ell proficiency standards essay

Successful ELL programs in schools require specific knowledge of ever-changing federal and state laws including funding requirements, as well as current knowledge of “best practices” regarding ELL programming. These subjects will be discussed as well as resources for reviewing programming policies against current laws, regulations, and policies. Federal and State Laws Related to ELL Programs Federal Laws Influencing Current Approaches to ELL Instruction Four federal laws that influence current

KA statement of the problem An increase of English language learners (ELL) in United States schools has led to continued research in to the best way to help ELL students acquire proficiency in English as required by the No Child Left Behind legislation (NCLB Section 1001, p. 15). But what is the best way to teach English to ELL students? In this study, which was the first of its kind longitudinally, two English learning approaches for Spanish-speaking students are compared: Transitional Bilingual

States who were identified as English language learners (ELL) in the 1999-2000 school year was 6.7% of the total school population (U.S. Department of Education, 2000). Increases in the ELL school population is due to growth in the Hispanic subpopulation. As a group,

districts, claiming the 490th rank for 2015. The ranking was based on the state-mandated academic achievement test known as the Pennsylvania State Standard Assessment (PSSA) test scores in Reading, Writing, Math, and Science and on the three high-school level Keystone Exams: Literature, Algebra 1 and Biology 1. YCSD is a Title I school district, with 30% ELLs. As shown by PSSA test results, YCSD has a major achievement gap to close between English and non-English speakers. YCSD continues to be under

(hereafter referred to as ELLs) currently comprise 10% of the total school population in the United States (National Center for Education Statistics, 2005). It is a population that is going to continue to increase in American public education and their specific needs for learning literacy are of great importance to teachers. Since schools and teachers are increasingly judged based upon the academic achievement of students, then the success of the growing population of ELLs is going to be increasingly

considerable percentage of ELLs did not meet the state 's proficiency targets. According to the FCAT data, less than fifty percent of ELLs were bellow mastery in vocabulary. Therefore, the researchers is aiming to study and discover whether the online digital programs being used in the classroom help ELLs master the academic vocabulary to understand advanced texts. Given these facts, the researcher has proposed himself to focus his action research on the following question: Will the ELLs improve their comprehension

words accurately. It is an essential part of early literacy development and enhances learning across the curriculum, from Pre-K through adulthood (Mangen & Velay, 2011). An ELL is a student who is served in a program of language assistance such as an English as a Second Language Program (ESL; U.S. Department of Education, 2014). ELL identification varies by state and generally includes students whose home language is not English and who demonstrate limited English language skills and a need for special

quick snapshot which identifies what the student has mastered or still needs to work on. Summative assessments are usually what we stereotypically think of as a test. These are graded and measured. It lets us know if a student has met a benchmark or standard. When I first started teaching, I corrected homework and did exit slips not realizing how important they could be. Now they drive and guide my

within the English language domains of reading and writing. Comparing a personal experience I had dealt with wasted school year time, regarding an ELL student, involves a teacher being out of touch with her student and giving inappropriate leveled work. All of these issues work hand in hand. The ultimate goal is to teach literacy and to reach proficiency within the English language. Poverty is a great obstacle when it comes to a child and their learning environments. When a child lives in poverty

reading standards assessed. Rationale Citing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text is a skill whose mastery would assist students in all content areas. The far reaching benefit of improvement in this area would impact all areas of education, present and future. Aligned Standards RI 7.1 Cite several pieces of textual evidence to support