modifications
The following Classroom Modifications are to be used throughout the year in the regular classroom for Rafael.
1. Use graphic organizers
2. Teach specific note-taking skills
3. Highlight texts and study guides
Goals
45. SOLUTION!
2
Phase 1
Analyze
Information
1
Gather and Data
and Share
Information
3
Set Goals:
CYCLE of CONTINUOUS Create
IMPROVEMENT
Action Plans
5
Instruction
Phase 2
4
Professional
Development
46. ADMINISTRATOR DASHBOARD!
ELL Students School: All Grade: All Teacher: All
Languages
89$
Birth Countries 467$ ELL$Current$
FELL$4$Monitored$
ELP Test Scores 503$
Fully$Exited$
ELP Progress
Did$Not$Qualify$
Graduation/Dropout 322$
ELL Students School: All Grade: All Teacher: All
Languages
67
Birth Countries 54 ELP Designation: ELL
42
ELP Test Scores ELP Tests: Most Recent Test
34 34
Domain: Composite
ELP Progress
13
Bands: WIDA Prof. Levels
Graduation/Dropout
1 2 3 4 5 6
ELL Students School: All Grade: All Teacher: All
Languages 6.0
LEP Status: ELL
Birth Countries 5.0
4.2 1st test
4.0 window: 1/1/12 to 1/31/12
ELP Test Scores 3.3
2nd test
3.0 1/1/13 1/31/13
ELP Progress window: to
2.0
Graduation/Dropout Domain: Composite
1.0
1st Test Avg 2nd Test Avg
ELL Students School: All Grade: All Teacher: All
Languages 46#
Graduated Dropped Out
Birth Countries 35# 37#
School Year Start: 08/15
ELP Test Scores
School Year End: 06/30
14#
ELP Progress
Graduation/
47. STUDENTS NEEDING ATTENTION!
Home Students Schools Teachers Reports Resources Admin
Student Instruction Recommendations
Use the tool below to find students who are struggling in certain content areas. You will be presented with a list of
resources that may help improve instruction for these students. You can choose to send recommendations on these
resources to the students' ESL Teachers and Classroom Teachers.
Welcome back!
Sarah Masters Students with limited improvement
Total Students: 423
Recent Students: School: Bethel Junior High Grade: 8 Teacher: All Domain: Writing
Mahir Boulos
Rafeel Abuassaf
Megumi Nakamura Prior ACCESS Current ACCESS
Name ESL Teacher Writing Score Writing Score Writing Growth
Total Schools: 13 Alon Abraham Abigail McNulty 3.1 3.2 +0.1
Recent Schools: Rodrigo Cantore Ali Jaffari 2.3 2.5 +0.2
Bethel Junior…
Alana Dominguez Ali Jaffari 2.0 2.0 0
Garner Element…
Needham B. Bro… Fredrico Espinosa Ali Jaffari 4.0 3.9 -0.1
Denny Figueroa Ali Jaffari 1.9 2.4 +0.5
Liang Kuo Abigail McNulty 3.6 4.0 +0.4
Mayra Manu Ali Jaffari 4.1 3.9 -0.2
Juan Ortega Abigail McNulty 1.7 1.8 +0.1
Suggested Resources
Media Type: All Audience: Students & Teachers
Log Out
Science Fluency, Word Spill - PBS LearningMedia
Interactive
Apply new vocabulary and develop fluency in speaking and writing by
For Students
creating sentences from word cards "spilled" during this game.
Paraphrasing - BetterLesson
Lesson Plan
Apply new vocabulary and develop fluency in speaking and writing by
For Teachers
creating sentences from word cards "spilled" during this game.
48. WELCOME PACKET!
Welcome Maria Hernandez!
Maria Hernandez is new to Needham Broughton High School. As an
English Language Learner (ELL), Maria may be unfamiliar with her new
school and learning environment. However you, her classroom teacher,
can help make Maria's transition easier. The ESL Department has
prepared this Welcome Packet to help familiarize you with Maria, and to
help you welcome Maria as she matriculates.
Student Name: Maria Hernandez
ESL Teacher: Abigail McNulty
Homeroom Teacher: Lisa Ballentine
Native Language: Spanish
Birth Country: Costa Rica
Date Enrolled: 3/11/2013
Initial Grade Level: 10
Parent/Guardian: Estrella Hernandez (Aunt) Phone: 876-555-1291
Occupation: Data Administrator
Simple Welcome Phrases
The following phrases may be helpful for introducing yourself to Maria, and helping her get
started in school:
Hello Maria, my name is Ms. McNulty.
Hola Maria, mi nombre es Sra. Ballentine.
This is your class schedule, it will help you find which room you should go to, and
when.
Esta es tu horario de clases, que le ayudará a encontrar que la habitación que debe ir, y
cuándo.
I hope you have a wonderful day in class.
Espero que tengas un maravilloso día en la clase.
Please speak with your ESL teacher about that.
Por favor, hable con su maestra de inglés en eso.
Maria's Current Learning Abilities
Maria took the W-APT 9-12 on 2/26/2013. Her scores and WIDA CAN DO Descriptors
below will help you understand her current abilities as a student:
Listening (5.0) Speaking (6.0) Reading (5.0) Writing (3.0)
Use oral information Student has achieved Differentiate and apply Produce short paragraphs with
to accomplish grade- English proficiency in multiple meanings of main ideas and some details (e.g.,
level tasks this domain words/phrases column notes)
Evaluate intent of Apply strategies to new Create compound sentences (e.g.,
speech and act situations with conjunctions)
accordingly Infer meaning from Explain steps in problem-solving
Make inferences from modified grade-level Compare/contrast information,
grade-level text read text events, characters
aloud Critique material and Give opinions, preferences, and
Discriminate among support argument reactions along with reasons
multiple genres read Sort grade-level text by
orally genre
Discipline/Behavioral Information
Maria has had 1 incident in the past 30 days:
• 3/12/2012: Held after school due to missing homeroom.
ESL Department Information
If you need further information about Maria, please contact her ESL Teacher, Abigail
McNulty, at 867-223-5000 ext. 23.
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