MLP Syllabus
MLP Syllabus
The Multilingual Learner Program (MLP) program at Woodland is comprised of approximately 300 students in Kindergarten through 5th grade. These students are identified as Multilingual Learners and are eligible to receive support services through the ML Program.
The goal of Greenville County School District’s MLP is to provide equitable educational opportunities to culturally and linguistically diverse students who have a primary or first language other than English. The primary focus is to provide an English-rich environment with a variety of opportunities to reach English language proficiency as soon as possible. Greenville County Schools is working to create a learning environment that encourages pride in cultural heritage and supporting Multilingual Learners (MLs) towards graduation plus.
The Multilingual Learner Program strives to achieve the following learning objectives:
To identify and assess all students whose first or primary language is one other than English as indicated on the South Carolina Enrollment Survey
To provide MLP services for MLs in all English language domains: Listening, Speaking, Reading and Writing.
To assess and monitor the academic progress of MLs with an on-going evaluation process.
To create a learning environment that provides for the affective and cognitive needs of MLs.
To communicate instructional goals and expectations to parents and encourage them to support their children’s progress.
To provide MLP personnel with professional development in appropriate instructional, assessment and culturally responsive teaching strategies needed to support MLs.
To hire and maintain staff to provide MLs with an equitable educational opportunity.
To monitor students who have exited the program to assure continued language and academic success
To provide professional development for content area teachers to equip them with the tools that they need to educate MLs in their classroom.
Kindergarten through 5th grade students are instructed using Lexia Core 5 and Reach into Phonics. Newcomers are instructed using Lexia Core 5, Lexia English, Reach into Phonics, and Reach in the USA.
Lesson Structure:
• Each unit begins with the Unit Launch to build background prior to getting into the unit. This is done through National Geographic videos, short clips, songs, etc.
• Each Part has a two page spread prior to the Unit Planner detailing the two main selections, genres, skills at a glance, and TEKS/ELPS standards for the 10 days of instruction for that part.
• The daily lesson path at kindergarten includes the sections of Language, Vocabulary, Stories and Songs, and Writing.
• The daily lesson path at Grades 1-5 includes the sections of Language, Vocabulary, Reading, and Writing.
• Each Unit Daily Planner provides a generic at a glance planning with suggested times. Teachers can create customized lessons plans online.
• All grade levels have integrated phonics, phonemic awareness, and/or word study. Additional phonics instructional suggestions are shown at the bottom of each Unit Daily Planner. Plans can also be created online.
• The Unit Daily Planner will show assessed items with a T next to each assessed item. These are assessed on the Unit Tests. Items assessed are aligned with TELPAS and STAAR Reading and Readiness and Writing.
• Ready to Go Work Stations are shown following the planning pages. These work stations are tied directly to the TEKS and ELPS covered in the unit.
• Differentiated teaching strategies by Proficiency Levels, Language Transfer Issues, Spanish Cognates, Newcomer Support, Language Frames and Keys to Efficacy are found in the margins of the Teachers Guide at point of use.
• Every lesson will have Check for Understanding as well as Close and Assess to provide a quick, informal assessment of students each day.
• Each unit will end with a formal writing project as well as Unit Review and Assessments.
~Initial placement in the ESOL program is assessed using the Kindergarten WIDA Screener or the WIDA Online Screener for students 1st-12th grades
~Students will be assessed each spring using the WIDA-ACCESS assessment.
- Progress Monitoring is completed every month.
A Parent Notification letter is sent home at the beginning of the year informing parents of their child’s participation in the ML Program along with a copy of their ACCESS score or screener score. Parents can also call or email if there are questions about their child's progress or it they have questions about the ML Program.