Get Ready! Soar - PROGRAM SAMPLER

Students with Limited or Interrupted Formal Education (SLIFE) come from a variety of educational backgrounds . According to Calderón (2008), some SLIFE are newcomers with two or more years of education interrupted in their home country; ELs who have attended school in the US, left for a period of time, then returned again; or ELs who have attended school in one location for a few months then moved to another location for a few months, and had some weeks in between when they did not attend school . Whatever their background, SLIFE have their own stories, diverse situations, and, most importantly, assets and abilities to be capitalized upon as they transition to a new academic setting . However, some SLIFE may have experienced trauma, particularly if they have had exposure to war or conflict . They may feel overwhelmed by the new environment and language . School can be frustrating because they are accustomed to different ways of learning . Consequently, they may experience cultural dissonance with feelings of alienation and confusion (Ibarra, 2001) . Some SLIFE may not be literate in their home language, which can contribute to academic gaps . Other SLIFE may have had limited exposure to speaking, reading, and writing in academic settings . Still other SLIFE are literate in their home language . Get Ready! includes SLIFE supports in the Teacher’s Edition pages before the unit, as well as in the differentiation notes . References Calderón, M . (2008) . “Innovative Policies and Practices for Developing Teachers to Work with English Language Learners .” Presentation at Educational Testing Service’s English Language Learners Symposium . Available at http://www .ets .org/Media/Conferences_and_Events/ pdf/ELLsympsium/Calderon .pdf DeCapua, A . & Marshall, H . (2015) . “Reframing the Conversation About Students With Limited or Interrupted Formal Education: From Achievement Gap to Cultural Dissonance .” NASSP Bulletin . 99 . Ibarra, R . (2001) . Beyond Affirmative Action: Reframing the Context of Higher Education. Madison: University of Wisconsin Press . Spaulding, Carolino, & Kali-Ahset . (2004) . “Immigrant Students and Secondary School Reform: Compendium of Best Practices .” Written on behalf of The Council of Chief State School Officers (CCSSO) . Available at: http:// www .ccsso .org/content/pdfs/BestPractices .pdf Get Ready! in your classroom • At the beginning of each activity, take time to access prior knowledge and/or provide background knowledge . Capitalize on opportunities to address the knowledge SLIFE possess so they can be seen by peers as equally resourceful members of the classroom community . • Read the unit recommendations for SLIFE before teaching; then incorporate them . • Some SLIFE come from oral cultures . They may come from environments where there is a focus on working together . As a result, SLIFE may feel more comfortable doing the unit activities with a classmate or small group . • Monitor students’ ability to engage in each activity . Check frequently for understanding . Provide adaptations as needed using both oral and written modes . Offer one-on-one assistance and reteach or explain unit tasks and themes again . Repeated exposure can augment SLIFE success . Txvii SUPPORTING SLIFE