ESL/Bilingual Program Proposal

Philosophy Statement
Here are the foundational values and theoretical underpinnings that will guide our
program.

At Jenson Middle School, we are passionate about equipping students to

reach their full academic potential, and our ESL & Bilingual program is seeks to do
just that for the English language learners that come to our school through explicit
English language instruction provided by our staff of ESL specialists. We view
English language proficiency as a valuable skill for our students and an end goal in
its own right, but we also see proficiency as an asset or a tool used to help students
achieve content goals. Our goal is for the students to gain proficiency in order to
meet state-determined content goals and eventually be integrated into mainstream
classes.
Although we are primarily concerned with developing proficiency in English
specifically, we value all native languages of our students. For that reason, we offer a
bilingual program for our substantial Spanish-speaking student population. For the
non-Spanish speakers participating in the traditional ESL program, our teachers will
actively seek out ways to provide support in students first language when such
materials are available in order to reinforce content material and take full advantage
of students existing linguistic repertoire. In both our bilingual and ESL programs,
we value and respect students linguistic and cultural backgrounds and seek to add
English language proficiency while doing our best to help the students maintain
proficiency in their native languages.
With these values in mind, we take a communicative, task-based approach to
English language instruction, believing that it should be both holistic and learner-
centered. At the heart Communicative Language Teaching (CLT) is authentic
interaction for meaningful communication. We aim to engage students in
meaningful learning through interacting socially with one another and
experientially with the content material. In this way, their language development is
holistic, addressing both social and academic language skills necessary for their
success at our school. Another aspect of holistic instruction is the implementation of
integrated skills, engaging students in the development of all four language
domains: reading, writing, speaking, and listening. We also approach the balance of
language development and content area development in a holistic way, using
language as a means of learning the content and also content as a means of learning
language. Finally, we take a learner-centered approach to instruction. This means
our teachers make use of regular assessment to determine their students language
needs and adjust the instruction accordingly. Based on students perceived needs,
teachers provide differentiation for varying levels of proficiency as well as
comprehensible input in order to make the language challenging but still accessible
for students. Through Communicative Language Teaching and holistic and learner-
centered instruction, we are confident that students will excel in both their English
proficiency and content area performance.
General Program Goals
This is a description of what students will be experience and achieve by the end of their
time in our program.

This ESL program aims to

Proficiency Goals Cognitive Goals Affective Goals Transfer Goals

Build students Develop students Foster a safe and Equip students

academic language social language community-oriented with the skills to
for target content skills and strategic learning environment. promote further
areas competence academic growth

Give students the Develop students Instill in students the

tools necessary to formal linguistic confidence that they
function in competence can be successful in
mainstream content mainstream classes
area courses

In addition to the goals listed above, the bilingual program aims to

Actively develop and maintain the students L1 (Spanish) in both social and
academic settings

Structure of the Program

This is how the students will be organized and how the program will be broken down.

Within Jenson Middle School, student demographics have shifted significantly over
the past five years. As immigrant families move to the neighborhood and enroll their
children in school, students with various degrees of English language exposure and
proficiency are entering the classrooms. 150 students have been identified as
English Language Learners, and this program is designed to support them through a
pull-out sheltered model in the content areas of Language Arts, Social Studies, and
Science. Each course will be using state-approved Common Core standards to shape
the content, expectations for students, and assessment.

Out of the 150 ELL students, 40 students have Spanish as their LI. Because of this,
we offer a bilingual course for Spanish-speaking students, with a separate teacher.

For the non-Spanish speaking ELLs, they will be divided into their grade levels for
the pull-out program. Three teachers will be available: one for Language Arts, one
for Social Studies, and one for Science. Each teacher will cover 6th, 7th and 8th
grade in their subject area, allowing the teacher to build relationships with the
students as they progress from one grade to the next, and giving the teacher
valuable insight into how the content and skill sets both overlap and progress
between grades. Because each grade level will be comprised of students with a
diverse range of native languages and English proficiency, a qualified aid will be
available in each grade to assist the primary teacher and to work with the varying
levels of students. WIDA Can-do statements will be helpful in providing
differentiated learning within the program.

Because it is a pull-out sheltered program, the courses will meet during students
scheduled class time for that subject. Classes at Jensen Middle School are
traditionally 50 minutes long and meet daily.
 Example ESL Course
The following is a description of the structure, goals, and objectives of a typical course
in our ESL program. This specific example is based on a 6th grade English Language
Arts course and includes a sample unit plan.

Structure of 6th Grade ELA Course

Within the general ESL/BIlingual program structure at Jenson Middle School, we
have developed specific goals for the 6th grade English Language/Arts (ELA) course,
a subset of the three ELA courses corresponding with each of the three middle
school grade levels. This course will take a sheltered pull-out format, occurring
during students mainstream ELA time and lasting 50 minutes each day. Because our
program organizes the sheltered pull-out groups by grade level rather than by
proficiency, the sixth grade ELA course will host students from a variety of levels of
English language proficiency. Our class will conceivably include Newcomers and
near-fluent students, from WIDAs Entering to Reaching and everything in-
between. Due to this large variety of language proficiency levels within the
classroom, all 6th grade CCSS ELA content will be differentiated for the variety of
student proficiency levels. This will create a highly energetic yet highly focused
classroom: all instruction will proceed from state-defined content standards so that
all students will learn grade-appropriate content and can transition easily into
mainstream ELA classes, yet WIDA Can-do descriptors will be used for
differentiation in every lesson so that all students will be able to access the content
regardless of their language proficiency level.

Goals & Objectives for 6th Grade ELA Course

Students will meet ELA Common Core Standards in the following areas:

1. SWBAT analyze the features and treatment of literature at grade-appropriate levels

for a range of purposes.
a. Identify theme and main idea, analyze literature using textual citations, and
describe plot development
b. Analyze point of view as well as how text structure and
connotation/denotation of words affects meaning
c. Compare the treatment of the same story across media and across genres
 2. SWBAT read, analyze, and manipulate informational text at grade-appropriate
levels for a range of purposes.
a. Identify main idea, analyze text with specific textual citations, and describe
the introduction and development of figures and ideas
b. Analyze point of view as well as how text structure and
connotation/denotation of words affects meaning
c. Compile information from different informational texts on a single topic,
trace the argument of an author, and compare treatment of the same topic
across media
3. SWBAT employ knowledge of writing conventions for a variety of contexts and
purposes, effectively using peer and technological resources in the writing process.
a. Write clear and effectively-crafted argumentative, expository, and narrative
texts
b. Identify proper writing features for a variety of purposes and registers
c. Engage in process writing
d. Use technology to collaborate on and publish writing
e. Gather information from a variety of sources to support written research
texts
4. SWBAT communicate information in discussion and presentation form in an
academic setting.
a. Participate in a range of collaborative, academic discussions
b. Interpret and analyze information presented in a variety of media formats
c. Present ideas to peers using clear organization, appropriate registers of
speech, and multimedia

Sample Unit Plan for 6th grade ELA Course

Textbook: Common Core, Inc. Common Core Curriculum English: Grades 6-8, 2nd
Edition. New York: Jossey-Bass, 2014.
Unit 6: Winging It (p. 59-67)
Standards: Common Core Curriculum: English

Goals and objectives

1. Compare and contrast a variety of fictional and nonfictional texts about flight and
dreams of flying.
2. Identify the theme or themes in texts by reading and describing how the author
develops them
3. Compare and contrast the experience of reading a text to watching it performed live.
4. Perform an original skit for classmates about aviators and the science of flight.
5. While conducting research for an informative/explanatory essay, compare the
information from primary-source documents (videos) with the secondary sources
read (e.g. biographies); include in your essay the sources most appropriate to your
thesis.
Scope and Sequence

Part I: Analyzing Text Part II: Character Part III: Using a Variety of Part IV: Expository Writing
Analysis Genres

Objectives Using pictures to Using Perform an original Conduct research for an

activate background information in a skit for classmates informative/explanatory
knowledge text to about aviators and the essay
Compare and summarize a science of flight Compare information from
contrast a variety of character Compare and contrast primary-source documents
fictional and Compare the experience of (videos) with the secondary
nonfictional texts characteristics of reading a text to sources read (e.g. biographies)
about flight and the aviators watching it performed Compose a research-based
dreams of flying studied live informative essay using
Identify the theme Cite text to justify process writing
or themes in texts responses
by reading and
describing how the
author develops
them

ELL Adaptations Structure of fictional Scanning a text Expressing opinions Transition words/phrases
(Grammar, and nonfictional text for specific (agree/disagree) Thesis and supporting points
Vocabulary Point of view of information Topic-specific Essay structure
Building, Literacy author Descriptive Vocabulary Citations
Skills, etc.) Contrastive adjectives o General
words/phrases Citations vocabulary of flight
o Idioms of flight

Domains Reading Reading Listening Reading

Speaking (discuss Speaking Speaking (discuss Writing
with partner) Writing with partner)

Common Core RI.6.6, RI.6.7 W.6.7, W.6.8, W.6.9b, RI.6.7, RI.6.10, W.6.7, W.6.3c, W.6.5, W.6.7
Standard RI.6.6, RI.6.10 L.6.2a, L.6.2b, RL.6.10
Specific Content and Organized Structure
Part I: Analyzing Text

Your teacher will read A is for Airplane: An Aviation Alphabet by Mary Ann McCabe Riehle et al.,
and/or The Airplane Alphabet by Jerry Pallotta to the class. How can picture books give you
background information about topics that may be new to you? Were you surprised by the amount
of information within an alphabet book? Talk with a partner about the answers to these questions,
then write your response in your journal. (RI.6.6, RI.6.7)

Part II: Character Analysis

1. As a class, keep a chart of the aviators studied using the categories listed here, either on chart
paper or on a shared online spreadsheet. At the end of the unit, this information will be used to
make comparisons and generalizations about people who are passionate about aviation, either as a
hobby or career.
a) Aviators name
b) Obstacles he or she faces
c) Why he or she is famous
d) What turning point in his or her life led him or her into aviation?
e) What did you learn about this person that surprised you?

2. Your teacher may ask you to write your responses in your journal and share them with a partner
before each section of the class chart is filled in. Be sure to make notes of page numbers with
relevant information or mark your text with a sticky note so you can cite the text during class
discussion. (W.6.7, W.6.8, W.6.9b, RI.6.6, RI.6.10)

Part III: Using a Variety of Genres

1. Talk about the aviators studied. How are their stories alike? How are they different? What traits
do they have in common? Cite specific information from the text read to justify your responses.
Write three key arguments from the class discussion in your journal or on the classroom blog.
(L.6.1., RI.6.9)

2. Work in small groups to create and present a short skit about the principles of flight and/or an
aviator you learned about from experiments, simulations, videos, or multimedia sources in science
class. Try to include the idioms about flying learned in this unit. Write the script paying careful
attention to capitalization, punctuation, spelling, and word choice. Your classmates will compare
your performance with your written version and will discuss the differences between seeing it
performed live and reading it. Record your performance using a video camera so you can evaluate
your performance. (RI.6.7, RI.6.10, W.6.7, L.6.2a, L.6.2b, RL.6.10)

Part IV: Expository Writing

Compare information from primary-source documents (videos) with the secondary sources read
(e.g. biographies), and conduct research using the text to write an informative or explanatory essay,
making multiple drafts and participating in peer editing. Make proper use of transition phrases and
demonstrate knowledge of proper essay structure, including a thesis statement, supporting points,
and proper citation. (W.6.3c, W.6.5, W.6.7)
Recommended Resources
Common Core, Inc. Common Core Curriculum English: Grades 6-8, 2nd Edition. New
York: Jossey-Bass, 2014.

Common Core Curriculum English was written by educators from kindergarten through
high school levels, with the aim of assisting teachers accomplish the government standards laid out
by the Common Core. While this text is specific to grades 6-8 English curriculum, the company has
also written texts for English, United States and world history, and mathematics across all grade
levels. It is designed for use in a mainstream classroom. Each grade level has six units, which are
intended to be taught in sequence, as the skills build upon each other. Each unit contains an
overview, essential question, focus standards covered by the Common Core, suggested objectives,
suggested materials, sample activities and assessments, sample lesson plans, interdisciplinary
connections, and additional online resources. This textbook could be used in its entirety within the
classroom if a teacher so chooses,, but also gives flexibility for teachers to make their own
educational decisions as to what and how they will accomplish state goals. A strength of this
textbook is the range of texts and resources suggested: texts range from fictional stories to
nonfiction and autobiographies to picture books, poetry, and art, music and media.

Needs Analysis Instruments

1. Letter to the administrator
This letter was written to the administrator at Jenson Middle School as a means of gathering
information about incoming students, resources, and other information necessary for us to
determine the structure of the ESL/Bilingual program.

Dear [name of administrator],

Our team of collaborators would like to ask you a few questions necessary for moving forward in
the development of the Jenson Middle School ESL program. We are very excited to work with you in
order to help you better serve the students!

Based on the student population, specifically the significant Spanish-speaking population, would
the administration be willing to allow us to develop a bilingual program for the Spanish speakers
alongside the traditional pull-out ESL for the non Spanish speakers? Would we have the resources
available for that?

For the pull-out ESL program, we propose dividing the three full-time EL teachers into the content
areas of Language Arts, Social Studies, and Science. Each teacher would receive all three grade
levels throughout the day, with all English proficiency levels present in each class. We suggest this
organization because of the priority of teaching the content material in order to keep the ESL
students as on track with their mainstream peers as possible.

Due to the multiple levels of proficiency in each class, we would suggest having language aides for
each teacher (3 total) who have specialized in the field of ELT and will help with differentiating the
material for all the proficiency levels. What we would like to know from you is would there be
money in the budget for these aides?
Thank you, and we look forward to working with you!

Sincerely,
The Curriculum Team
Becca Hravatic, Katie Couse, Katie Williams, and Krista Johnson

2. ACCESS Proficiency Test

The students will be given the state-administered ACCESS test and placed into the appropriate
proficiency level of English based on their scores.

3. At-home Language Survey for Parents

An at-home language survey, provided by the school, will be sent to students parents to
obtain necessary information about students language backgrounds.

Who Did What

The names beside each component reflect who drafted the formal version. However, the ideas
that went into each component were the result of group collaboration.

1. Philosophy statement.......Katie Williams

2. General program goalsKatie Couse
3. Structure of the program..Katie Couse
4. Syllabus for one course
Structure of 6th Grade ELA Course.Krista Johnson
Goals & Objectives for 6th Grade ELA Course..Krista Johnson
Language Arts Scope & Sequence...Everyone, Becca Hravatic
Language Arts Specific Content & Organized Structure...Becca Hravatic
5. Resources (Annotated Bibliography)Katie Couse
6. Needs Analysis..Katie Williams