ell proficiency standards essay

indistinguishable population. Most English language learners (ELLs) are immigrants from many different countries speaking many different languages and equipped with a variety of gifts, talents, educational needs, goals, and backgrounds. Given that how has our education system helped support those who are ELLs academically based on the fact that most of our curriculum is taught in english following our culture's standards? Numerous ELL understudies come from homes where no English is used, while others

population of English Language Learners (ELLs) has increased significantly, representing 5.1 million students or 10% of the total public school enrollment (p. 1). In this population of ELL students 76% of students are performing below grade level in English reading, which is concerning as foundational literacy is important to academic success (Sun, Nam, & Vanderwood, 2010, p. 1). With the increasing demands of accountability and performance and the significant growth of ELL students, Response to Intervention

Honesty Statement: I solemnly swear that this is my own work, and I will not share it with anyone else ever. __KM__(initials) Key concepts from Reading Instruction—Past and Present Perspectives: Medical Model of Literacy Assessment: first the problem has to be “diagnosed” and once it is identified, we can come up with a way of “curing” the problem. This is Remediation and is no longer the way we look at reading instruction for struggling readers. Causes of Reading Difficulties: some reading

1 million ELLs were enrolled in urban schools, accounting for 16.5 percent of total district enrollment. In 2009–10, 1.2 million ELLs were enrolled, accounting for 17.5 percent of total district enrollment (Uro & Barrio, p. 26, 2013). The No Child Left Behind (NCLB) Act of 2001 required students in grades three through eight to be tested every year in reading and math. While NCLB now holds educators more accountable with student learning, it now also tests English language learners (ELLs) in content

English language learners (ELLs) are people who have to acquire a second additional language and culture. In another words, ELLs are people who do not speak English as their first language. According to the National Center for Educational Statistics (2014), the percentage of public school students in the United States who were English language learners was higher in school year 2012–13 (9.2 percent, or an estimated 4.4 million students) than in 2002–03 (8.7 percent, or an estimated 4.1 million students)

knowledge. For English Language Learners and special education students, assessments are generally used for placement. Using the results from the evaluations, educators use their findings to place the students in the most beneficial class for them. As more ELL students enter the classroom as well as other diverse scholars, the importance of having knowledge of different assessments and teaching strategies becomes imperative and basically mandatory. When entering the kindergarten English Language Learners

English language learners (ELL) are one of the fastest growing classifications of students attending schools in the United States today. They represent a diverse group of students typically coming from homes or backgrounds where English is not the primary language spoken. Additionally, ELL students experience difficulties communicating or learning academic instruction in English. The process of identifying ELL students is difficult because there is no uniform code. As a result, the procedures for

October 10, 2012 Abstract 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

ELLs and Vocabulary Erica Villarreal Concordia University Educational Research 5305 Dr. D. Hastings   TABLE OF CONTENTS Chapter One: Introduction...............................................................................................................3 Purpose Statement..................................................................................................4 Chapter Two: Literature Review.......................................................................................

especially appreciate how creative the lesson was for the SIOP sample. I am also very familiar with the state’s current frameworks for ELA and enduring understandings, essential questions, and objectives that my department established to support these standards in the curriculum. Beginning with the format of these two templates, it is quite clear that the SIOP format is essentially more relaxed and broad. This allows for a lot of freedom within the lesson because if students do not understand the information