5. Monitoring Student Development of English Language and Content
In response to the prompts below, refer to the assessments you will submit as part of the materials for Planning Task 1.
a. Describe how your planned formal and informal assessments will provide direct evidence of students’ development of English language proficiency within content-based instruction throughout the learning segment.
[To show evidence of students’ development of English language proficiency within content-based instruction, I’ve planned informal and formal assessment for students. My formal pre-assessment is a questionnaire given to students. Prior to the lesson, students will be given a questionnaire to determine their interests and background knowledge. Students
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Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their development of English language proficiency within content-based instruction.
Consider the variety of English language learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, Students with Limited or Interrupted Formal Education [SLIFE], readers who struggle in their first language, students at varying levels of language proficiency, long-term ELLs, underperforming students or those with gaps in academic knowledge, and/or gifted students).
[I have planned may activities including hands-on and individual activities to target different learning style. As well as reaching each student and giving them the opportunity to meet their learning goal. I have three Second Grade students, two of them are at the Emerging Proficiency Level and one is Transitioning. They each have different learning styles with individual needs and strengths. Two of the English Language Learners have an IEP and according to their IEPs, both English Language Learners demonstrate strengths in their receptive language abilities and need support in their expressive language
Before you start working on this part of your assessment, carry out some planning by answering the following questions.
The author suggests screening native language and English language and literacy development from early education through the transition process, and then in English when students are prepared to leave and are no longer getting reading instruction in the native language. The author states that a team method to problem solving that considers many of these issues may ease the progress of a proper instructional plan. Plans and instructional routines such as repetitive language, rapid pacing, modeling, time to practice, and discuss school employees do not delay literacy instruction until student’s English oral skills are well-developed, but instead support Students benefit when school employees are focused on meeting student’s educational needs rather than on finding an outside source to explain the educational needs. Instructors, including the ones in special education, are worried that they do not have the knowledge and skills to properly teach English language learners. The author states how these teachers are scared that their lack of knowledge of the student 's native language makes them unable of providing valuable education. That 's why, it is important that teachers are provided with the resources required to support them in this process.
In response to the prompts below, refer to the assessments you will submit as part of the materials for Planning Task 1.
Identify two specific learning needs the student has as an English learner, based on the student description and the responses.
English learners are currently the fastest developing student population in schools today. This makes it extremely important to provide these students with the programs and services they deserve. Providing a strong education for ELL students is what I personally believe to be an asset in America’s future. Today there are many challenges I believe teachers and students face when it comes to instruction and assessments.
The situation amongst ELLs and literacy instruction, including assessment practices, is confusing for many teachers; therefore there is still much exploration left in terms of the best practices for the instruction and assessment of ELLs (Ebe, 2010).
Explain how understanding specific English language learners' needs guided the choice of instructional strategies to support the content and language learning.
The following is the outline of the Plan that the student is advised to follow as closely as possible. Each topic will address one or few specific competencies or learning outcomes. Each competency will be graded and assessed using the attached rubric.
Argumentation – An argument is writing that is used to convince the audience of something.
The class is a mainstreamed first grade co-teach class of 34 students and two teachers. There are 16 females and 18 males that included 12 active English Language Learners (ELLs) (5 females, 7 males) and five Level 5 (proficient) students. The 12 ELL students represent five languages—Spanish (7), Chinese (1), Chin Burmese (1), and Arabic (2), Brazilian Portuguese (1). Eight of the twelve students tested at Level 1 on the WIDA language proficiency scale.
Phonics or Oral Language. As you have learned this week, it is essential to understand how to plan for effective instruction in phonics and oral language for students with disabilities. In the classroom, it is important for all lesson plans to not only integrate effective strategies for instruction and accommodations for students with disabilities, but to also align with Common Core State Standards and the student’s individualized needs. This lesson plan will focus on using effective, research-based strategies for
Hill, J.D., & Flynn, K.M. (2006). Classroom instruction that works with English language learner. Alexandria, Virginia: Association for Supervision and Curriculum Development.
There have been many policies and legal battles when it comes to English Language Learners. For every policy, then will inevitably be a case to challenge it, as it is difficult to define what is truly equitable for every ELL student. Programs for English Language Learners (ELLs) have struggled to get the needed recognition and support from school district offices of our public schools. One piece of legislation that was passed to help end the inequality of education for these students was the Equal Education Opportunity Act or EEOA. The EEOA mandated that all students that are identified as an English Language Learner are to receive individual English only instruction. This is a good start to offering the right kind of instruction that is needed for students who are struggling to learn a second language.
Write a response for each of the following activities. Check the Evaluation section at the end of this document to make sure you have met the expected criteria for the assignment. When you have finished, submit your work to
The achievement of oral language is a normal development for the performance of most children. The child’s (ren) understanding to communicate will began to increase with age, however, it will not establish the growth increase process right away but it will contribute to the perfection progress as the children starts to read and transform into a more experienced reader. Learning and communicating more adequately