Alignment of Academic Standards with ELL Proficiency Standards Laura Hardin Grand Canyon University ESL-523N May 8, 2011 Abstract This essay focuses on standards-based instruction and its effects on English language learners. Furthermore, this discussion will address the purpose for creating ELL Standards and the resulting benefits the standards provide both teachers and students within ELL departments throughout the country. As the amount of second language learners steadily
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ELL Proficiency Standards Randy Poehler Grand Canyon University Advance Methodologies of Structured English Immersion ESL-533N Jeri Jorgenson-Zwibel November 27, 2012 ELL Proficiency Standards Listening and Speaking Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge. | Pre-EmergentSpeak with clarity and use appropriate intonation when reading and reciting texts | | EmergentSpeak with clearness and use correct inflection when understanding
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Alignment of Academic Standards with ELL Proficiency Standards In 2001 the federal government put into action what is known as the No Child Left Behind Act or the NCLB, changing the foundations and the administration of educational instruction in our American educational systems. Written within the federal law of the No Child Left Behind Act the government requires states to include English Language Learning or ELL students in state assessments and assess students language proficiency with valid, reliable
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Improving Instruction for ELLs According the Echevarria, Vogt, and Short (2013), the 44 states that implemented the Common Core Standards these states are working “to ensure the required standards are included and the U.S. Department of Education (USED) is requiring participating states to revise their NCLB assessments” (p.8). While this alignment of standards promotes a unity between states and helps to promote college preparedness (p.8), it fails at considering the needs of English language learners
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\ Introduction Standards direct the course of the curriculum, instruction and assessment in the US schools. Most of the pedagogical decisions made at the school and district levels are shaped by the standards set by the state and mandated by the federal government. These standards serve as an instrument for the definition of the language and the content that all students including English language learners (ELLs) are expected to achieve (Fenner, 2012). In this article, Fenner and Segota tackled
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many different subject areas no matter what their level of ability to speak or understand English. The state and school districts are held responsible for the information the students are learning and ensuring that they being taught the correct standards. There have since been assessments set to evaluate student achievements and how they are doing when it comes to comprehending
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English Language Proficiency Assessment in the Nation: CURRENT STATUS AND FUTURE PRACTICE Edited by Jamal Abedi U N I V E R S I T Y O F C A L I F O R N I A , D AV I S • S C H O O L O F E D U C A T I O N Copyright © 2007 The Regents of the University of California The work reported herein was supported in part by the National Research and Development Centers, PR/Award Number R305A050004, as administered by the U.S. Department of Education’s Institute of Education Sciences (IES). The findings and
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English Language Learner’s Assessment English Language Learners, (ELL), have specific tests and procedures that the ELL teacher must follow in order to properly assess each student’s level of proficiency in English. After interviewing the English Language Learner teacher at our school, assessing ELL students gives the both the home teacher and ELL teacher the information needed to develop a SIOP, (Sheltered Instruction Observation Protocol), for each student. First, all new students are given
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of the newly revised Arizona English Language Proficiency Standards, write a 400-word critical analysis of the ELP Standards. Explain how teachers who have ELLS in their classrooms can address these standards. Given the increase in number of ELL students in the United States, many U.S. teachers should expect to have ELLs in their classrooms. Therefore, it is essential that schools accurately identify ELLs and understand their language proficiency in English as well as their home language. Most
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Knapp (Alignment of Standards)succeed within the classroom. Educators can assess how students are doing by giving thestudent’s a variety of assessment methods making sure to differentiate their instruction in thecontent areas of reading, writing, and listening and speaking so that the diverse needs of everylearner is meet. Overall, the simplest way to look view this whole idea is to remember thestandards-based instruction begins by identifying the relevant standards and planning instruction,then
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