# English Learners — Comprehensive ELL/ESL Reference ```mermaid flowchart TD A[Student Enrolls] --> B[Home Language Survey] B -->|Other Language| C[WIDA Screener within 30 days] B -->|English Only| Z[General Education] C --> D{ELL Identified?} D -->|Yes| E[Assign WIDA Level 1-5] D -->|No| Z E --> F[ELL Program Placement] F --> G[Sheltered Instruction / SIOP] F --> H[Pull-out or Push-in ESL] F --> I[Dual Language] F --> J[Newcomer Program] G --> K[Annual ACCESS Testing] H --> K I --> K J --> K K -->|Level 6 Reached| L[Exit ELL Services] K -->|Below Level 6| F L --> M[2-Year Monitoring Period] M --> Z ``` ## Table of Contents - [1. WIDA Proficiency Levels — What Teachers Need to Know](#1-wida-proficiency-levels-what-teachers-need-to-know) - [The 4 Language Domains](#the-4-language-domains) - [2. Writing Language Objectives](#2-writing-language-objectives) - [Language Objective Formula](#language-objective-formula) - [Language Functions by Cognitive Demand](#language-functions-by-cognitive-demand) - [Examples by Subject](#examples-by-subject) - [3. Scaffolding Strategies by WIDA Level](#3-scaffolding-strategies-by-wida-level) - [For Levels 1-2 (Entering/Emerging)](#for-levels-1-2-enteringemerging) - [For Levels 3-4 (Developing/Expanding)](#for-levels-3-4-developingexpanding) - [For Level 5 (Bridging)](#for-level-5-bridging) - [4. Content-Area Differentiation for ELLs](#4-content-area-differentiation-for-ells) - [How to Adapt a Lesson for Multiple WIDA Levels](#how-to-adapt-a-lesson-for-multiple-wida-levels) - [Subject-Specific ELL Strategies](#subject-specific-ell-strategies) - [5. Assessment Accommodations for ELLs](#5-assessment-accommodations-for-ells) - [Classroom Assessments (Teacher-Made)](#classroom-assessments-teacher-made) - [State Assessments (MAP/EOC)](#state-assessments-mapeoc) - [6. Newcomer Students](#6-newcomer-students) - [First 30 Days Checklist](#first-30-days-checklist) - [Students with Interrupted Formal Education (SIFE)](#students-with-interrupted-formal-education-sife) - [7. ELL Family Engagement](#7-ell-family-engagement) - [Communication Requirements](#communication-requirements) - [Building Trust with ELL Families](#building-trust-with-ell-families) - [8. Program Models in Missouri](#8-program-models-in-missouri) - [SIOP (Sheltered Instruction Observation Protocol) — Key Components](#siop-sheltered-instruction-observation-protocol-key-components) - [9. Legal Requirements — Quick Reference](#9-legal-requirements-quick-reference) ## 1. WIDA Proficiency Levels — What Teachers Need to Know WIDA defines 6 levels of English proficiency. **Every instructional decision for an ELL should start with their WIDA level.** | Level | Label | What the student CAN do | What the student NEEDS | |-------|-------|------------------------|----------------------| | **1** | Entering | Single words, phrases, gestures. Can match pictures to words. Can copy text. | Visual supports for everything. Word banks. Sentence frames. L1 (home language) support. Survival vocabulary. | | **2** | Emerging | Short phrases, simple sentences. Can follow 1-2 step directions. Can write lists and label. | Graphic organizers. Simplified text. Sentence starters. Repetition. Partner work with bilingual peers. | | **3** | Developing | Simple and some complex sentences. Can retell, compare, sequence. Can write short paragraphs with support. | Adapted grade-level text. Content vocabulary pre-teaching. Sentence frames for academic language. Small group instruction. | | **4** | Expanding | Variety of sentence lengths and complexity. Can discuss, explain, summarize. Can write multi-paragraph responses. | Grade-level text with some support. Academic language instruction. Extended writing with feedback. Reducing scaffolds gradually. | | **5** | Bridging | Near grade-level proficiency. Can analyze, justify, evaluate. Writing approaches grade-level expectations. | Continued academic vocabulary development. Genre-specific writing instruction. Monitoring, not intensive intervention. | | **6** | Reaching | Comparable to English-proficient peers. | No specific ELL services; may still be in monitoring period. | ### The 4 Language Domains Every WIDA level applies across 4 domains. A student may be Level 3 in listening but Level 1 in writing. | Domain | What it covers | How it shows up in class | |--------|---------------|------------------------| | **Listening** | Understanding spoken English | Following directions, comprehending lectures, participating in discussions | | **Speaking** | Producing spoken English | Answering questions, presenting, explaining thinking, collaborating | | **Reading** | Understanding written English | Decoding, comprehending text, interpreting graphics/charts | | **Writing** | Producing written English | Labeling, note-taking, composing paragraphs, academic essays | --- ## 2. Writing Language Objectives **Content-area teachers must teach BOTH content AND language.** Every lesson with ELL students should have: 1. **Content objective** — what students will learn (from Missouri Learning Standards) 2. **Language objective** — what language students will USE to demonstrate learning ### Language Objective Formula > Students will [language function] + [content topic] + [support/scaffold] ### Language Functions by Cognitive Demand | Lower demand | Higher demand | |-------------|--------------| | List, label, name, match | Compare, contrast, explain | | Identify, describe, retell | Analyze, justify, evaluate | | Categorize, sequence, define | Argue, synthesize, critique | ### Examples by Subject | Subject | Content Objective | Language Objective | |---------|------------------|-------------------| | **Science** | Explain the water cycle stages | Students will **describe** the water cycle using sequence words (first, next, then, finally) and a labeled diagram | | **Math** | Solve two-step word problems | Students will **explain** their problem-solving steps using sentence frames: "First I ___, then I ___, so the answer is ___" | | **Social Studies** | Analyze causes of the Civil War | Students will **compare** two causes of the Civil War using a Venn diagram and the frame: "___ is similar to ___ because ___. They differ because ___." | | **ELA** | Identify theme in a short story | Students will **justify** the theme they identified using evidence sentence starters: "I think the theme is ___ because in the text it says ___" | --- ## 3. Scaffolding Strategies by WIDA Level ### For Levels 1-2 (Entering/Emerging) | Strategy | How to do it | |----------|-------------| | **Visual supports** | Anchor charts, labeled diagrams, picture dictionaries, real objects (realia), gestures | | **Word banks** | Pre-select 5-8 key vocabulary words with pictures and L1 translations. Display prominently. | | **Sentence frames** | Provide fill-in-the-blank structures: "The main character is ___ because ___." | | **Graphic organizers** | Use for ALL content — Venn diagrams, T-charts, flow maps, webs | | **L1 support** | Allow bilingual dictionaries, Google Translate for comprehension (not production), peer translation | | **Total Physical Response (TPR)** | Pair language with movement — stand if you agree, point to the picture | | **Simplified text** | Shorter sentences, common vocabulary, avoid idioms, define technical terms in context | ### For Levels 3-4 (Developing/Expanding) | Strategy | How to do it | |----------|-------------| | **Academic vocabulary** | Pre-teach Tier 2 (cross-content) and Tier 3 (subject-specific) words explicitly | | **Adapted text** | Grade-level text with glossed vocabulary, chunked paragraphs, guiding questions | | **Sentence starters** | More complex than frames: "Based on the evidence, I can conclude that ___" | | **Structured discussion** | Think-pair-share, numbered heads, Socratic circles with sentence stems | | **Writing scaffolds** | Paragraph templates, essay outlines, mentor texts with annotations | | **Content glossaries** | Student-created vocabulary notebooks with word, definition, picture, sentence | ### For Level 5 (Bridging) | Strategy | How to do it | |----------|-------------| | **Academic language focus** | Emphasis on register, genre conventions, discipline-specific discourse | | **Gradual release** | Remove scaffolds systematically — from frames to starters to independent | | **Peer teaching** | Pair with lower-level ELLs to explain concepts (reinforces their own learning) | | **Genre study** | Explicit instruction in academic genres: lab reports, literary analysis, argumentative essays | --- ## 4. Content-Area Differentiation for ELLs ### How to Adapt a Lesson for Multiple WIDA Levels **Step 1:** Identify the content objective (same for all students) **Step 2:** Write a language objective tiered by proficiency **Step 3:** Differentiate the task, not the rigor | Component | Levels 1-2 | Levels 3-4 | Level 5+ | |-----------|-----------|-----------|---------| | **Input** | Visuals, realia, simplified text, L1 support | Adapted grade-level text with glossary | Grade-level text | | **Process** | Matching, sorting, labeling, drawing | Comparing, summarizing, explaining with frames | Analyzing, evaluating, arguing | | **Output** | Words, phrases, labeled pictures, T-charts | Sentences, short paragraphs with starters | Paragraphs, essays, presentations | | **Vocabulary** | Survival + key content words (5-8) | Content + academic vocabulary (8-12) | Full academic vocabulary | | **Assessment** | Show understanding nonverbally or with single words | Demonstrate with supported language | Demonstrate at or near grade level | ### Subject-Specific ELL Strategies **Math:** - Math is NOT "universal" — word problems, academic vocabulary (sum, difference, product, quotient), and multi-step directions are language-heavy - Provide bilingual math glossaries - Teach signal words: "how many more" = subtraction, "altogether" = addition - Use manipulatives and visual models before abstract notation - Allow students to solve numerically even if they can't explain in English yet **Science:** - Front-load vocabulary with pictures and demonstrations BEFORE the lesson - Use lab activities as comprehensible input — hands-on experience before reading - Provide bilingual science glossaries (WIDA has science word lists) - Sentence frames for lab reports: "I predicted ___. I observed ___. This happened because ___." **Social Studies:** - Most challenging for ELLs due to heavy text, abstract concepts, and cultural context - Use timelines, maps, and primary source images before text - Pre-teach historical vocabulary and concepts that assume cultural background knowledge - Compare historical events to students' home countries when possible - Use structured academic controversy for discussion **ELA:** - Differentiate between language proficiency and reading ability — a Level 2 ELL may read at grade level in their home language - Allow L1 reading alongside English text - Focus on comprehension strategies (predicting, visualizing, questioning) that transfer across languages - Use culturally diverse texts that connect to students' experiences - Teach English conventions explicitly — don't assume grammar is "picked up" --- ## 5. Assessment Accommodations for ELLs ### Classroom Assessments (Teacher-Made) | Accommodation | When to use | |--------------|-------------| | **Extended time** | All levels; especially Levels 1-3 | | **Bilingual dictionary/glossary** | All levels; word-to-word (no definitions) | | **Simplified language on tests** | Levels 1-3; simplify the question, not the content | | **Visual supports on assessments** | All levels; diagrams, pictures, graphic organizers | | **Oral administration** | Levels 1-2; read questions aloud | | **Allow drawing/labeling** | Levels 1-2; accept non-linguistic demonstration of knowledge | | **Sentence starters on written responses** | Levels 1-4; scaffold but don't give away the answer | | **Separate setting** | Any level; reduce distraction, allow verbal responses | | **L1 response followed by English attempt** | Levels 1-2; shows content knowledge regardless of English | ### State Assessments (MAP/EOC) | Assessment | ELL Accommodations (DESE-approved) | |-----------|----------------------------------| | **MAP (Grades 3-8)** | Extended time, separate setting, bilingual word-to-word dictionary (no definitions), text-to-speech (for math/science), translation of directions | | **EOC** | Same as MAP; specific accommodations must be documented in student's ELL plan and used regularly in instruction | | **ACCESS for ELLs** | Specific accommodations allowed per WIDA guidelines (varies by domain — e.g., extended time for writing, but NOT bilingual dictionaries on a language proficiency test) | ### Important: ELL ≠ IEP - ELL accommodations are based on language proficiency, NOT disability - An ELL student may ALSO have an IEP — dual-identified students receive BOTH sets of accommodations - Never assume academic difficulty is due to language alone — if a student has been in the US 5+ years and is still struggling, consider whether evaluation for a learning disability is warranted (but language difference alone is NOT a disability) --- ## 6. Newcomer Students ### First 30 Days Checklist When a newcomer (recently arrived, minimal or no English) enrolls: - [ ] Enroll immediately — cannot delay for records, transcripts, or immunizations (Plyler v. Doe) - [ ] Administer Home Language Survey - [ ] Administer WIDA Screener within 30 days - [ ] Assign a buddy (same home language if possible) - [ ] Provide orientation to school routines (visual schedule, building tour, cafeteria walkthrough) - [ ] Set up bilingual support (Google Translate, bilingual aide, bilingual peer) - [ ] Notify parents of ELL identification and program (in their language) within 30 days - [ ] Contact family to identify any trauma history, interrupted schooling, or special needs - [ ] Ensure access to free/reduced meals application (in home language) - [ ] Connect family with community resources (ESL classes for adults, cultural organizations) ### Students with Interrupted Formal Education (SIFE) Students who have gaps of 2+ years in schooling due to war, migration, poverty, or other factors: - May be at grade level cognitively but years behind in literacy (in any language) - Need simultaneous literacy instruction AND content access - May need intensive small-group instruction in foundational skills - Progress monitoring should account for the double learning curve (literacy + English) - Consider accelerated credit programs for secondary SIFE students approaching age-out --- ## 7. ELL Family Engagement ### Communication Requirements - All parent communication must be in a language families understand (Title VI, Lau v. Nichols) - If the district cannot translate a document, they must provide oral interpretation - Parents must be notified of: ELL identification, program placement, assessment results, exit from services, right to decline services ### Building Trust with ELL Families - Many immigrant families have experienced institutions as hostile — building trust takes time - Use bilingual liaisons or interpreters at conferences (not the student) - Explain the US school system explicitly — grading, attendance expectations, parent roles, how to contact teachers - Invite families to school events with translated invitations and culturally appropriate food - Recognize that "parent involvement" may look different across cultures — not attending a meeting ≠ not caring about education → For Spanish-speaking families specifically, see `references/guia-padres-espanol.md` --- ## 8. Program Models in Missouri | Model | Description | Where used | |-------|-------------|-----------| | **Sheltered Instruction (SIOP)** | Content taught in English with systematic scaffolding. Most common model in Missouri. | Statewide | | **Pull-out ESL** | Students leave general ed for dedicated English instruction | Smaller districts, lower ELL counts | | **Push-in ESL** | ESL teacher co-teaches or supports in the general ed classroom | Growing in popularity | | **Dual language** | Instruction in English + partner language (usually Spanish). Goal: biliteracy. | Kansas City, St. Louis metro, limited elsewhere | | **Newcomer programs** | Intensive support for recently arrived students with minimal English | Larger districts | | **Heritage language programs** | Support for students who speak a language other than English at home | Very limited in Missouri | ### SIOP (Sheltered Instruction Observation Protocol) — Key Components 1. **Lesson preparation** — content + language objectives, adapted text, supplementary materials 2. **Building background** — connect to prior knowledge, pre-teach vocabulary, link to students' experiences 3. **Comprehensible input** — speak clearly, use visuals, model, demonstrate, avoid idioms 4. **Strategies** — teach learning strategies explicitly (predicting, summarizing, self-monitoring) 5. **Interaction** — structured student talk time, grouping configurations, wait time 6. **Practice/application** — hands-on, meaningful activities that integrate language domains 7. **Lesson delivery** — support content + language objectives, pacing, student engagement 8. **Review/assessment** — review key vocabulary/concepts, assess learning, provide feedback --- ## 9. Legal Requirements — Quick Reference | Requirement | Citation | What it means | |------------|---------|--------------| | Cannot deny enrollment based on language or immigration status | Plyler v. Doe (1982) | Enroll immediately, no questions about immigration | | Must identify ELLs | Title VI, EEOA | Home Language Survey → WIDA Screener | | Must provide effective language program | Lau v. Nichols (1974), Castaneda v. Pickard (1981) | Program must be (1) based on sound theory, (2) implemented with adequate resources, (3) evaluated and adjusted if not working | | Annual proficiency assessment | Title III (ESSA) | ACCESS for ELLs every spring | | Parent notification in home language | Title III §1112(e)(3) | Within 30 days of enrollment / 2 weeks if mid-year | | Monitor exited students | Title III | 2 years minimum after exit; re-enter if struggling | | Cannot use ELL status to deny access to programs | Title VI, EEOA | Gifted, AP, CTE, extracurriculars — all must be accessible | | Qualified staff | Title III | Teachers providing ELL services must be trained | → For full legal details, see `references/compliance/equity-access.md` §4 → For Title III funding details, see `references/compliance/funding-programs.md` → For WIDA identification basics, see `references/roles/specialists.md` §6