English Language Learners

Addison needs to develop automaticity in identifying sight words. The data collected indicates several of her

Beginning with the second grade form A list, Lauren was able to recite each of the words effortlessly under a second. The fluent behavior allowed for all twenty of the words to be added to her personal list of sight words. Demonstrating a command of high- frequency words, she was able to quickly recognize the dolche words displayed on the list. Indicated by her score of twenty out of twenty, second grade is

When it comes to teaching English Language Learners, math is often an under researched topic because it is thought to be a language of numbers (Janzen, 2008). A misconception that many educators share is that because math uses symbols it is not associated with language or culture (Bresser, Melanese &Sphar, 2009). Not all English Language Learners are the same, and often times ELLs enter a new classroom that requires proficiency on both mathematical and linguistic levels. ELLs come in with different levels of schooling, some come from a situation where they have been attending school regularly, so the transition is not as hard as it is for the students who really have not attended school on a regular

Ja'mari is a 3rd grade student attending Lake Forest Elementary Schools of the Art and Sciences. He participates with non-disabled peers in an inclusion classroom for the majority of the day. He is a very sweet and kind student who is willing to work on any task that is given to him. Although Ja'mari is willing to work on any task,he struggles to be confident and social with his peers and adults. He requires prompting, verbal encouragement, one on one support, task adaptations to complete assigned task. According to his recent I-ready results, Ja'mari overall scale scores increased from 404 to 449. He made a 44 point gain. He is making tremendous progress. His strength is in Phonological Awareness. He tested out. Ja'mari has demonstrated the

During the 2015-2016 school year, the Tiger Advanced English classroom consists of students divided into four classes of 24, 25, 25, and 26. There are 53 boys and 49 girls. All students are identified as gifted though each has unique learning needs. We have one legally blind student that has severely decreased hearing in one ear. One of our students uses an FM sound system and another is diagnosed with a visual processing disorder. Eight students have health needs associated allergies/asthma. One has experienced traumatic brain injury and two others have weak immune disorders. And finally, one diabetic student.

The study published by DeVries and Feldman in 1983, showed that token reinforcement can increase the rate of sight word acquisition within students with a learning disability in a resource room setting. The study was comprised of two participants, a nine year old boy with directionality and perceptual difficulties and an eleven year old boy with auditory figure ground discrimination. Both participants were two years below grade level in word recognition, had a diagnosis of a learning disability and average intellectual function level, and both were from southwestern USA. After a baseline of each student’s sight words recognition, multiple lists of different five unknown sight words were selected, to use during the intervention. The teacher explained the guidelines of the token system; if the student could remember a sight word 24 hours after the lesson, the teacher would get put a star next to the word. Once the student earned 5 stars (one for each word) they would a sticker on their goal sheet. DeVries and Feldman’s study used stickers as tokens. The children chose a prize of a pre determined list created by a survey they took. The students could then trade in their stickers for a tangible prize from their prize menu. The prize menu was derived from a survey the participants took during the baseline. The goal sheets were sent home to receive the award of parental praise. The study showed that both students increase their sight word vocabulary by 330 percent or more

Learners experiencing visual and auditory association problems may find it difficult to associate a name with a written word. Auditory level associations are an important component of language and are learnt by listening to other people. Learning-disabled learners therefore do often attach the correct meanings to what they hear or see. Problems may also be experienced with cross-modal association. This means that learners who experience learning disabilities can often not integrate visual and auditory information to give meaning to that information. What they learn by listening to the teacher will not help them to better understand what they read in their books, which must lead to problems with spelling, reading and

The first lesson during the sight word intervention was focused on teaching sight words that began with the letter W, many were questioning words like “where, what, and who”. The objective of the lesson was to recognize and write the words “what, were, want, who and was”, the passing criteria for both objectives was 4 out 5 or 80 percent. The teacher candidate

Introduction/background information: Susanna Chao is fourteen years old, of Asian ethnicity, English is her second language but she does not require any English Language Learners Programs. She did attend preschool at ages three and four. Susanna’s home life seems stable. However, it is not that of a typical living situation. She lives in an apartment with her mother and grandmother. She has two younger siblings, a sister and a brother. Susanna has attended several different schools in her life, primarily elementary schools. According to past teacher comments and grade reports, her grades have suffered due to tardiness, absences, and lack of engagement in subjects that don’t peak her interest. She has, however, improved her grades in reading, language arts, science, technology, and social science. Her teachers in extracurricular classes comment about her being a joy to their class, and being eager to learn from them.

Over the years, many schools have grown increasingly with diversity. As teachers, we must be aware of the many different students we will have in the classroom. This means that all our students will learn at different rates, take in new information differently, and overall have a different perspective on certain topics. With so much diversity in the school system, education policies for students who are English Language Learners (ELL) have greatly emerged. Many individuals move to the United States for better opportunities or to ensure their children obtain an education. With such a growing number of people entering the United States each day, emerging laws and cases must aim to support English Language Learners to ensure a fair and equal education for everyone.

With the No Child Left Behind Act of 2001 came a requirement for local and state educational providers to be accountable for the academic progress of all children in their care including English language learners. This paper will examine two common assessments used by states and districts to meet the requirement of this legislation: WIDA's ACCESS for ELLs and Ballard and Tighe's IPT test. Both of these standard-based tests are used for similar purposes, but they have some differences too, namely that one tests BICS and general CALP, while the other tests a wider range of academic domain language.

Figure 3 shows that non-ELL students outperform ELL students by approximately 23% points (FLDOE EdStats, 2017). Trends of the graphs in Figure 3 also show that the achievement gap between ELL and non-ELL students has increased over the past three school years. Data pulled from Performance Matters shows that 13% or 46 students taking the Algebra 1 End of Course exam are ELL students (Performance Matters, 2017). Figure 4 shows that students without disabilities outperform students with disabilities. In addition, data from the Florida Department of Education EdStats page shows not one student with a disability was proficient on the Algebra 1 End of Course Exam for the 2016-2017 school year. This is a very important data point because school

The purpose of this paper is to discuss the effects processing has on Autism Spectrum Disorder and in the special education classroom. Autism (ASD) is a neurological disorder that affects student’s cognitive behaviors, social interaction and communication. A positive method used to teach students has been processing. Processing consists of memory retention through visual or auditory methods in an effort to create new ways to understand and remember the words. A difficulty that occurs for students with Autism depends on their placement in either special or general education classroom. This paper will look at how Autism and processing can alter the special education classroom. We will also discuss how processing can lead to optimal outcome and cause people to lose their Autism diagnosis.

This goal is appropriate for a student who has not learned all of his/her sight words. You can assess sight words with flashcards. You can they show mastery when the student has identified 80% of the words.

Angelina’s independent level is grade 1, her instructional level is estimated to be at a 1.5 grade level, and her frustration level was determined to be grade level 2. At her independent level of grade 1, Angelina’s substituted “life” for “live,” suggesting that there is a slight difficulty being able to visually decode word patterns such as vowel-consonant-silent e (vce). Since she only produced one miscue on her independent list, and four on the following level Angelina’s instructional level is an estimation. Angelina was able to read all but one sight word on the pre-primer, primer, and grade 1 word list. For example, she was able to read words such as thank, when, always, this and jump. She was unable to read any sight words at the