FUN EDUCATIONAL SITES
Student Links for Math and Science
Students Links for Reading and Language Arts
Student Links for Social Studies
American Museum of Natural History NYC
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Parent Resources
American Museum of Natural History NYC
Dolch Words
It is important that your child learns to say and understands the meaning of the words below. Learning these words will assist them in being successful readers and writers. In order for your child to learn the words, I will need your help. Each night please encourage your child to pick a word; have them say the word; spell the word and write the word five times. At the end of the week have your child read all the words which they learned for the week. To learn these words, children need to practice reading and writing these words daily. These words are learned by memory. The more they see and use the word, them more their minds will retain the meaning and spelling of the word.
Es importante que el niño aprende a decir y comprende el significado de las palabras a continuación. Estas palabras de aprendizaje les ayudará a ser exitosos lectores y escritores. Para que tu hijo pueda aprender las palabras, necesito tu ayuda. Cada noche, anime a su hijo a elegir una palabra; tenerlos a decir la palabra; deletrear la palabra y escribir la palabra cinco veces. Al final de la semana tienen su hijo leer todas las palabras que aprendieron de la semana. Para conocer estas palabras, los niños necesitan para la práctica de lectura y escritura de estas palabras diariamente. Estas palabras se aprenden de memoria. Más ver y utilizar la palabra, ellos más sus mentes conservará el significado y la ortografía de la palabra
Pre-Primer
the
to
and
a
I
you
it
in
said
for
up
look
is
go
we
little
down
can
see
not
one
my
me
big
come
blue
red
where
jump
away
here
help
make
yellow
two
play
run
find
three
funny
Primer
he
was
that
she
on
they
but
at
with
all
there
out
be
have
am
do
did
what
so
get
like
this
will
yes
went
are
now
no
came
ride
into
good
want
too
pretty
four
saw
well
ran
brown
eat
who
new
must
black
white
soon
our
ate
say
under
please
First Grade
of
his
had
him
her
some
as
then
could
when
were
them
ask
an
over
just
from
any
how
know
put
take
every
old
by
after
think
let
going
walk
again
may
stop
fly
round
give
once
open
has
live
thank
Second Grade
would
very
your
its
around
don’t
right
green
their
call
sleep
five
wash
or
before
been
off
cold
tell
work
first
does
goes
write
always
made
gave
us
buy
those
use
fast
pull
both
sit
which
read
why
found
because
best
upon
these
sing
wish
many
Third Grade
if
long
about
got
six
never
seven
eight
today
myself
much
keep
try
start
ten
bring
drink
only
better
hold
warm
full
done
light
pick
hurt
cut
kind
fall
carry
small
own
show
hot
far
draw
clean
grow
together
shall
laugh
warm
ESL WIDA STANDARDS
English Language Proficiency (ELP) Standards provide educators of English language learners (ELLs) with a curriculum and assessment planning tool for content area language objectives. The proficiency-based strands help educators determine individual ELLs' English language proficiency levels and how to appropriately challenge them in reaching the next levels.The WIDA English Language Proficiency Standards are recognized worldwide for their innovative approach to measuring academic language development in English
THE PARTNERSHIP FOR ASSESSMENT FOR COLLEGE AND CAREERS (PARCC)
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and their careers. These high quality, computer-based K–12 assessments in Mathematics and English Language Arts/Literacy give teachers, schools, students, and parents better information whether students are on track in their learning and for success after high school, and tools to help teachers customize learning to meet student needs. The PARCC assessments will be ready for states to administer during the 2014-15 school year.
Belief
PARCC is based on the core belief that assessment should work as a tool for enhancing teaching and learning. Because the assessments are aligned with the new, more rigorous Common Core State Standards (CCSS), they ensure that every child is on a path to college and career readiness by measuring what students should know at each grade level. They will also provide parents and teachers with timely information to identify students who may be falling behind and need extra help. Learn more about PARCC in our PARCC FAQs.
PARCC States
PARCC is made up of: Arkansas, Colorado, District of Columbia, Illinois, Louisiana, Maryland,Massachusetts, Mississippi, New Jersey, New Mexico, New York, Ohio, and Rhode Island. The states in PARCC educate millions of elementary, middle and high school students across the country. In addition, Pennsylvania is a "participating state." Learn more about the PARCC states.
Resources
PARCC has produced a variety of resources for educators, parents, and the public to learn about the assessment system's history and development.
PARCC practice test websites with PARCC-like questions.
#1
This site is where students can practice some of the different tools that will be available during testing.
Click on Test Preparation and then TestNav8 Tutorial.
#2
- This is a good site to look through sample items and practice tests.
#3
- This video will walk you through the tools and exactly how to use them.
#4
Math & ELA/Literacy Sample Questions by Grade
#5
This a collection of problems in a searchable database.
#6
#7
This link takes you to many newsletters that can be helpful when including Core and PARCC like skills into lessons.
#8
LISTEN, SEE, READ, and REPEAT!
http://www.learningchocolate.com/.
CRITERIA FOR PASS/FAIL GRADING IN MAINSTREAM/CONTENT AREA CLASSES FOR Elementary School English Language Learners
* ELL=English Language Learner
*ESL=English as a Second Language class
The content area teacher in conjunction with the ESL teacher has to make a judgment call as to why a pass/fail grade is needed. The classroom/content area teacher must check with the ESL teacher as to the ability level of the students, the duration of the Pass/Fail privilege, and the transition to regular grading.
The general criteria for pass/fail is
<!--[if !supportLists]-->¡¤ <!--[endif]-->The student makes an effort to do the class work
<!--[if !supportLists]-->¡¤ <!--[endif]-->The student attempts/completes homework
<!--[if !supportLists]-->¡¤ <!--[endif]-->The student participates in class
<!--[if !supportLists]-->¡¤ <!--[endif]-->The student takes notes/does lab work
<!--[if !supportLists]-->¡¤ <!--[endif]-->The student attempts to take tests
¡Æ Very beginning POE students can receive a Pass/Fail grade. The Pass/Fail grade is used very frequently in classes such as Health, Social Studies, Reading, and Science.
¡Æ Students in ESL I can receive a Pass/Fail grade in mainstream/content area classes for the first marking period. The ESL teacher should be notified on a regular basis about the progress of the English language learners in mainstream/content classes. If the student can pass the class on his/her own, give the student a regular grade.
¡Æ Students in ESL II should receive regular grades. However, for some students, a pass/fail grade is more appropriate for the first marking period. These students are making the effort to do the work but the vocabulary and reading the book is too difficult for them.
¡Æ Students in ESL III should be graded regularly.
Other Information:
LEP students need to be properly assessed. If you suspect a student has a learning disability rather than a language deficit, you need to bring the student to IR&S.
The pass/fail grade is also appropriate for the student who has been diagnosed with learning disabilities and/or has not progressed as well as expected. For example, an ELL student has been in the North Plainfield School District for a complete year and has studied ESL for 2 periods a day for a complete year. In these situations, the ESL teacher and mainstream/content area teacher should together evaluate the student and discuss his/her grade.
Please note if a student is in danger of failing a progress report has to be sent home and ESL teacher must be notified.
Criteria for Pass/Fail Grading in Content Area
Classes for LEP Students
LEP students currently being mainstreamed for Health, Physical Education, Driver's Education, Art, Computers, and Music and are still receiving ESL instruction. LEP students may receive a Pass/Fail grade in content area classes for the first year - in some form. The content area teacher has to make a judgment call as to whether a student makes an effort to do the classwork, does homework, participates in class, and attempts to take tests, but fails; that student deserves a "Pass" grade. If the student can pass the class on his or her own, give the student a regular grade.
The content area teacher must check with the ESL teachers as to the ability level of the students, the duration of the Pass/Fail privilege, and the transition to regular grading.
All other students in question should receive regular grades. However, for some students a Pass/Fail grade is more appropriate for the first marking period. These students are making the effort to do the work but the vocabulary and reading of the book is too difficult for them. The Pass/Fail grade is also appropriate for the student who has learning disabilities and has not progressed as well as expected. For example, the ESL student has been in the North Plainfield School District for a complete year and has studied ESL for a complete year. In these situations, the ESL teacher as well as the content area teacher should together evaluate the student and discuss his/her grade.
To: All Teachers and Counselors
RE: LEP Students
LEP students, for at least the first six months of school, will require ample time to absorb what is going on. They will generally undergo a "silent period" during which they will speak little and listen a lot, and will gradually understand more and more. Listening to the teacher and other students is the best way for them to learn English and to take in subject matter. There are two distinct tasks: listening always comes first and speaking follows. Speak at a normal speed and in a normal tone of voice. At some point during the year, most of these students become more able to do assigned tasks.
Grades may be given as Pass or Fail during the student's first year in the country. If a student has been in class and tries, he should pass. If grades are given, they should be based on individual progress consistent with his capabilities. An asterisk may be placed next to any grade to indicate below grade level.
The following are suggestions to use during class:
1.
Allow students time to listen and absorb.
2.
Assign vocabulary that relates to your subject and have the students use their native language dictionaries. Ensure that they hear the words first. Provide opportunities for the students to teach words to you and the class in their own languages.
3.
Students can make flashcards with the native language word on one side and the English word on the other.
4.
A picture dictionary can be ongoing. Give the student a magazine to cut out pictures. Label the pictures in the native language and in English.
5.
Students can practice writing words that they already know from their ESL notebooks - names of numbers, classroom objects, colors, days of the week, months, facts about themselves.
6.
Students can copy different types of directions from a text and translate them into the native language.
7.
There are many universal languages - pictures, science experiments, math computation, some maps, etc.
8.
Assign peer mentors or buddies to the student to facilitate the learning process.
9.
Utilize computer programs for ESL students where they may hear both languages.
If there are other questions, please contact the Bilingual and ESL teachers.
- Diagnostic Reading Assessment (DRA)
What is a DRA?
The Diagnostic Reading Assessment (DRA) provides teachers with a method for assessing and documenting students' development as readers over time within a literature-based instructional reading program. The DRA is designed to be used in classrooms with a rich literature environment. The assessments are conducted during one-on-one reading conferences as children read specially selected assessment texts. A set of 20 stories, which increases in difficulty, are used for the assessment. The DRA evaluates two major aspects of reading: accuracy of oral reading and comprehension through reading and retelling of narrative stories. Both aspects of reading are critical to independence as a reader. Questions pertaining to concepts about print are also included in the assessment with lower leveled texts.
- ESL Acronyms
ESL-English as a Second Language
ELL-English Language Leaner
LEP-Limited English Proficient
L1-First Language
L2-Second Language
TPR-Total Physical Response
- ESL Website Resources
- ESL Site Shortcuts
- eslcafe.com
- Vocabulary practice
- Reading Rockets (English & Spanish)
- Many Things
- Fun Brain
- Holidays
- 1-Language
- Colorin Colorado
- USA Learns
- Citizenship Course
- ESL ACCESS TESTING INFORMATION
- STARTING ON
ACCESS for ELLs stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. This large-scale test addresses the academic English language proficiency (ELP) standards at the core of the WIDA Consortium's approach to instructing and evaluating the progress of English language learners.
ACCESS for ELLs
ACCESS for ELLs
Assessment Domains
All four: Listening, Speaking, Reading, and Writing
Standards Addressed
All five: Social and Instructional, Language Arts, Mathematics, Science, and Social Studies
Format of Kindergarten Test
Individually administered and adaptive
Format of Speaking Test
Individually administered and adaptive
Format of Listening and Reading Test
Multiple choice
Format of Writing Test
Constructed response
Item and Task Organization
Grouped according to theme
ACCESS for ELLs
ACCESS for ELLs®
Purpose
Annual assessment of ELP progress
Administration time
Approximately 2.5 hours
Proficiency level (PL) coverage
Three tiers, each covering 3 levels
Level of security
Secure, administered during annual test window for state
Administration procedures
Individual speaking; group administered (L,R,W) by tier within grade level cluster
Scoring
Machine scored by MetriTech, Inc. (L, R, W)
Reporting
Reports from MetriTech, Inc.
Speaking
Three parts, 13 tasks total = 15 minutes maximum
Listening
6-7 parts, 19-22 items = 30 minutes
Reading
6-8 parts, 23-30 items = 40 minutes
Writing
3 (Tier A) or 4 (Tiers B-C) parts = 60 minutes
The NJ State mandated testing ACCESS for ELLs 2.0™ - State of New Jersey will start on Tuesday, February 21 and will run through the end of March. ESL classes will not be canceled this year as per state requirements. We will follow my ESL routine and schedule each day. Thank you for your anticipated cooperation with these matters. If you have any questions or concerns regarding these matters please see Mrs. Fasanella
Stages of Second Language Acquisition (SLA)
Stage 1 Pre-Production
- Silent Period & Culture Shock can occur with ELL's
- Can last five months or more
- Learner's will repeat & copy gestures & movements
- Teachers can provide learners with TPR &, comprehension activities
- Parents are encourage to read aloud to child each night
Stage 2 Early Production
- Can last six months
- Learners will begin to speak in 1 to 2 word phrases & use chunks to memorize
- Teachers can provide instruction with pictures, realia, music(chants), simple stories, & graphic organizers
- Parents are encourage to engage children in speaking activities and continue to read aloud to children each night
Stage 3 Speech Emergence
- Learners will begin to ask simple questions, initiate in short conversation, comprehend easy stories, & do some content work with teacher support
- ,
- Teachers can continue to provided instruction will graphic organizes to assist with the writing process.Writing assignments can center on personal experiences. Other classroom activities may included guided reading, cloral reading, 2 step directions, & vocabulary definition matching games with visuals present
- Teachers are encouraged to reach out to parents to provide them with activities which they can do at home with their children
Stage 4 Intermediate Fluency
- Learners will have a vocabulary of 6000 active words
- Learners will begin to use complex sentences when speaking and reading; express opinions & share thoughts; work on grade level math & science with support; & comprehension of English & social studies content increases
- Teachers will focus on differentiated learning strategies & collaborate with parents
Stage 5 Advanced Fluency
- It takes 4 to 10 years
- Learners exit ESL program however will be monitored by ESL teacher
- Learners will be near native-like in ability to perform in content area learning
- Teachers in the beginning need to continue to provide support especially in social studies and writing.
My ESL Classroom
Students will find my classroom to be interactive, supportive, and comfortable. I am very conscientious about modeling my classroom expectations of respect, responsibility and resourcefulness. I invite students to make mistakes because we can all learn from mistakes. I don’t expect perfection from my students. I encourage them to strive to be the best they can be. ESL class is full of fun and adventure! I feel very blessed and fortunate to be a Teacher within the Bloomfield School District and truly look forward to working with all students, parents, teachers and administrators during the 2019-2020 school year