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Targeted Intervention
Program for English Language Learners
By: Erica BulkAngela Nunes
Why should we help?
The ELL population that we are
working with are students that
are bilingual. These students come from
homes that have parents that
don’t speak or have limited English proficiency.
Many of our resident ELL population struggle in the day
to day operations of academics.
Many of these students have below proficient NECAP scores
and NWEA scores that are way
below the fifth grade level.
What can we do?
Our intervention program will be set up with about 10 ELL students that struggle in math.
Students will be grouped by need within the small group.
We will select the students based upon below level NECAP & NWEA scores.
The students will also be selected on their academic struggle that occurs in the classroom.
Where and When? J.H. Gaudet School 2 days per week for 6 weeks.
Students will meet after school for 1 hour on Tuesdays and Thursdays in room 120.
After the 6 weeks of intervention students will be assessed to determine effectiveness of the program.
Structure Part 1
• 30 minutes
• Students will be placed into small flexible groups based on student needs and we will focus on bringing all students up to grade level.
• Focusing on the gaps that these students have in the math skills and concepts.
Structure Part 2
30 minutes will be spend on concepts and skills that were taught in class.
Student will receive direct instruction on their math homework.
Strategies in the Classroom
Small Groups Encourage communication and interaction
in a non-threatening and more relaxed setting.
Help students feel more comfortable to ask questions or seek explanations.
Promote a positive support system for your ELL students.
Math Strategies
Manipulatives and models Think-Alouds Informal Language Clarity checks Context Diagrams and graphs Model
Communication Strategies for
Teachers Pause frequently. Paraphrase often. Emphasize key ideas and vocabulary
through intonation. Write key terms and concepts on the board. Use pronouns clearly. Shorten sentences. Increase “wait time” for students to answer
and process information.
Why?
Our ELL parents value education, but they themselves
struggle with the language and
can’t provide their own child with
the help.
Many of these students are very smart if they were tested or
taught in their primary language
would do well, but struggle in
school because of the English
language.
Due to these complications, it
can sometimes take an emotional toll on these students
because they become frustrated.
Statistics
→ 10% of the population are ELL students
→ The No Child Left Behind Act of 2001 (NCLB) requires all students, including English language learners to demonstrate proficiency in math by 2014.
→ There may be serious consequences for school systems that don’t reach this goal or at least make progress towards the goal.
CurriculumSkills Adding with/without decimals Subtracting with/without decimals and
borrowing Multiplication- Facts, 2 digits X 2 digits and
decimals Division-long and with decimals Fractions-adding, subtracting, multiplying,
reducing, simplifying, mixed-improper, improper-mixed
Fraction/Decimal/Percent
Grade Level Expectations
M(N&O)–5–1 Demonstrates conceptual understanding of rational numbers with respect to: whole numbers
M(N&O)–5–2 Demonstrates understanding of the relative magnitude of numbers
M(N&O)–5–3 Demonstrates conceptual understanding of mathematical operations
M(PRP)–5–1 Students will use problem-solving strategies to investigate and understand increasingly complex mathematical content
M(PRP)–5–2 Students will use mathematical reasoning and proof
M(CCR)–5–1 Students will communicate their understanding of mathematics
Activities
Homework Assistance -Small group instruction to reinforce Math concepts.
Extra time to review Math concepts taught in class.
One to one assistance.
Review skills that might be lacking, to try to close the gaps in Math.
Receive instruction in how to take standardize test.
NECAP and NWEA practice.
Resources
Parent
www.netc.org
www.suite101.com
www.teachingtody.glencoe.com
www.everydaymathonline.com
Resources Continue
Student
www.starfall.com
www.everythingESL.net
www.forever.com/2008/04funbrain-math-games-for-ell-students.com
www.everydaymathonline.com
Works Cited Abedi, J., & Dietal, R. (2004). Challenges in the No
Child Left Behind Act for English Language Learners. Policy Brief . Los Angeles, California: CRESST.
Glencoe. (n.d.). English Language Learners in Math. Retrieved March 2, 2011, from Teaching Today: http://teachingtoday.glencoe.com/howtoarticles/english-language-learners-in-math
Northwest Regional Educational Laboratory. (2005). English Language Leaners. Retrieved March 2, 2011, from Focus on Effectiveness: www.netc.org/focus/challenges/ell.php
Rhode Island Department of Education- Grade Level Expectations: http://www.ride.ri.gov/instruction/gle.aspx#math
ELL Statistics: http://www.ride.ri.gov/applications/ell/who-are-ells/demographics.php
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