ELL SCHOOL

PLAN
Kelly ODonnell

1a. School Structure

Grades K-4
The school day will begin at 8:10 am and the day will end at 2:30 pm
From 8:10 am to 8:25 am the teacher will take attendance and take care of any other homeroom needs.
The rest of the school day will consist of: (The order of the subjects will fluctuate based on grade level,
this is an example of one type of school day in the school. There will need to be multiple lunch periods
and special times to accommodate the large amount of students.)
1 hour math slot (8:25 am- 9:25 am)
1 hour and 15 minute ELA slot (9:25 am 10: 40 am)
45 minute science slot ( 10: 40 am 11: 25 am)
5 minute transition
30 minute recess and 30 minute lunch (11: 30 am 12:30 pm)
5 minute transition
45 minute special (12:35pm 1:20 pm)
5 minute transition
45 minute social studies (1:25 pm 2: 10 pm)
From 2:10 to 2:30 the teacher will have time to address any news/ homework at the end of the day and
then the students will be dismissed. This also allows for extra time if transitions take longer than 5
minutes.

1b. Schedule
As seen in the school structure, the students will have Math, English Language Arts,
Science, and Social Studies every day.
They will also have a special every day. The special will be different each day. These
specials will include:
Computers
Art
Gym
Library
Language
The ELL students in the classroom will be in an ELL classroom during the English
Language Arts time slot. The students will focus on learning English during this time.
They will also have extra instruction on the day the students have their Foreign
Language special. Instead of going to the special they will go to their ELL teacher for
extra instruction.

2a. Funds
I will use the funds to hire 4 ESL teachers. I believe that the best way for
the students to learn is by having a bilingual teacher rather than
technology or equipment. I also think having less than 4 teachers would
not give each student enough individualized attention.
Since the four languages spoken in the school are almost equally
divided by the 100 ELL students, each teacher would have 25
students.
Since there are four different languages spoken by the students
throughout the school, each teacher will specialize in a different language.
All of the students will be pulled out of their ELA time slot and each grades
ELA time slot will be at a different time throughout the day.
For example if first grade had ELA from 10-11:15, second grade would
not have their ELA time slot until 11:15- 12:30.
Since there are only 4 ESL teachers. 3 rd and 4th graders ELA time slots
will be the same time and they would meet with the teacher at the
same time.

2b. Funds Cont.

With the leftover funds I would give each teacher an amount of money. With this
money they can request things for in their classroom that they think will work
best with their students.
For example they can request iPads, computer software, flash cards, etc.
The teachers responsibilities will be to teach the students English as well as the
concepts that they are missing when they are pulled from their ELA class.
The ESL teacher and classroom teacher will meet once a week to talk about what
the classroom teacher will be doing in the ELA class that week. they will also talk
about students progress.
The ESL teacher can also give the classroom teacher insight on the best
ways to work with the ELL student in the other subjects throughout the day.
I would also leave enough leftover funds to pay translators (perhaps the ESL
teachers if they are fluent) for any time they are needed to communicate with
parents that do not speak English.

3. ELLs in the Classroom

Since there are 100 ELL students and 20 in each grade level, I would
split the students and have ELL students in each classroom.
In each grade level I would have 4 ELL students in 3 of the classrooms
and 6 in the 4th classroom.
I would split it this way so that there is an even number of ELL
students in each classroom for grouping purposes.
The classroom with 6 ELL students, I would try to have some of
those students be the ones with the highest understanding of the
English language to make it easier on the teacher with more ELL
students.

4. Parental Involvement
Parent involvement is very important for every student in the school.
To promote parent involvement I would send home notices, have bulletin boards
with upcoming activities, and I would have a school website with information as
well.
Each classroom teacher will have a e-newsletter where parents can go and keep
updated with what is going on in the classroom.
This will help parents to know how they can get involved in the classroom as
well as give tips so they can help their children continue learning at home.
To bridge language barriers I would send notices home in the parents native
language as well as English so they can see both and maybe begin to learn some
English through reading the notices in both languages.
I will also ensure that each parents knows they are welcome to come in to the school
whenever they have any questions.
For non-English speakers I will ensure that parents know whenever they want to
schedule a meeting I will have a translator present so that we can talk about
any questions or concerns they may have.

5a. Instructional Approach

I will use a mostly English Only approach. I believe that there arent
enough bilingual teachers at the moment to have bilingual education
as an approach. I am also not sure that I believe bilingual education is
beneficial to all students in the classroom. That being said, I will
encourage classroom teachers to meet with the ESL teacher that
specializes in the language that the children in their classroom speak.
For example if a third grade teacher has 4 Spanish speakers in
her classroom for the year, I would encourage her to speak with
the ESL teacher that works with the Spanish speaking students
and learn some key words or phrases in the language. The
classroom teacher and ESL teacher can exchange tips and or
tricks that they know to work each individual student and will
work as a team to ensure success for all students.

5b. Instructional Approach

Strategies and Methods
The first strategy that the teachers will use in the classroom is modeling. Teachers will speak
slowly and clearly which will benefit all students in the classroom, not just ELL students. The
teachers will model the language they want students to use by always using academic language
and defining these words regularly. The repetition and consistency of academic language and new
vocabulary will benefit the entire classroom.
Another strategy that will be used in the classroom is Purposeful Grouping. There are 4 or 6 ELL
students in each classroom. These students ideally will speak the same language as each other.
This will not always be the case because there is no guarantee there will be equal numbers of
students that speak the same language in the same grade level. When possible these students will
be grouped together so they can help and scaffold each other. This will also provide a sense of
comfort in the classroom. As an administrator I will ensure this is not over used or used as a
crutch.
The teacher will also group the ELL students with English speaking students with varying
proficiency so the ELL student will hear many different models of speaking.
The final strategy will be giving instructions. The teachers will give instructions both verbally and
written down. This will help all students but especially ELLs. This will allow them to hear words as
well as see them written down and will give them something to refer back to if they feel lost or
confused.

Sources
http://
www.supportrealteachers.org/strategies-for-english-language-learners
.html
https://www.teachingchannel.org/blog/2013/10/25/strategies-for-ell-ins
truction
/
https://www.edutopia.org/blog/esl-ell-tips-ferlazzo-sypnieski