ell proficiency standards essay

In the case of ELLs their culture and identity are considered constraining factors with respect to academic challenges, but scholars feel that these are due to non-recognition of native cultural dynamics (Gay, 2000; Ladson-Billings, 1995). However, if these aspects are utilized it can contribute to a better learning experience in terms of language and other academic areas. The native cultural background and its linkage has the capacity to motivate and ignite interest in ELLs and it can provide the

students was a combination lesson, that looked at both ELP and Social Studies. This lesson is suitable for ELL students in Stage III, which include students in grades three to five. In the classroom, students will work in small groups, with partners, and individually, on graphic organizers and worksheets, as well as a crafting assignment that will reinforce both the ELP and ELL standards, as well as some ELA, particularly when it comes to vocabulary. © 2015. Grand Canyon University. All Rights

Students who are English Language Learners are taught in whole group with their general education teacher and in a small group with their ELL paraprofessional. About 5 % of students who are ELL are on or above grade level in Reading based on the i-Ready Diagnostic Assessment 3. This is why the district believes these students and others should have extra practice or progress monitored on their mastery of vocabulary

or emergent level of reading and writing in English, significantly below grade level. (http://ell.dpi.wi.gov/sites/default/files/imce/ell/pdf/elp-levels.pdf). Although my students would be young, they could be classified as significantly below grade level if they cannot identify letters and perform poorly on the kindergarten screening and running records. Most ELL students at this age are not literate in their native language, which may make learning English literacy more difficult. Rationale The

The role of state standards is to guides all teachers, all schools, and all publishers to the right content material for each core subject that state deems important. The purpose of standards tells educators what a student should know and what students should be able to do. 2. Discuss the statement at the beginning of the chapter about Sheltered Instruction strategies “…these strategies are not ‘remedial’ in nature and do not dilute’ or ‘water down’ instruction. What is the importance of this statement

a tool to assess student understanding by leading and monitoring the discussion while supplying probing and guiding questions,” (Burden, Byrd, 2012). Along with benefits for the entire class, ELL students also benefit from whole-class discussions. The effective use of whole-class discussions allows for ELL students to hear and practice language in an authentic and academic setting, encouraged and supported by the teacher. “The

Language Assessment and Language Proficiency Standard There are three main goals in teaching English as a second language. These goals are: To use English to communicate in social settings, to use English to achieve academically in all content areas and to use English in socially and culturally appropriate ways (Short, 2000). With these goals in mind, language proficiency standards (LPS) have been developed to help insructors achieve the highest level of ESL instruction. The Educate

a decrease in academic success. Our schools have many different types of learners who are required to meet the same standard at the end of the year to be considered for promotion. In common classrooms, there are about twenty five- thirty students per one teacher. However, we must keep in mind that students learn differently and at a different pace. Unfortunately, there are standards and expectations students need to show to be considered “ on the level, and proficient” in the content area. Differentiated

Students are falling through the cracks, being left behind, and are not being educated properly; these are statements we hear every day about our educational system. Attempts have been made to reform and overhaul the educational crisis. However, few have been successful. High expectations are being placed on students to perform well on standardized tests so “no child is left behind” and schools are not labeled as “failures.” This strict discipline of teaching to the test is only harming the quality

the classroom I increased my ELLs understanding on the subject being taught and gave to all my students the opportunity to grow into the new material. Group activities help with gathering the knowledge to learn the content given. These strategies help students to be more explicit as well as instigate participation. The students were using the knowledge acquired in the classroom in order to perform the football skills. Hands on activities (very helpful when teaching ELLs and LEPs) is a fundamental