Reflection Paper

As a teacher, if you choose a test to be an assessment, think about the different possibilites to accommodate for ESL and ELL students, or those that struggle with tests. These students can struggle with standardized tests, and one way to prepare them are multiple choice tests. Multiple choice tests allow students to compare several options for answers and then choose the correct answer. Oral testing can be a great assessment because spoken language is the ultimate goal. You can focus on the students’ ability to communicate with what they know. This type of assessment gives students the opportunity to self-correct, ask for clarification, and use language creatively. Another common testing assessment for these students is a completion test. This allows students to have a chance to show the teacher what they know, rather than testing for what they do not

Large-scale assessments target not only content knowledge but also competency in English for the English Language Learner (ELL). “An overwhelming majority of assessment tools are in English only, presenting a potential threat to the usefulness of assessments when ELLs’ lack of English prevents them from understanding test items” (Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006, p. 24). In addition, ELL’s are a diverse group from various socioeconomic, cultural, linguistic, and ethnic backgrounds that affect their prior knowledge and target needs for assessment accommodation. In order to understand how to implement the best practices for assessment for the ELL, the teacher must

[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

This paper identified lessons, grade level, and content area for students who are learning English as a Second Language (ESL). The lessons outlined were retrieved from the Arizona English Language Proficiency Standards (ELPS). There are three ELPS standards denoted in this lesson that is inclusive of the instruction style and different assessment approaches. Further, as the classroom teacher, I developed and implemented reading learning experiences to support English Language Learners’ (ELLs) fluency and comprehension of the language.

This paper investigates and examines the needs of English Language Learners (ELL) in our classrooms today. It defines who they are, gives statistics at three different levels, nationally, statewide and at the school level. A few general concerns about ELL are discussed and also some positive indicators are given to give a foundation to work from. Academic goals in English language development, reading and math; that can be applied for all students, and assessment considerations are reviewed. Finally, proven instructional

The purpose of this paper is to address the current state of instruction for students who are acquiring English as a second language and demonstrate appropriate instructional supports that will aid English Language Learners, ELLs, to succeed in the classroom. We begin by identifying the student participant, the demographics of the community, school, and classroom, the methodology of the case study, and limitations. We will then analyze findings based on interviews, student work, and observations then conclude with recommendations that will support ELLs through the process of acquiring English. Finally, a reflection on the case study will be included that addresses the experience of the observer and impacts for future practice.

The year is two thousand and seventeen, I am twenty-four and in disbelief while listening to the news station. My country, United States, and its citizens are upset and confused at one another. I think to myself with concern, “how did it get so bad?” the news continues to report in the background. I listen for a second, “requesting all white students to leave campus for a day, another campus is to host an all-black graduation, and several protests are happening violently on campuses all over the country...” I tune out again and begin to feel the weight in my heart. “How… “my thoughts start. “how can…” my mind tries again. I feel confused, shocked, concerned, and I feel betrayed. My eyebrows narrow and I squeeze my thought out, “How can we go back 60 years?” After all that has happened in our history, how can this country have segregation in our academics?

My senior year US History teacher Mr. Seagars told the class a story about a student that could write answer so believable that it even made him question whether he had his facts wrong about history. He stated that by the time he finished reading the incorrect answers of this student that most of the time he gave him credit just because the story was so good. That student was me. I grew up in a lower middle class neighborhood in the small town of Anderson SC. The average passerby would most likely sum me up as the runt of the neighborhood if they did not know me. There were only a handful of kids my age to interact with. The majority of my playmates were much larger and much older than I. This upbringing taught me many lessons growing up. Any wrong move, word or reaction could result in ridicule or even worse, a beat down. I quickly learned to navigate the jungle that people called a neighborhood but more importantly I learned what makes people do things they do. This knowledge has help guide and in many cases protect me as I have gone through my adventure so far in life.

English Language Learners or ELL are students that cannot communicate fluently or have any knowledge of English. Several of these students come from homes where they only speak their native languages and English is taught in school. Several of the parents don’t understand, speak or write English, so they can't help their children with their academic school work. These students need modifications and special accommodations in both languages to complete a course. For this to take place they need to be giving an assessment to see the areas of weakness for a teacher to provide support. Some of these students come from immigrant parents seeking for a better opportunity for their families. According to the NCES, in the 2014 -15 school year the ELLs student's percentage was higher in the United States than previous years. ELLs student population is growing fast, with 9.4%, which is about 4.6 million students. According to the U.S. Census Bureau reports about one in five students in public schools lives in a home where English is not the primary language and predicts that by 2030. (Unknown 2017)

Growing up in Rock Hill, South Carolina, attending Westminster Catawba Christian School as an adolescent, living in a suburban area with my older sister Reaghan and parents, a portrait of the best life any child could ask has been painted. My sister and I were spoiled rotten and got pretty much anything we ever asked for. My life consisted of going to school, participating in fun family nights, viewing movies, and attending church on Sunday. I’ll never forget the delicious soul food Sunday dinners that followed.

Every little girl dreams of the snow-white perfect gown and the day she meets the one who will stand by her side until the day they die. Some may fantasize about all the big milestones they will face throughout their lives like an eagle soaring the skies looking for a good place to settle down and begin living each day as if it could all just vanish in an instant. No one expects the unexpected and some never find the confirmation they seek.

Throughout the years I have had several life-changing events, but the one that affected me the most was going up to boundary waters in Minnesota. We went into the wilderness for 5 days with no electronics and limited food. We would have to quickly paddle in our canoes against the strong winds and then slowly and carefully carry our heavy backpacks around in order to get to our next campsite. We had to endeavor all the pain that was brought to us.

Going from 9th to 10th grade was a huge learning experience. At my school, Central High School, they had the 9th graders separated from the rest of the high schoolers. But that wasn’t my problem I had to go to a completely different school system, Russell County School system, they had all the grades combined. Russell County also wasn’t very known for a good curriculum. Central’s curriculum was more advanced than them. I learned how to transition from doing the minimum work needed to have to go above and beyond for my school work. High school I was able to learn many things, but the most important was learning to properly read and write.

As a Unitarian Universalist and a lifelong homeschooler, I have enjoyed the privilege of participating in many cultural and spiritual observances. From learning about and practicing meditation techniques at the Sangam World Centre in Pune, India to witnessing the renowned jumping dance of the Maasai people’s Udumu ceremony in Kenya, I have been exposed to a substantial number of diverse and unique faith traditions. While all of these experiences have allowed me to explore the various ways in which humans interpret God and how they incorporate meaning into their lives, nothing in my background prepared me for my most recent foray into fundamental Christianity. Visiting a local Independent Baptist church was unquestionably the most terrifying religious experience of my life.

The other thing I completely understood was that I loved teaching and working in a classroom. Unfortunately, it would take a lot longer to get back into one than I had originally planned.