Mrs. Sawaged - ELD

Welcome parents and students to my site's page! My name is Abeer Sawaged and I'm one of the ELD teachers here at Clear Sky. I’m blessed with a family of five and 1 puppy, Ohana. I have 3 children, Jordan, Natasha, and Natalia. At our leisure time, my husband (Tommy), and the rest of the family LOVE cooking, socializing, and traveling overseas.



Coming from a diverse background, I'm honored to serve our community's Language Learners!! I joined CSE in 2011. During that time, I’ve been an Educational assistant and a substitute teacher. In 2012, I was honored to accept a position to become one of the ELD teachers at Clear Sky. Growing up overseas -Amman-Jordan- developed a passion for me to acquire the English language from a very young age. In result, I decided to pursue my undergraduate degree in English as a Second Language from Al-Ahliyya Amman University . In 2017, I was inspired by a group of talented teachers to obtain my Literacy lesson graduate courses from the University of Colorado, Denver to better serve who are involved.


Our ELs come to us with different language proficiency levels. Per WIDA, here are all the 6 stages of language development and what students possess linguistically in each stage :

 

6 (Reaching)

 •specialized or technical language reflective of the content areas at grade level

 •a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified grade level

 •oral or written communication in English comparable to English-proficient peers

 

5 (Bridging)

 •specialized or technical language of the content areas

 •a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports

 •oral or written language approaching comparability to that of English-proficient peers when presented with grade-level material

 

4 (Expanding)

 •specific and some technical language of the content areas

 •a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences, or paragraphs

 •oral or written connected discourse with sensory, graphic, or interactive support oral or written language

 with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the

communication when presented with oral or written connected discourse with sensory, graphic, or interactive support

 

 3 (Developing)

 general and some specific language of the content areas

•expanded sentences in oral interaction or written paragraphs

•oral or written language with phonological, syntactic, or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative, or expository descriptions with sensory, graphic, or interactive support

 

2 (Beginning)

 •general language related to the content areas

•phrases or short sentences

•oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when

 presented with one- to multiple-step commands, directions, questions, or a series of statements with sensory, graphic, or interactive support

 

1 (Entering)

 •pictorial or graphic representation of the language of the content areas

•words, phrases, or chunks of language when presented with one-step commands, directions, WH-, choice, or yes/no questions, or statements with sensory, graphic, or interactive support

•oral language with phonological, syntactic, or semantic errors that often impede meaning when presented with basic oral commands, direct questions, or simple statements with sensory, graphic, or interactive support

 

The ELD teacher will collaborate with the classroom teacher and different specialists to plan, pre-teach, and decide on next steps to ensure ELs’ success in the classroom and to meet their diverse needs.

Here at CSE we strive to make sure our students and families feel safe, supported, and have a sense of belonging!