RUNNINGHEAD: ASSESSMENT 1. Assessment and Placement of English Language Learners Anita L. Lewis ELL 240: Linguistically & Culturally Diverse Learners Erin Marsano April 20‚ 2015 ASSESSMENT 2. . Assessment of English Language Learners The English language is opaque‚ so a variety
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Week 5 draft Running head: DEVELOPMENT SCENARIO FOR E‚ L‚ L’S. Maria Ortiz ELL 240 Linguistically & Culturally Diverse Learners Instructor: Michelle Schwa October 11‚ 2014 Development scenario for E‚ L‚ L’s I must say‚ according to my observation in the scenario I really see two strategies that is being used to help the E.L.Ls. The strategies was used on Maria that just arrived in the class but has been there for only five months. What I observed was that the teacher has a student
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Learning Reflection Journal Sandra Agee ELL 240: Linguistically & Culturally Diverse Learners Instructor: Jessica Vargas October 27‚ 2014 Reflecting on the required video‚ Stages of language development‚ ponder the “wait time” used by the teacher in the video. Address the following questions in your journal: The video shows the actual performance of students at the five stages of oral English Language Acquisition. The stage one enactment of the Silent Period (can last 0 to 6
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ENGLISH LANGUAGE LEARNERS ELL 240 Linguistically & Culturally Diverse Learners Instructor: Jerrica Mesquita Antoinette Richardson September 30‚ 2013 In this paper we will explain the theory behind English language learners‚ and give the benefits Of the program. One will show how important it is to practice and or adopt this program as a teacher. In the scenario the teacher was caught off guard he know nothing about using‚ programs to help him teach the
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Cultural Diversity Hollie Ott ELL 240 Instructor Catherine Tapia January 12‚ 2015 Cultural Diversity Teaching cultural diversity in a classroom can be very difficult‚ but not impossible. One of the key areas that sometimes go without notice is working with families and developing curriculum together so that their culture becomes a learning forum as well. This will not only teach‚ but bring about a sense of pride and comfort so that collaboration will continue throughout the school year and
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medium district with six schools in the district. There are three K-4 schools‚ one 5-6 school‚ one 7-8 school‚ and one high school. I teach eighth grade mathematics at North Boone Middle School where 6.1% of students are English Language Learners (ELLs) (Illinois Interactive Report Card‚ n.d.). Our district has one certified bilingual teacher that travels between buildings‚ and one native language speaking aide at each building. North Boone Middle School has an enrollment of 19 or fewer English
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English language learners (ELLs) receive quality instruction for learning both English and grade-level academic content. NCLB allows local flexibility for choosing programs of instruction‚ while demanding greater accountability for ELLs’ English language and academic progress. Under Title III‚ states are required to develop standards for English Language Proficiency and to link those standards to the state’s Academic Content Standards. Schools must make sure that ELLs are part of their state’s
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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
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culture in the instruction of ELLs (Crawford‚ 1989). However‚ the purpose was not to develop the students’ native language‚ but to allow academic progress in the content areas while acquiring English (Lyons‚ 1990). Congress again reauthorized the BEA in 1978. The amendments provided a new definition of eligible students. Lyons (1990) notes that by recognizing the importance of skills such as reading‚ writing‚
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Springfield R-12 uses the following assessments: DRA2 (grades K-2)‚ Scantron Performance Series Assessment for Reading‚ Language Arts and Math (grades 3-12)‚ the Missouri Assessment Program (grades 3-8) and End-of-Course exams (grades 9-12). In addition‚ ELL students take a yearly progress test to provide data to the state of Missouri. The yearly exams shows progress in English proficiency and how many students are achieving English proficiency. Springfield Public Schools regularly meets the state-established
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