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Welcome to Andrew Luciano's Wiki. My school improvement plan is focused on improving the writing skills of elementary students in grade four. It provides information for designing English as a Second Language (ESL) curriculum models to meet the needs of ESL and regular education students. Many of the students from the particular school district involved in the improvement plan come from families whose members do not speak English. Although these students are classified as regular education students, they have backgrounds similar to ESL students who are also from families whose members do not speak English. As a result I have included information on this wiki designed to assist teachers and administrators responsible for ESL students as well as regular education students with family backgrounds similar to ESL students. The wiki is organized into sections including Background on ESL Students, Definitions, Teaching Web Sites, Articles from ERIC, and Additional Resources. I have provided summaries about the listed articles from ERIC. For the full article click on the adjoining link and log into the Sprague Library. Enjoy!

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__Background on ESL Students __**  According to the NJ Department of Education (see also [|www.nj.gov/education/bilingual]) an increasing number of immigrant students with extremely low literacy skills are entering public schools. The education code and statutes in NJ (N.J.S.A. 18A:35-15 to 26) ensure the provision of bilingual education and related services to assist boards of education in providing funded ESL programs to students. Also see [] The National Association for Bilingual Education or NABE [|www.nabe.org] is a national advocacy group for the promotion of bilingual education thoughout the US. The organization promotes research and important publications like the ESL Digest.

**__Definitions__**

Listed below are improtant definitions associated with ESL programs.

Adapting language (spoken or written) to make it more understandable to second language learners. In assessment, accommodations may be made to the presentation, response method, setting, or timing/scheduling of the assessment (Baker, 2000; Rivera & Stansfield, 2000).
 * accommodation:**

One of two contextual concepts which explain the possible outcomes of second language learning. Additive bilingualism occurs in an environment in which the addition of a second language and culture does not replace the first language and culture; rather, the first language/culture are promoted and developed, such as in [|**dual language programs**] or [|**developmental bilingual education programs**]. Additive bilingualism is linked to high self-esteem, increased cognitive flexibility, and higher levels of proficiency in [|**L2**] (Baker, 2000). The opposite of [|**subtractive bilingualism**]. [|top] **affective filter:** Associated with Krashen's [|**Monitor Model**] of second language learning, the affective filter is a metaphor that describes a learner's attitudes that affect the relative success of second language acquisition. Negative feelings such as lack of motivation, lack of self-confidence and learning anxiety act as filters that hinder and obstruct language learning (Baker, 2000).
 * additive bilingualism:**

For additional defintions from a professional development web site see []

__**Teaching Web Sites**__

The sites listed below are for grades 3-5. Each site has a short description of its content. For addtional web sites see []
 * [|MadLibs]for Advanced Beginners in Grades 3-5
 * [|Reading is Fundemental.] Look at the writing activities for students in Grades 2-5.
 * [|Grammar Gorillas] for Advanced Beginners in Grades 3-5
 * <span style="font-family: Arial, Helvetica, sans-serif;">[|Stories for Kids]for Advanced Beginners in Grades 3-5
 * <span style="font-family: Arial, Helvetica, sans-serif;">[|Bookhive.com -]This site has multicultural children's stories told by famous storytellers. Be sure to click on "Listen to a story." For Grades 2-5
 * <span style="font-family: Arial, Helvetica, sans-serif;">[|Songs for Kids -] Grammar songs for students in Grades 2-5.
 * <span style="font-family: Arial, Helvetica, sans-serif;">[|Postcards from Buster -] See Buster’s adventures from various places in the U.S. Each city has video, audio, map skills and games. Grades 3-5.*

This site provides a fully cross-referenced English glossary of linguistis and grammatical terms []

__**Articles from ERIC**__ The articles listed below have been summarized. Each summary includes a link to the full article. The link will send you to a log in site. You will have to log in to the Sprague Library in order to access the article.

This article examines the potential of educational technology infused with constructivist pedagogy in ESL. It also discusses recommended strategies for teacher training. To view the article see []

This article explains the efficacy of elementary writing communities that contain ESL students. It demonstrates how ESL students can engage with their new communities, draw upon their linguistic resources, and craft possible futures as multilingual people. To view the article see []

This article explains why one school decided to try an alternative ESL model that addressed the scheduling, social, and academic issues that are often problems for traditional models. The model places a greater emphasis on mainstreaming the ESL students rather than pulling them out of class. To access the article see []

__**Additional Resources**__ Family participation in school is a major determinant of student success. Students are more likely to obtain higher grades and test scores, attend school regularly, have better social skills, and graduate and go on to post secondary schools when schools and parents partner. (Parenting 101: Family Involvement Equals Student Achievement, Warlene, Guidence CHannel E-Line <span style="font-family: 'Times New Roman', Times, serif;">[|www.guidancechannel.com] Hart, B., & Risley, T. R. (1995). //Meaningful differences in the everyday experience of young American children//. Baltimore: Brookes. Klein, A. (2007, April 6). Governors enter fray over NCLB. //Education Week//. West, J., Denton, K., & Germino-Hausken, E. (2000). // America //// 's kindergartners: Findings from the early childhood longitudinal study, kindergarten class of 1998–99, Fall 1998 //. Washington, DC: U.S. Department of Education. Available: [|www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000070] <span style="font-family: 'Times New Roman', Times, serif;">Endnote [|1] For examples of successful initiatives, visit the Coalition for Community Schools at [|www.communityschools.org]<span style="font-family: Arial, Helvetica, sans-serif;">.