This document provides demographic information about the student population of Community Consolidated School District 146 and discusses strategies to support English language learners. It notes that the majority of students are white but there is diversity with Hispanic, black, Asian and multiracial students represented. It also gives data on the percentage of students who are learning English, have individualized education plans, qualify for low income status and attendance rates over recent years. The document advocates literacy instruction in students' native languages to support English acquisition and recommends culturally relevant dual language books to foster vocabulary development and family bonds.

1. Presented by:
Community Consolidated School District 146
ELL Team

2. Student Demographics
White
75%
Black
4.3%
Hispanic
13.8%
Asian
3%
American Indian
.1%
2 or more races
3.7%

3. District Student Demographics & Characteristics - Educational
Environment
Year LEP (%) IEP (%)
Low
Income
(%)
Attendance
(%)
Mobility
(%)
Chronic
Truants
(%)
2014 10 14 40 96 7 0
2013 10 13 31 95 5 0
2012 10.6 14.9 31.6 95.3 5.4 0.3
2011 9.7 16.9 30.5 95.0 7.9 0.1
2010 9.0 17.4 27.0 95.1 6.7 0.1

4. Native Language Total
English 1662
Arabic 293
Spanish 213
Polish 46
Pilipino (Tagalog) 28
Urdu 13
Lithuanian 12
Gujarati 12

5. Establishing a unified philosophical base
 Literacy Instruction for English Language
Learners
by Nancy Cloud, Fred Genesee & Else Hamayan

6. “…early literacy experiences
support subsequent literacy
development, regardless of
language, and time spent on
literacy activities in the native
language whether it takes place at
home or in school is not time lost
with respect to English reading
acquisition…”
(Reese et al. 2000, 633)

7. www.latinoliteracy.com

9. Books chosen based on the following criteria:
 Dual language
 Culturally relevant
 Authentic literature
 Fortify the family bond
 Foster vocabulary development

10. Week 6 Week 5 Week 4 Week 3 Week 2 Week 1
Opposite
الأضاد
Fruits/
Vegetable
s
الفاكه/الخ
ضار
Colors
الألوان
Body
Parts
أعضاء
الجسم
Animals/
Farm
Animals
الحيوانات/
والحيوانات
الأليفه
My First
Words
كلماتي
الاولى

11. Grade 1-5
Book Titles
العنوان
How Much Do You Love Me? ؟ كم تحبينني
Kisses for Daddy قبلات لأبي
Time to Pray أوقات الصلاة
Mama’s Job وظيفة ماما
What is My Color? ؟ ما هو لوني
What is My Shape? ؟ ما هو شكلي
Did You See My Letters? ؟ هل رأيت أحرفي
You Are Really A Good Friend of Mine أنت صديقي العزيز فعلا ا

12. Resource for books in
Arabic:
http://www.noorart.com

13.  Mosaic of Thought (Keene & Zimmerman)
 7 Keys to Comprehension (Zimmerman &
Hutchins)
 Talk About Understanding (Keene)
 To Understand (Keene)
 Conferring (Patrick Allen)

14. In her essay on the essence of understanding
in reading, Ellin Oliver Keene (2007, 37)
describes metacognition as…
“Listening to the
voice in your mind
that speaks while
you read.”

15.  Monitoring for Meaning— knowing when you know, and
knowing when you don’t
 Using and Creating Schemata — making connections
between the new and the known, creating schemata when necessary
 Asking Questions— generating questions to prompt interpretation
and to probe the text more deeply
 Determining Importance— deciding what matters most and is
most worth remembering
 Inferring— combining background knowledge with information from
the text to predict, conclude, make judgments, and interpret
Using Sensory and Emotional Images— using images to
deepen and stretch meaning
 Synthesis— integrating understanding with knowledge from other
texts and sources.

18. In Learning from Latino Families by Susan
Auerbach…
Informal learning activities at
home
Validate families’ cultures
Nurture parent voice
Keep it small

19. “When educators offer smaller-scale parent
activities and infuse personal touches and
authentic interaction into outreach immigrant
parents feel less intimidated, and they respond
with more open participation.”
(Delgado-Gaitan, 2004)

20. Parents empowering
parents with videos to
facilitate the school
registration process.

21. I-Pick
Partner Reading
Fix-up Strategies
Question Cards
Coding the Text (Reading Burritos)
Chatter Box (Conversation Cube)
Retell Rope (Beads on String)
Say Something (Jerry Johns)
Reciprocal Teaching (Super Heros)
Family Reading Night (Bilingual Rooms)

22. Fisher, Frey and
Rothenberg (2011)
describe nine key
elements of effective
instruction for
English learners:
1. Clearly defined purpose
2. Models
3. Interaction
4. Guided instruction
5. Focus on language
6. Culturally responsive
curriculum
7. Meaningful & challenging
tasks
8. Metacognition
9. Student Choice

23. www.district146.org
Click: Special Services Office
Click: English Language Learning