What's Different about Teaching Reading to ELL's? April 2011 Survey

We know your time is valuable. Thank you for taking the time to give us your helpful feedback.
Questions with an asterisk are required.

1. Name (Optional)

Name (Optional)

2. Address (Optional)

Address (Optional)

3. Email (Optional)

Email (Optional)

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4. What level do you teach?

What level do you teach? Preschool

K-2

3-5

K-5

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5. What is your position?

What is your position? Art Music Physical Education Library Media Specialist Health Education Technology Education Pre-K Grade K	Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Title I Reading Title I Math Guidance	ELL LD General Special Education EH/EBD Deaf and Hard of Hearing Autism Reading Supervisor
Other (please specify)

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6. How many years of experience do you have?

How many years of experience do you have? New teacher, first year

2-5 years of experience

6-10 years of experience

More than 10 years of experience

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7. How many years in your current position.

How many years in your current position.

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8. Are you ELL Certified ?

Are you ELL Certified ? Yes

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9. Are you working towards ELL Certification?

Are you working towards ELL Certification? Yes

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10. How often do you provide instruction to ELL's?

How often do you provide instruction to ELL's? Daily

Weekly

Monthly

Other (please specify)

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11. How comfortable are you with the following areas?

	not at all comfortable	somewhat comfortable	very comfortable
Major principles of Second Language Acquisition (SLA)	*How comfortable are you with the following areas? Major principles of Second Language Acquisition (SLA) not at all comfortable	Major principles of Second Language Acquisition (SLA) somewhat comfortable	Major principles of Second Language Acquisition (SLA) very comfortable
The Four Reading Cueing Systems (Pragmatic, Semantic, Syntactic, Graphophonic)	The Four Reading Cueing Systems (Pragmatic, Semantic, Syntactic, Graphophonic) not at all comfortable	The Four Reading Cueing Systems (Pragmatic, Semantic, Syntactic, Graphophonic) somewhat comfortable	The Four Reading Cueing Systems (Pragmatic, Semantic, Syntactic, Graphophonic) very comfortable
Basic Interpersonal Communication Skills(BICS) and Cognitive Academic Language Proficiency (CALP)	Basic Interpersonal Communication Skills(BICS) and Cognitive Academic Language Proficiency (CALP) not at all comfortable	Basic Interpersonal Communication Skills(BICS) and Cognitive Academic Language Proficiency (CALP) somewhat comfortable	Basic Interpersonal Communication Skills(BICS) and Cognitive Academic Language Proficiency (CALP) very comfortable
The 5 components of a successful reading program (Phonemic Awareness, Phonics, Vocabulary Development, Fluency, Comprehension)	The 5 components of a successful reading program (Phonemic Awareness, Phonics, Vocabulary Development, Fluency, Comprehension) not at all comfortable	The 5 components of a successful reading program (Phonemic Awareness, Phonics, Vocabulary Development, Fluency, Comprehension) somewhat comfortable	The 5 components of a successful reading program (Phonemic Awareness, Phonics, Vocabulary Development, Fluency, Comprehension) very comfortable

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12. How has your understanding of teaching reading to ELL's changed based on your participation in this workshop series?

How has your understanding of teaching reading to ELL's changed based on your participation in this workshop series?

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13. What is one strategy from this workshop series that you have used in your classroom ? Tell about how it went, what you learned from it, and how it supported student learning.

What is one strategy from this workshop series that you have used in your classroom ? Tell about how it went, what you learned from it, and how it supported student learning.

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14. How confident are you that the strategies you have learned in this series will continue to be used in your classroom?

How confident are you that the strategies you have learned in this series will continue to be used in your classroom? Very confident

Somewhat confident

Not confident

Other (please specify)

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15. Would you be interested in attending Part Two of "What's Different about Teaching Reading to English Language Learner's"?

Would you be interested in attending Part Two of "What's Different about Teaching Reading to English Language Learner's"? Yes

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16. If offered, would you attend a 3 day (non paid) summer series that provided support in working with English Language Learners?

If offered, would you attend a 3 day (non paid) summer series that provided support in working with English Language Learners? Yes

17. Please use the space below to record any comments or suggestions.

Please use the space below to record any comments or suggestions.

What's Different about Teaching Reading to ELL's? April 2011

1. THANK YOU

1. Name (Optional)

2. Address (Optional)

3. Email (Optional)

*4. What level do you teach?

*5. What is your position?

*6. How many years of experience do you have?

*7. How many years in your current position.

*8. Are you ELL Certified ?

*9. Are you working towards ELL Certification?

*10. How often do you provide instruction to ELL's?

*11. How comfortable are you with the following areas?

*12. How has your understanding of teaching reading to ELL's changed based on your participation in this workshop series?

*13. What is one strategy from this workshop series that you have used in your classroom ? Tell about how it went, what you learned from it, and how it supported student learning.

*14. How confident are you that the strategies you have learned in this series will continue to be used in your classroom?

*15. Would you be interested in attending Part Two of "What's Different about Teaching Reading to English Language Learner's"?

*16. If offered, would you attend a 3 day (non paid) summer series that provided support in working with English Language Learners?