ESOL

English for Speakers of Other Languages Last Updated: 11/20/2020 12:59 PM

GENERAL INFORMATION

Dr. Jacqueline Jones, Title III Coordinator

Bonnie Bendelius, ESOL Teacher

Chelsea Walker-Griner, ESOL Teacher

Gina Bartlett, ESOL Teacher

Larry Ninas, ESOL Teacher

Myung "Silk Lee" Kim, ESOL Teacher

Wendy Aldridge, ESOL Teacher

Yasuko Kobayashi, ESOL Teacher

Click here for ESOL teacher school sites

Click here for ESOL Site Administrators

What's Happening in the World of ESOL?

The ESOL Department welcomes Ms. Bonnie Bendelius!

Congratulations Mrs. Wendy Aldridge, an ESOL teacher at Ethel W. Kight Elementary, for being named a 2020 Exemplary ESOL Teacher by the Georgia Department of Education!

Exemplary teacher

Mrs. Wendy Aldridge (Ethel W. Kight Elementary)

Mrs. Aldridge's ESOL students at EKES had a great month learning about Hispanic Heritage Month. Each grade level read passages about Hispanic Heritage month, and why it is celebrated. They also learned about famous Hispanic Americans. 4th and 5th grade ESOL students were featured on the morning broadcast each morning where they shared facts about famous Hispanic Americans. They ended the study with a cultural celebration where they snacked on some authentic Hispanic foods!

A 10-6 A 10-3 A 10-4

A 10-1 A 10-2 A 10-5

A 10-8 A 10-10 A 10-7

A 10-11 A 10-9 A 10-2

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.

SL summer 1 SL Summer 2

SL Summer 3 SL Summer 4

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.

walk 2

walk 4

walk 3

Gardner Middle School

Mrs. Bartlett’s class celebrating Hispanic Heritage Month. They learned the history behind Hojalata. Hojalata is the tin art made in Mexico that creates both practical and ornate objects. Mexican artisans and craftsmen draw on their imagination to mold inexpensive, readily available tin into elegant, delicate works of art. Hojalata has a wonderful mix of color and texture. Typically, Hojalata is made by stamping and punching tin. Mrs. Bartlett’s class used aluminum foil and sharpies to create their masterpieces.

B 10-7 B 10-8 B 10-9

B 10-11 B 10-12 B 10-13

B 10-10

Keeping you informed:
https://www.cdc.gov/coronavirus/2019-ncov/communication/factsheets.html

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

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Monitoring Forms 2020- 2021

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

Grades PreK-5 English Language Proficiency Standards

Grades 6-12 English Language Proficiency Standards

Educator and Parent LINKS

"My Child is an English Learner": English Version Click here; Spanish Version Click here

LiveWorksheets

GPB Educational Resources

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/

Resource Links

ACCESS Information

ACCESS for ELs 2.0

Purpose and Use of ACCESS for ELLs 2.0

Help students understand their current level of English language proficiency along the developmental continuum.
Serve as one of multiple measures used to determine those students prepared to exit English language support programs.
Provide teachers with information they can subsequently use to enhance instruction and learning in programs for their English language learners.
Provide districts with information that will help them evaluate the effectiveness of their ESL/bilingual programs.
Meet federal requirements, such as Annual Measureable Achievement Objectives 1 and 2, for the monitoring of ELLs' progress toward English language proficiency.

Features

As with ACCESS for ELLs, the tasks on the new summative assessment will attempt to replicate the kinds of communicative situations (and the language needed to be processed or produced within them) that might be encountered in different school contexts. Each assessment item and task will target at least one of the five WIDA ELD Standards: