GENERAL INFORMATION
Dr. Jacqueline Jones, Title III Coordinator
Myung "Silk Lee" Kim, ESOL Lead Teacher
Gina Bartlett, ESOL Teacher
Larry Ninas, ESOL Teacher
Yasuko Kobayashi, ESOL Teacher
Wendy Aldridge, ESOL Teacher
Chelsea Walker-Griner, ESOL Teacher
Click here for ESOL teacher school sites
Click here for ESOL Site Administrators
What's Happening in the World of ESOL?
Summer ESOL Academy
From June 3 to June 14, English Language Learners attend the ESOL Summer Academy at Ethel Kight Elementary School.The focus of instruction was on reading, writing, listening, and speaking in the English language.
The ESOL Academy staff used a strength based curriculum model to build children’s literacy and resilience skills side by side. The ESOL Academy focused on 7 strengths: Belonging, Curiosity, Kindness, Friendship, Confidence, Courage, and Hope. These core ideas center literacy learning around children’s own stories and connect reading and writing experiences back to students’ own lives. By valuing and celebrating each child’s strengths and stories, the curriculum improves social-emotional development. This is essential for making the students feel fully ready for success in school and healthy relationships, and builds engagement with a supportive community of readers and writers.
Keeping you informed:
https://www.cdc.gov/coronavirus/2019-ncov/communication/factsheets.html
Look What's Growing
in
ESOL
Mrs. Silk Lee (Franklin Forest Elementary)
Mrs. Lee uses Zoom and Google Meet to keep her students actively engaged during ESOL Summer Academy 2020 Virtual Learning.
Callaway Elementary
Mrs. Walker shared a few activities students completed. 2nd and 3rd graders completed a Diamond Poem For Mother's Day, and also had goals to complete their 2 minute multiplication test to prepare for the upcoming school year. Kindergarten student, Taeyeon Kim learned to ride her bike with no training wheels, which she shared with the class. Mrs. Walker also shares a picture of her last zoom meeting with some of her students from the last week of school .
Callaway and Clearview Elementary
Mrs. Walker's 1st and 4th grade students share their weather pictures and a vocabulary lesson during quarantine. Mrs. Walker also shares one of her weekly zoom meetings with her students.
Mrs. Aldridge 2019-2020 School Year:
Opportunities: Click the link below
Teach100 Education Resources
Kennesaw State 18th Annual ESOL Conference 2020
Korean Arts & Crafts
Interpretation/Translation Form
Interpretation/Translation Request Form
Interpretation Agreement Form
Interpretation Agreement Form English
Interpretation Agreement Form Korean
Interpretation Agreement Form Spanish
ACCESS Tests
ACCESS for ELLs:
- Title I ESEA requirement (1111(b)(2)(G)(i) that ALL English Learners must be annually assessed on their English proficiency. As you know, English learners in Georgia are currently being administered the WIDA ACCESS 2.0 through March 8th.
- Exceeds the requirements stipulated by the No Child Left Behind (NCLB) Act of 2001 and is used to measure and report growth in a manner consistent with the need for fulfilling these requirements.
- Generates results that serve as one criterion to aid in determining when ELLs have attained the language proficiency needed to participate meaningfully in content area classrooms without program support and on state academic content tests without accommodations.
- Provides districts with information that will aid in evaluating the effectiveness of their ESL/bilingual programs.
- Identifies the ELP levels of students with respect to the WIDA ELP Standards' levels 1-6.
- Provides information that can be used to enhance instruction and learning for ELLs.
--------------------------------------------------------------------------------------------------------
Monitoring Forms 2019- 2019
Per State and Federal guidelines, we are required to monitor the English language development and academic progress of ESOL students who have been exited from the ESOL Program (for two years).
Additionally, TCSS ESOL will use these monitoring forms to document the progress of students who are receiving ESOL support services on a consultative basis, students whose parents have refused services and ESOL students whose progress needs to be closely monitored. Teachers are also encouraged to use these forms as a method of gathering classroom performance data on other ESOL students for RTI, parent-teacher conferences or IEP meetings.
DOCUMENTS
Kindergarten WIDA Can Do Descriptors
1st-2nd WIDA Can Do Descriptors
3rd-5th WIDA Can Do Descriptors
6th-8th WIDA Can Do Descriptors
9th-12th WIDA Can Do Descriptors
Educator LINKS
U.S.. Department of Education
GA DOE Title III
GA TESOL (Georgia Teachers of English to Speakers of Other Languages)
CREDE
CAL (Center for Applied Linguistics)\
Ellevations
http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html
http://www.ed.gov/edblogs/hispanic-initiative/
Free Translation
Lessons and Flashcards
Find Flashcards to Study
http://www.learningchocolate.com/