Welcome to the ELL Team!
Mrs. Gimenez-Krzysko, Ms. Thompson, Mrs. Lopez, Mr. Myers, Ms. Gyves, Ms. Shah, Ms. Gagaki, Mrs. Sullivan, and Miss ComptonElementary Program ModelELL students spend the majority of their day in their classrooms with English speaking peers. This allows them to be part of the student body, meaningfully and equally within their school. ELL students are provided services through sheltered content instruction and/or co-teaching of core content subject areas. The ELL teacher works closely with the classroom teacher to provide the most appropriate services and to support the academic content being taught within a language framework. This is done by reinforcing academic vocabulary, using strategies specific to ELL instruction, and by modifying and adapting materials, instruction, and curriculum based on individual student language needs.In some instances, ELL students may also receive assistance for a portion of the day through the pull-out component of the ELL program. In pull-out, ELL students are taught in a separate small group setting for intensive instruction in English and also to receive language support with content area subjects. Pull-out classes may be grouped by grade-level or proficiency level with English instruction that is adapted to students' proficiency levels.
ELL Sugarland Team at a Conference
Meet the ELL Teams at Sugarland!
Kindergarten ELL Team
Ms. Sullivan and Ms. Compton
Grade 1 ELL TeamMs. Gagaki and Ms. Shah
Grade 2 ELL Team
Ms. Gyves and Mr. Myers
Grade 3 ELL Team
Mrs. Lopez and Ms. Thompson
Grades 4 and 5 ELL Team
What do students learn in ELL?
Students learn how to read, write, speak and listen in English in ELL classes. ELL students are grouped by level. Beginning English language learners work in a small groups with students who are just like them. ELL teachers test all students to give them a level in ELL.
Listed below is a brief description of each WIDA ELP level:
Level 1 – Entering
• pictorial or graphic representation of the language of the content areas
• words, phrases, or chunks of language when presented with one-step commands, directions, WH-words (who, what, etc.), choice or yes/no questions, or statements with sensory, graphic, or interactive support
Level 2 – Emerging
• general language related to the content areas
• phrases or short sentences
• oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support
Level 3 – Developing
• general and some specific language of the content areas
• expanded sentences in oral interaction or written paragraphs
• oral or written language with phonological, syntactic, or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic, or interactive support
Level 4 – Expanding
• specific and some technical language of the content areas
• a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs
• oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with sensory, graphic, or interactive support
Level 5 – Bridging
• specialized or technical language of the content areas
• a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports
• oral or written language approaching comparability to that of proficient English peers when presented with grade level material
Level 6 – Reaching, Year One and Year Two
· oral or written language equal to that of proficient English peers when presented with grade level material
· no longer require active language services
· ELL teachers monitor academic progress for two years
* Detailed information about the WIDA ELP levels and ELD Standards can be found at: http://www.wida.us
ELL students in Loudoun County Public Schools usually spend about five years in ELL. Sugar land Elementary is an elementary school in Loudoun County, Virginia with a school population of over 500 students. The ELL program at Sugarland serves approximately 350 children in grades kindergarten to grade 5. Ten full-time teachers work together with classroom teachers to support ELL students.
In- Class Support:
Most ELL students receive support in their regular classrooms. An ELL teacher works with the classroom teacher to teach reading, writing, science, social studies and math lessons to the students. Sugarland staff uses the SIOP (Sheltered Instruction Observation Protocol) approach to Content and Language learning. Classroom and ELL teachers team-teach lessons in the content areas to best meet the needs of all students. In-class team-teaching support can be from thirty to sixty minutes long.
Teachers at Sugarland engage students in enriching activities that foster culture and learning in a fun way! Here are some pictures of the Halloween Trick or Treat Car Hunt the students participated in!Mr. Myers, Miss Compton, Mrs. Sullivan, and Miss Thompson