English Language Learning Program - K-5 Programs

Director of ELL & Dual Language Services: Rafael Segarra | Secretary: Mayra Ortiz

Providing Opportunities for Students to Acquire English as a Second Language

Dual Language & ELL All Day Kindergarten Update
Click to read more | En español

Early Bird Program

We believe that young children are active learners who learn best when their individual needs and interests are considered and when learning is integrated through all the developmental areas (physical, social, emotional, and intellectual). Children are encouraged to construct knowledge through language and developmentally appropriate activities as they play and share experiences with other children and adults. A child learns best in an environment that is open and caring, and builds on the child’s experiences. Home and community are key elements as children begin the journey of becoming life-long learners and responsible citizens.

Kindergarten Program

1. Focus: Children of kindergarten age who are identified as being eligible for English Language Learning services by the Illinois State Learning Standards for English Language Learners. Students are identified through the MODEL/ACCESS test and teacher input.
    
2. Goal: Provide curricular and linguistic support for children entering the school setting. Children need the support due to the lack of acadmic English and little social English.
    
3. Time Frame: 1-4 years
    
4. Delivery Design: Students are in a single graded classroom. Children participate in guided activities in reading, mathematics, social studies and science with a focus on initial language acquisition. As children progress they receive more academic classes in the regular education classroom. The ELL teacher provides services to support language and vocabulary activities to the kindergarten curriculum.
    
5. Instructional Framework: High visual, high vocabulary, high verbal, emphasis on speaking, listening and writing. Academic support focuses on language acquisition.  

Standards for Completion - PDF
Entering | Beginning | Developing

Beginners Program

1. Focus: Children are identified as Entering by the Illinois State Learning Standards for English Language Learners. Students are identified through the ACCESS test and teacher input if applicable. Children need support in Academic English.
    
2. Goal: Provide basic interpersonal communicative skills and cognitive academic language proficiencies to transition students into effective learning environments.
    
3. Time Frame: 6-12 months of instruction
    
4. Delivery Design:  Students are in a classroom grades 1-5. Children participate in guided activities in reading, mathematics, social studies and science with a focus on initial language acquisition. Students are in regular education classrooms for art, music, physical education, learning center, lunch, recess and field trips.
    
5. Instructional Framework: High visual, high vocabulary, basic instruction in content areas based on strong language acquisition techniques.

Sheltered English Instructional Program

1. Focus: Children identified as Beginning or Developing by the Illinois State Learning Standards for English Language Learners. Students are identified through the ACCESS test and teacher input. Children need supports due to lack of Academic English and little Social English
    
2. Goal: Provide curriculum and content-based instruction while emphasizing cognitive academic language proficiencies.
    
3. Time Frame: 1-4 Years
    
4. Delivery Design: Students are in a single graded classroom. Children participate in guided activities in reading, mathematics, social studies and science with a focus on initial language acquisition. As children progress they receive more academic classes in the regular education classroom. Students will be mainstreamed into the regular education classroom one subject area at a time. Students are in regular education classrooms for art, music, physical education, learning center, lunch, and recess.
    
5. Instructional Framework: High visual, high vocabulary, high verbal, emphasis on speaking, listening and writing. Academic support focuses on language acquisition.

Resource Program

1. Focus: Children are identified as Expanding by the Illinois State Learning Standards for English Language Learners. Students are identified through the ACCESS test and teacher input. Children receive supportive assistance to the regular education classroom.
    
2. Goal: Linguistic support for specialized vocabulary and writing
    
3. Time Frame: 1-4 semesters, 30-60 minutes per week
    
4. Delivery Design: Students meet 1-2 days per week with the teacher who provides support for vocabulary and writing instruction through the social studies curriculum.
    
5. Instructional Framework: Pupil support based on classroom needs and language concept identification and differentiation.

Consultative Monitor Program

1. Focus: Children are identified as Bridging by the Illinois State Learning Standards for English Language Learners. Students are identified through the Language Assessment Scales or ACCESS tests. Students are monitored once they have been completely mainstreamed without support.
    
2. Goal: Ensure long-term acquisition of effective language skills.
    
3. Time Frame: 2 years (required by grant)
    
4. Delivery Design: Teacher Consult/Student Consult
    
5. Instructional Framework: Resource supports and instructional ideas for effective language maintenance and development for classroom teachers.

Standards for Completion - PDF
Kindergarten - 2nd Grade: Bridging
3rd Grade - 5th Grade: Bridging