As computer science skills like computational thinking and data analysis become essential employability skills, we want to ensure that students are exposed to stimulating STEM curriculum. But do all of our students have an equal seat at the table? Where do our multilingual learners fit in?
Join us for a one hour webinar: Advancing ELLs in Computer Science – Takeaways from WIDA: Doing and Talking STEM. The Ellipsis Education team will walk you through the highlights of the latest WIDA guidance where you can learn about the “Teacher Moves” and “Student Moves” that will allow your multilingual learners access to the rigorous content and crucial skill practice they need.
We will send you an email with a link to the webinar on demand.
Stephanie Bennett, MEd, holds degrees in Secondary Education from Butler University and Instructional Design from WGU Indiana. She spent 11 years teaching both French and English in a variety of grade levels. Now, Stephanie works with a different type of language: coding. As a curriculum specialist at Ellipsis Education, she uses her experience to create computer science curriculum that helps teachers connect with all their learners.
ELL stands for English language learners. It’s used to describe students that are in need of or receiving supplemental instruction on the English language. Many ELLs receive these services in English as a Second Language (ESL) classes.
The ELL supplemental documents are built for each coding lesson to help teachers understand how to lighten the linguistic load of the course while maintaining students’ access to the rigorous content presented to all students.
Ellipsis Education ELL supplemental teaching guides are based on the WIDA MPI framework. For help interpreting the WIDA levels, or if you would like more information on WIDA levels, download the WIDA Performance Definitions. Ellipsis Education documentation provides accommodations, language goals, and teaching suggestions for students identified at proficiency levels 1 – 4 in the WIDA Performance Definitions. Students identified at proficiency levels 5 and 6 are generally considered to be reaching language proficiency and approaching fluency on par with their native language peers.