There’s a Newcomer in My Class.

Now What?

A Teacher’s Preliminary Guide to Serving New Arrivals

and Non-English Speakers

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Dear Teacher,
This week a Newcomer joined your classroom. As a new arrival to the US, he or she is currently in
the Pre-Production Stage of language acquisition, also known as the Silent Period. This student
will be communicating in gestures and actions, and relying on his or her peers to translate if they
can. Please do not forbid this student from using his or her native language at this time, as it is the
student’s only method of oral communication. The level of comfort this student has at your school
will determine the risks he or she is willing to take in attempting the English language, so take the
time to encourage even small gains. Keep in mind how overwhelming moving to a new country
and learning a new language must be. Your first task should be to ensure the student can have his
or her basic needs met. You can use the picture card located in this guide on page 7 to help you
communicate things like the need to use the restroom, convey illness etc.
This Silent Period could last six months or longer. Although you may see your newcomer rapidly
gain language, keep in mind this is often deceiving, as social language develops first and is often
very shallow. Academic language requires much deeper knowledge and understanding of
vocabulary and language structures and can take anywhere from 5-10 years to develop! Please
encourage your newcomer to participate as much as possible, but don’t force them. Use pictures
and visual aids whenever possible. Pair him or her with student that shares the same native
language if possible, and if not, a native English speaker who can be trusted to be patient and
remain on task. Consider having low level content-related books available for this student when
needed. You may also use online resources such as language learning resources, some of which
you will find in this guide on page 14.
Pursuant to Winston-Salem Forsyth County School board policy AR5122.3 please asses your
newcomer based upon, “effort and participation as they relate to potential achievement…(He or
She) should not be expected to accomplish the same objectives in the same amount of time as the
English-proficient student.” In other words, please modify assignments as much as possible to
make them accessible to your Newcomer, and modify your grading to reflect their efforts to join
in. You can indicate that you have done so in the comments section of the report card.
If you have an ESL teacher at your school, they may need to pull your newcomer for individualized
instruction. Please be flexible and patient in the coming weeks as you determine more specifically
what your newcomer’s needs are and get to know him or her on a personal level. Collaborate
together in working to meet his or her needs. Thank you for your help and for embracing a new
challenge!
Have a great day!
Rebecca Olsen, SIOP Coach

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 Common Acronyms and Terms
for Teachers Working with Second Language Learners
Newcomer: Any non-English speaking student who has never attended American schools and is new
to this country.

Home Language Survey (HLS): The HLS is a form that every parent must complete at the time of
initial enrollment that tells the language(s) spoken at home. It is a federal requirement.

National Origin Minority student (NOM): A NOM is one who lists a language other than English on
his or her Home Language Survey (HLS), which means that he or she must be assessed with the
state-mandated English proficiency test within 30 calendar days of enrollment.

Limited English Proficient (LEP): LEP is the identification given to students who score below Level
5, Bridging in at least one domain on the English proficiency test.

WIDA ACCESS Placement Test (WAPT) and Assessing Comprehension and Communication in
English State-to-State for English Language Learners (ACCESS): The WAPT (initially) and
ACCESS (annually) assessment are the State-mandated proficiency tests for determining Limited
English Proficiency status.

Title III: Tittle III is a part of the No Child Left Behind legislation passed in 2001 which specifically
addresses language acquisition programs for Limited English Proficient (LEP) students. This
legislation is also commonly referred to as the Elementary and Secondary Education Act (ESEA).

World Class Instructional Design and Assessment (WIDA): THE WIDA consortium is comprised
of 36 US State Education agencies and/or US territories. Their research team has created
comprehensive English language development standards and assessments to determine English
language proficiency.

Bilingual Instruction: Instruction using two languages, usually the student’s first language and a
second language. These programs include Developmental Bilingual Programs (DBE), Transitional
Bilingual Programs (TBE), Single Immersion and Dual Immersion Programs.

English as a Second Language (ESL): ESL a method of instruction for students who are learning
English as a new language; usually involves pulling students out of the regular class or “pushing in”
for a period of time for specific English instruction.

Sheltered Instructional Observational Protocol (SIOP): SIOP is a research based teaching

methodology that helps teachers make their classrooms more comprehensible for English language
learners.

Sheltered Instruction: An approach in which students develop knowledge in specific subject areas
through the medium of English. Teachers adjust the language demands of the lesson in many ways,
such as modifying speech rate and tone, using context clues and models extensively, relating
instruction to student experience, adapting the language of texts or tasks, and using certain methods
familiar to language teachers (e.g., demonstrations, visuals, graphic organizers, or cooperative work)
to make academic instruction more accessible to students of different English proficiency levels.

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Basic Interpersonal Communication Skill (BICS): The simple "playground talk" that students learn
first which allows them to interact in social settings; research has typically said these take 1-2 years
to develop.

Cognitive Academic Language Proficiency (CALPS): The more difficult, academic language
students experience in school; research has typically said it takes 5-7 years to develop.

Culture: The sum total of the ways of life of a people; includes norms, learned behavior patterns,
attitudes, and artifacts; also involves traditions, habits or customs; how people behave, feel and
interact; the means by which they order and interpret the world; ways of perceiving, relating and
interpreting events based on established social norms; a system of standards for perceiving,
believing, evaluating, and acting.

Native Language: Primary or first language spoken by an individual.

Language Proficiency: The level of competence at which an individual is able to use language for
both basic communicative tasks and academic purposes.

Realia: Concrete objects used to relate classroom teaching to real life (e.g., use of actual foods and
supermarket circulars to develop the language related to foods or food purchasing).

Comprehensible Input: The language the learner already knows plus a range of new language that
is made understandable by the use of planned strategies.

Accommodations: Changes allowed in the administration of state mandated testing. These

accommodations are allowed only if corresponding modifications and strategies are routinely
employed in the classroom. Accommodations include: testing in separate room; scheduled extended
time; test administrator reads test aloud in English; use of glossary, etc.

Modifications: The way in which the classroom teacher differentiates instruction to make content
accessible for LEP students.

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 12 Guidelines for Supporting Newcomers in the Classroom

1. Sensitize mainstream students to the newcomers’

challenges. Prepare English speaking peers for the
arrival of a newcomer. Ask your students to imagine
that their parents took them to another country to
live. Brainstorm with them how they would feel and
how they can make the student feel comfortable in
their classroom.

2. Be aware of the effects of culture shock and trouble adjusting. Children may demonstrate
physical ailments or display a wide variety of unusual behavior such as tantrums, crying,
aggression, depression, tendency to withdraw, and sleeplessness as they adjust to their new
surroundings.

3. Familiarize yourself with the developmental proficiency stages of second language

acquisition and know the English language proficiency levels of your students. In order to
meet the language needs of any second language learner, it is important to know what stage
of second language acquisition the student is in for each of the four domains (reading, writing,
listening, and speaking). This information allows teachers to be more successful in delivering
instruction, modifying content, and setting realistic expectations for student achievement.
4. Create a stress free, nurturing environment. The classroom climate should be welcoming
and accepting. Students will be slower to acquire a second language where they are afraid or
anxious and reluctant to make mistakes. Learn to pronounce the student’s name correctly.
Teaching through songs and games, providing scaffolding and support, will bolster student
confidence. Expect errors, but don’t focus on them. Instead use rephrasing or questioning to
give the student a chance to self-correct.
5. Establish regular routines. At first, everything will be chaotic to your newcomer. Give him or
her help in organizing time, space, and materials. Provide a copy of the daily schedule. Have a
designated place for things and a designated way of doing routine things like getting in line,
putting materials away. The more routine your day is, the easier it will be for your Newcomer
to pick on appropriate behaviors and participate fully.

6. Be respectful of the silent period. Being “silent” in the first stage of language acquisition is
very common. Students in a new, unfamiliar environment are often overwhelmed, nervous,

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 and confused. Silent newcomers are still learning,
observing their new culture, building receptive
language, and taking in valuable information that will
aid them in future. Allow students to point, show, or
draw when necessary to communicate, but don’t
force the student to participate unless he/she is
ready.
7. Accept speech that is different from the teacher, but used by peers of the learner. Initially,
and for an undetermined period of time, the focus should be on the message being conveyed
and not upon the linguistic form. There is time for refinement later after the student has built
vocabulary and gained confidence. Focusing on correcting grammar or syntax too soon can act
as a deterrent to the student and keep them from taking the risks necessary to learn. Instead,
be a language model for all your students.
8. Maximize student’s exposure to natural communication. Encourage situations where the
second language learner can interact socially with students of the target language (peer
helpers, small groups, cooperative learning, drama etc.) Social interaction is a strong motivator
for language acquisition.
9. Model the language through repetition, rephrasing, and routine. Use the same vocabulary
over and over again (for example, “Take out your books.”). Using repeated language,
especially with contextual and visual support, can accelerate language learning. Use the
language students’ know to create a bridge to new language by rephrasing.
10. Use concrete referents. Accompany language with visuals, models, drawings, photos,
diagrams, gestures, and realia to enhance comprehension and the acquisition of vocabulary
and concepts.
11. Keep in mind that while all students must pass through the stages of second language
acquisition, they will not pass through them at the same rate. There are many factors which
impact second language acquisition and student learning. Each child is unique and will
progress at their own rate. Moreover, children may be in different stages of development in
each of the four domains (reading, writing, listening, and speaking) and may show proficient in
some settings, such as those that are familiar, while not in others.
12. Be patient. Learning a language, even in optimal conditions, takes many years and can be
a frustrating process. Be patient with your Newcomer and encourage even the smallest
progress.

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References: ESL/Bilingual Resource Guide for Mainstream Teachers
http://www.pps.k12.or.us/curriculum/PDFs/ESL_Modifications.pdf
 Newcomer Communication Card

I need…
the bathroom the water fountain

to call home the bus a pencil

my mom my dad help a tissue

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Rebecca Olsen, SIOP Coach
 Example Regular Classroom Modifications for LEP Students
Student’s Name __________________ Teacher __________________ Year________

PACING: PRESENTATION OF SUBJECT MATERIAL:

___ Extend time requirements ___ Use individual/small group instruction
___ Omit assignments ___ Use specialized curriculum
___ Other: __________________________ ___ Simplify language
___ Tape lectures for playback
ENVIRONMENT: ___ Demonstrate concepts
___ Assign preferential seating ___ Use manipulatives
___ Assign peer buddy ___ Emphasize critical information
___ Other: __________________________ ___ Use graphic organizers
___ Pre-teach vocabulary
REINFORCEMENT AND FOLLOW THROUGH: ___ Other: ________________________________
___ Use positive reinforcement
___ Use concrete reinforcement MATERIALS:
___ Check often for understanding/review ___ Provide taped textbooks
___ Arrange for peer tutoring ___ Highlight textbooks/study guides
___ Plan cooperative learning experiences ___ Use supplementary materials
___ Provide language experience ___ Give assistance in note taking
___ Give immediate feedback ___ Type handwritten teacher materials
___ Have student repeat directions ___ Use bilingual dictionaries, language learner
___ Make/use vocabulary files dictionaries and electronic translators
___ Teach study skills ___ Use adapted/modified textbooks
___ Use study guides to organize materials ___ Allow use of computer/word processor
___ Repeat/review/drill ___ Other: _______________________________
___ Other: __________________________
TESTING ADAPTATIONS:
ASSIGNMENTS: (Please see the WSFCS form)
___ Lower reading level ___ Allow students to answer orally
___ Give directions in small, distinct steps ___ Use multiple-choice format
___ Allow copying from paper/book ___ Read test to student
___ Use written backup for oral directions ___ Modify format
___ Lower difficulty level ___ Write a different test
___ Shorten assignment ___ Shorten test length
___ Read directions to students ___ Require only selected test items
___ Give oral clues or prompts ___ Create alternative assessment
___ Record or type assignments ___ Other: _________________________________
___ Adapt worksheets, packets
___ Use alternate assignments GRADING:
___ Other: __________________________ ___ Modify grading system: ____________
___ Modify weights of course components
___ Modify course objectives/outcomes
___ Other: _________________________________

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http://www.gustine.esc14.net/users/0001/docs/Accommodations%20Checklist%20from%20TEA%20from%20TELL-IT.pdf
 Best Practices for the Limited English Proficient Students in Your Classroom
Classroom Organization and Procedures
-Write the date (day and month) and day (A/B) on the board each day.
-Utilize student agendas and or calendars to help students plan ahead
for assignments, holidays, and school events.
-Set clear expectations. Post them in your room and refer to them daily.
-Establish daily routines which promote student responsibility.
-Have a place for everything and teach students to put everything in its place.
-Break tasks into smaller assignments.
-Celebrate and praise as each step is completed.
-Set realistic goals based on students’ proficiency levels.
-Get to know your students and the communities they come from.
-Be consistent.
Listening Skills Speaking Skills
-Speak clearly and slowly. -Offer frequent opportunities for interaction.
-Repeat and rephrase directions for clarity. -Provide students a chance to talk about what they
-Simplify whenever possible. are learning.
-Put directions on the board in writing for student -Use a variety of grouping configurations.
reference. -Use wait-time.
-Use a variety of non-linguistic clues to make -Use cooperative learning strategies, which give
content concepts clear such as modeling, visuals, students frequent opportunities for interaction and
sketches, teacher-created examples, time to practice English.
demonstrations, gestures, and body language. - Provide scaffolding, such as a word box or sentence
-Give ample opportunities for students to clarify key stems, for oral discussions that promote higher level
concepts in LI as needed with aide, peer, or LI text. academic language practice.
-Stop to check frequently for understanding.

Comprehension Skills Reading Skills

-Activate background knowledge by explicitly linking
new concepts to students’ background knowledge
and experiences.
-Emphasize/preview key vocabulary (e.g. introduce,
write, repeat, and highlight) for students.
-Use graphic organizers which help students derive
meaning, focus on text structure and provide
students with tools they can use to examine and
show relationships in a text. These include: tree-
diagrams, webs, outlines, comparison charts, Venn
diagrams, flow charts, sequence chains, cycles and
semantic maps.
-Teach students to reread for clarity and meaning.
-Explicitly teach decoding strategies.
-Explicitly teach vocabulary using word maps/word
webs, crossword puzzles, Frayer Models, word
associations and cognates.
-Set a purpose for reading.
-Encourage student to develop their first language.
Reading skills will transfer to the second language.
-Stop and check frequently for understanding.
-Make connections to prior experience and learning.
-Model fluent reading.
-Find texts that are motivational and connected to
students’ interest.
-Establish reading as a daily expectation.

Rebecca Olsen, SIOP Coach 9

 English Language Proficiency Levels

6- Fluent • The student is proficient in all contexts and able to navigate new ones.

5- Advanced • The student can speak and write in connected, unified paragraphs.
• The student is fluent in all contexts.
•The student may still have an accent and confuse idiomatic expressions
Fluency • Skills are near that of a native speaker.

• Speech is fluent in social or familiar settings.

4- Intermediate • New contexts and academic language are still a challenge due to gaps in
the student’s vocabulary.
Fluency • First language can be used as a resource.
• Student can demonstrate higher order thinking skills.

3- Speech • The student speaks or writes in longer phrases and sentences.

• The student relies heavily on context clues and familiar topics.
• The student’s vocabulary increases and he or she begins to generalize.
Emergence • Many errors still present.

• The student begins speaking and writing using single words or short
2- Early phrases.
• Many errors are still present.
Production • The student will repeat often heard phrases.
• Stage last 6 months or more.

1- Pre- • This stage is also called the silent period.

Production • Student communicates with gestures and actions.

• The student is building receptive vocabulary and refining listening skills.
• Stage lasts 6 months to 1 year.
Stage
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 ESL test scores and goal sheet
Student name: ____________________________ Grade: ____ Homeroom Teacher _______________________
Level 1 (Entering) Level 2 Level 3 Level 4 Level 5
(Beginning) (Developing) (Expanding) (Bridging)
Listening I can follow one I can match stories toI can follow multi- I can compare and contrast I can use context clues
My Score step directions. pictures. I can followstep directions. I can objects. I can find details from stories that are read
_______ I can identify two or three-step put pictures of from stories that are read aloud. I can apply ideas to
pictures of objects. directions. I can findstories in sequence. I aloud. I can find objects new situations. I can
Goal Score I can point to objects that my can classify objects and places from interpret information that
_______ pictures of objects. teacher describes. my teacher descriptions. is read aloud.
describes.
Listening I can repeat words I can repeat facts or I can ask social I can ask questions for I can use academic
My Score and phrases. I can statements. I can questions. I can social and academic vocabulary in discussions. I
_______ respond with one describe what people express feelings. I reasons. I can participate can express ideas with
word. I can name do. I can compare can retell simple in class discussions. I can examples. I can give oral
presentations on grade-level
Goal Score everyday objects. real life objects. stories. I can sort retell stories with details. I
content. I can start
_______ and explain groups. can sequence stories with
conversations with teachers
transition words. and friends.
Listening I can identify print I can understand I can make text-to-self I can put words in order to I can use features of non-
My Score around me. I can labeled diagrams. I can connections. I can make sentences. I can fiction text. I can use reading
_______ connect pictures to match voice to print by select titles to match identify story elements. I can strategies. I can identify
words. I can follow pointing at words. I pictures. I can sort follow written directions. I main idea. I can match
directions using can sort words into content words. I can can understand general and figurative language to
Goal Score
pictures. word families. match phrases and specific words. pictures.
_______
sentences to pictures.
Listening I can copy writing. I I can provide I can use pre-writing I can produce original I can create several related
My Score can use my first information with strategies. I can form sentences. I can write sentences. I can write
_______ language to help me graphic organizers. I simple sentences. I social messages. I can content-related sentences.
write in English. I can make lists of can write in a journal. write about personal I can write stories. I can
Goal Score can communicate words. I can I can give content experiences. I can use explain processes and
_______ through drawings. I complete sentence information based on classroom resources to procedures in connected
can label objects starters. I can pictures. help my writing. sentences.
and pictures. describe pictures.

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 Name ______________________________ Date __________________________ Teacher___________________

Colors Shapes cone # words twelve Functional Skills

blue circle cylinder one thirteen Student can write own name
red oval rectangular two fourteen Student can give his/her first and last name when asked
black trapezoid prism three fifteen Student can find and get on his/her bus
white square four sixteen Student knows the teacher’s name
orange diamond Money five seventeen Student can recite his/her phone number
green rectangle dime six eighteen Student can navigate between classes
purple triangle nickel seven nineteen Student can name his/her school
pink parallelogram quarter eight twenty Student knows the pledge of allegiance
gray pyramid dollar nine Student can recite his/her address
yellow cube penny ten Student can tell his/her birthday
brown sphere eleven Student can ask to go to the bathroom

letter
names
writes
sound
letter
names
writes
sound
letter
names
writes
sound
number
names
write
number
names
writes
number
names
writes
number
names
writes
number
names
writes

A J S 1 10 19 28 37
B K T 2 11 20 29 38
C L U 3 12 21 30 39
D M V 4 13 22 31 40
E N W 5 14 23 32 41
F O X 6 15 24 33 42
G P Y 7 16 25 34 43
H Q Z 8 17 26 35 44
I R 9 18 27 36 45
Newcomer’s Vocabulary Checklist

Rebecca Olsen, SIOP Coach

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Seasons School Family Foods Body Parts Clothing House
spring desk mom/mother hamburger head shirt chair
summer chair dad/father hot dog shoulders pants table
fall/autumn table brother pizza eyes jacket couch
winter book sister rice mouth coat rug
pencil baby salad ears socks sink
Days paper grandmother spaghetti hair jeans toilet
Monday notebook grandfather sandwich nose skirt bathtub
Tuesday teacher aunt tacos stomach blouse dresser
Wednesday students uncle bread arms dress bed
Thursday door cousins beans hands shoes closet
Friday window relative watermelon fingers sandals stairs
Saturday flag strawberries feet tennis shoes laundry
Sunday globe Weather peach toes shorts washer
board sun apple back collar dryer
Months book bag wind blueberry elbows pocket attic
January rug rain grapes knees zipper porch
February phone clouds pineapple teeth glasses yard
March bus sleet lettuce legs hat stove
April homework hail tomato shins cap refrigerator
May friends snow broccoli elbows boots microwave
June bus driver cold cucumber chest pajamas mirror
July principal cool orange belly swim suit window
August office warm carrots eyebrow sweater curtains
September secretary hot cake eyelashes floors
October lunch room temperature ice cream chin Greetings door
November art muffin Hello! roof
December science Verbs pie Eating Please chimney
math sit tea napkin Thank you
Pronouns reading stand juice plate My name is…
He social studies jump water cup How are you?
She bathroom wait soda spoon How old are you?
It lab go milk knife Excuse me!
him come eggs fork You’re welcome!
her tell bowl Goodbye!

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 Websites to Learn English

 Starfall: http://www.starfall.com

 Story Line Online: http://www.storylineonline.net

 Brementown: http://www.brementownmusicians.com/

 Kiz Club: http://www.kizclub.com/reading3.htm

 Speakaboos: http://www.speakaboos.com/stories

 ABCYA: http://www.abcya.com/

 BBC Schools: http://www.bbc.co.uk/bitesize/ks1/literacy/

 National Geographic for Kids: http://kids.nationalgeographic.com/kids/

 Learning Chocolates: http://www.learningchocolate.com/

 Highlights Kids: http://www.highlightskids.com/#

 Back issues of National Geographic Kids:

http://www.nationalgeographic.com/ngyoungexplorer/moreissues.html

 Reading Planet: http://www.rif.org/kids/readingplanet/bookzone/read_aloud_stories.htm

 Harcourt Naming: http://www.harcourtschool.com/activity/trophies/posters/toc.html

 Word Pairs http://www.do2learn.com/games/wordpairs/index.htm

 Sesame Street Word Games: http://pbskids.org/sesame/index.html

 Literacy Center: http://www.literacycenter.net/play_learn/english-language-games.php

 Click and Learn English: http://clicknlearn.net/

 Kindersay: http://Kindersay.com

 Language Guide: http://www.languageguide.org/english/vocabulary/

 USA Learns: Lessons for older ESL learners: http://www.usalearns.org/index/

Rebecca Olsen, SIOP Coach 14

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