Hi Victoria, I have been volunteering in a middle school ESOL classroom that also has varying levels of proficiency. The teacher in this classroom teaches to the level of proficiency in the following ways: She has leveled readers, where students read on the level they are proficient in. She also has what she calls "survival skills" books that are designed to help English Language Learners. It is a Leap Frog pad, with a stylus. A book is attached to the pad and the students are able to touch something in the book and have the text read to them. Even more basic are cards with words that students can learn by looking at the picture, have the word read to them, and see the word used in a sentence. The ESOL computer program that is used in this middle school is also leveled and students work on their level until they have mastered that level, before moving up to the next level. You can continue to witness the leveling in the questions the teacher asks her students. For those students on the lowest level, the questions are Who? and What? The next layer is placed on top for the next level, answering questions of Why? and How? Assessments are also given by proficiency level and not grade level. I hope this helps! Roberta

In this situation, I think breaking the students into groups based on their levels will help. The teacher doesn't have to do this in a way that makes it obvious, like sitting the students together or literally grouping them together, but while giving instruction making sure that she includes a way to reach all levels of students. For instance, for the students in the preproduction level as she is giving instruction make sure she uses simplified language. For the early production phase, she can role play when giving instruction, and to make sure they understand the directions being giving ask questions that warrant yes or no responses. For students in the speech emergence stage, the teacher can have the student work with other students in the classroom in small groups, use social interactions and songs or chants when teaching a new skill or concept. For the students in the intermediate fluency stage, use more reading and writing activities, as this stage has really picked up English more than prior stages.

I think this would be very difficult to solve. As the struggling teacher, I would reach out and try to find help getting suggestions. For example, maybe there is a sight like this one for teachers already in the field. I would reach out to the students other teachers and try to collaborate and get them on board to help in any way possible that would lighten the burden on the stressed ESOL teacher.

Try to connect on every level with your ELL students. Use body language, try to follow and understand the students culture using multiple tools such as bilingual help from others that may be higher on the WIDA level, audio books, and using body language

What I would suggest for the teacher is to present assignments in a light where they are able to work together. For example- different level of paragraphs for the students to read but still answer the same questions.