English as a Second Language (ESL)
It is the philosophy of UT Elementary School that through a shared knowledge base and positive school climate we as educators will ensure that all English Language Learners will develop English language proficiency and academic achievement.
The programs will consist of scientific-based language arts instruction and ESL curriculum emphasizing oral language and accelerated English language acquisition.
ESL Level I |
ESL Level II OR |
ESL Level III | |
Definition |
The “core” curricular and instructional language arts program using content based ESL strategies in the general education setting. |
Programs, strategies, and procedures designed and employed to supplement, enhance, and support level I ESL instruction for all students identified as English Language Learners. |
Specifically designed and customized ESL instruction and takes place in small groups. |
Focus |
100% All students PK – 5th |
All ELL students with varying levels of English language proficiency will receive ESL instruction to accelerate acquisition of English and to help them succeed in English general education classrooms. As determined through the TELPAS and IDEA. |
For ELL students with beginner-intermediate levels of English language proficiency who have not responded adequately to level II efforts or who require intensive effort to prepare them for English language standardized assessments and academic language success. TELPAS – Beginning K-2 Intermediate 3-5 and IDEA A-C. |
Program / Resources |
Use effective and appropriate ESL strategies throughout the content areas. Use the English Language Proficiency Standards as a guide. |
A daily structured, systematic ESL time for 30 - 45 minutes. Use Avenues curriculum. |
Additional ESL Strategies |
Instructional Recommendations |
Many opportunities for oral language practice embedded throughout the school day. Scaffold lessons Pre-view the lesson Key vocabulary |
Additional attention, focus, and support and opportunities for language practice embedded throughout the school day. Pre-teach and review skills; frequent opportunities to practice oral language skills. |
Carefully designed and implemented, explicit, systematic oral language/ESL instruction. Fidelity of implementation carefully maintained. |
Interventionist |
ESL classroom teacher |
ESL Classroom teacher / Inclusion Intervention Specialist |
ESL Intervention Specialist or Special Education Teacher |
Setting |
General education classroom culturally responsive classroom |
General education classroom/ Inclusion Support |
Pull Out |
Grouping |
Whole class |
Homogeneous small group instruction |
Homogeneous small group instruction |
Time |
ALL academic areas Documented in the lesson plans |
Minimum of 30-45 minutes per day. Documented on an intervention form. |
Minimum of 30 minutes per day Indefinite Documented on an intervention form. |
Assessment |
TELPAS TPRI IDEA DIBELS Oral Language Measures Narrative Stories |
TELPAS TPRI IDEA DIBELS Oral Language Measures Narrative Stories |
CBM TELPAS TRRI IDEA DIBLES Oral Language Measures Narrative Stories |
