Grades 4, 5, and 6

Tokyo Korean School

Modified English Immersion Program

ESOL Material

B-Level Material

Students are given a modified version of the B level material. Students must meet the same report card objectives for the B level program as required by all other students.

ESOL (English to Speakers of Other Languages) is a program designed to help students lacking language skills to become successful in our Immersion program.

At the beginning of the 2013-2014 school year, students who had been attending Tokyo Korean School for one year or less were selected for the program. Depending on their progress, students can expect stay between 1 and 6 terms.

Our program is NOT an English conversation program. It is NOT a separate program from the Immersion program. It is NOT a replacement for B classes. All students in this program use the same basic materials as students in other B classes.

Smaller class sizes ensure success among newer students in the English program. give students the chance to develop skills in the areas of reading, writing, speaking and listening. give emerging language learners who are not new to Tokyo Korean School opportunities they would not have in the regular B classes, to build upon their language skills. ensure there is enough room for new students to Tokyo Korean School to join the ESOL program, if necessary.

STEP 1 Non-Proficient
Teacher-modeled instruction
At this level, students start with almost no English ability. Often, students are unable to identify or write the letters of the alphabet and they may only know a few stock greetings and often respond with yes, no or two-word answers. Students may not know how to write their name using the alphabet. Students receive the basics and will be introduced to a scaffolded version of the B level curriculum.

STEP 2 Building Proficiency

Teacher guided instruction
Students are introduced to a more detailed version of the B level curriculum, scaffolding is scaled back while their language skills are continuing to be built. Students are beginning to understand simple sentences and they are able to have very short conversations. They are able to write short sentences. They can understand dialogs and may be able to read very simple stories.

STEP 3 High proficiency

Teacher-monitored independent learning
Much of the work students complete is independent. Language skills are further developed and students begin to take on more B level work with less ESOL support. At this level, students may either test out of the ESOL program or stay to further develop reading, writing, listening and speaking skills, upon recommendation of the teachers. Students are able to ask questions and speak without being prompted.

A leveled ESOL program helps students develop language skills by providing models of successful emerging English language learners to lower students and providing confidence to higher students by allowing them to function as role models.

Writing recipes, a project from the story, Jalapeno Bagels.