English Language Learners

I'm Ms. Brown, a teacher for 18 years, and a mother who strives to treat all students the way she wants her own children to be treated in school.

There is no greater privilege and no job more important than teaching.

Working with English language learners in my passion, and I am always excited to grow and learn with my students. 

Students who enter my classroom are part of a team where all children respect each other and work together every day toward the common goal of becoming proficient in reading, writing and speaking English.

Students make mistakes together, struggle together, create projects together and support each other in becoming better students and humans. 

Learning English will be one of the greatest challenges of your child's life, by working hard and uplifting others they will succeed. 

I  can be reached at [email protected]  or by calling (862) 591-3624. 

All parents and guardians of newly enrolled students complete a Home Language Identification Survey to let school staff know which language your child speaks at home.

 

If your responses show that your child speaks a language other than English at home, the school may give your child the New York State Identification Test for English Language Learners.

 

This test measures your child’s knowledge of English and shows whether your child needs support programs and services. If the test shows that your child needs support learning English, your child will be identified as an English language learner.

 

The English as a New Language (ENL) program at our school provides instruction in English with support in the students’ home language so that they can learn to read, write, and speak English. Students from many different language backgrounds are taught together, and English may be the only common language among them. The goal of the program is to provide instruction in English with supports in the student's home language until they become English proficient.

 

In addition to homework assigned by subject teachers, students should practice English on i-ready for 20 or 30 minutes every night. 

Sample Tests: https://www.nysed.gov/state-assessment/test-samplers-and-directions-administration

 

The New York State English as a Second Language Achievement Test is given to all students who are identified as English Language Learners. The purpose of the test is to determine how well they are learning English. All English Language Learners in kindergarten through grade 12 take the New York State English as a Second Language Achievement Test every year.

 

The test is given in April and May and scores are released in September. 

It tests students' speaking, listening, reading, and writing skills.

• The speaking section is administered individually and asks students to respond to a word or statement read aloud or to a picture.
• The other sections can be administered to students in a group:
  • The reading section asks students to answer questions about stories printed in their test books.
  • The writing section asks students to write in response to questions and prompts in their test books.
  • The listening section asks students to select the correct response to a picture and/or word or statement read aloud.

 

Exams are scored in school by licensed teachers. Scores are divided into the following five performance levels that show how well students have mastered English language skills.

Commanding:

• Students function fluently in listening, reading, writing, and speaking
• Students' skills are equal to those of native English speakers at their appropriate grade level
• These students have gained the skills necessary to participate in an English-speaking classroom

Expanding:

• Students are able to use skills at a higher level than intermediate students.
• Although their knowledge and use of English is at a more advanced level, these students make mistakes usually involving more:
  • subtle use of language
  • difficult levels of vocabulary and grammar

Transitioning:

• Students have better English skills than students at the basic level
• However, these students' skills are often not well developed and they make significant errors in the four skill areas

Emerging:

• A student at the Emerging level needs some supports and structures to improve their academic language skills

Entering:

• Students are at the beginning level in the four skill areas