EDU220 Final Exam

What strategies are appropriate to use with ELL students? Explain.
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What strategies are appropriate to use with ELL students? Explain.
-Comprehensible Input: What you present to students must be understandable. Techniques used to do this include realia (the real thing), visuals, graphs, gestures, slowing your speech, enunciating clearly, and limiting the use of idioms for new English Language Learners.

-Vocabulary Development: Without vocabulary, a person cannot demonstrate fluency in a language. Words are not learning in isolation rather they are learned in relation to other words. Effective vocabulary development can be one of the most critical factors in helping English language learners to achieve.

-Building Background: Building background is when a teacher makes connections between the content and the students' own life experiences. It also involves making connections to prior learning.

-Immediate Feedback: Giving feedback regularly to English language learners regarding their speech, projects, and homework is critical. By giving regular feedback, you let students know how they are on the right track with their academics as well as with their English.

-Student Engagement: English language learners must be engaged in their learning. Cooperative learning structures are excellent for helping students stay engaged. Strategies and techniques include Think-Pair-Share, Mix-Pair-Discuss, Round Robin Recall, and Numbered Heads Together.
Explain active and passive learning
Active learning is sometimes called "student-centered," while passive learning is referred to as "teacher-centered." Many schools are using a student-centered approach for all students so that learning is integrated in a meaningful way, and students work in groups to learn curriculum using an inquiry-based method.
Describe the importance of Arizona's English Language Proficiency Standards.
-To ensure that the standards not only reflected the intricate language learning process, but also mirrored to a great degree the rigors of the state English language arts (ELAS) and common core state (CCSS) standards.

-It is a framework for what teachers and students need to master. These standards drive the instruction, not the textbook.

-There are 5 stages where the English proficiency standards mirror the grade level where the student will be placed in. There are levels of proficiency and they include: Pre-Emergent, Emergent, Basic, Low Intermediate, and High Intermediate. These levels help determine the progress in which the student is making within the 5 stages. In order for students to test out of the program they must pass the AZELLA test. This test includes a reading, writing, listening and language domain.
Identify considerations for adaptation of curriculum.
-Sensitivity to cultural and linguistic diversity

-Providing adequate background knowledge on the content.

-Categorizing materials as either content knowledge or academic proficiency.

-Including both language development and content vocabulary development.
Describe considerations for textbook and lesson plan modifications.
-Graphic depiction of the text

-Outlining the text.

-Rewriting the text.

-Audiotaping versions of the text.

-Providing live demonstrations.

-Using alternative books.
Describe considerations for assignment modifications.
-Using simplified objectives

-Having students draw maps or pictorial representations

-Using oral discussions in pairs or small groups

-Reducing the length and complexity of assignments
Describe how to modify a lesson plan for an ELL student.
-Graphic depiction of the text
-Outlining the text
-Rewriting the text
-Audiotaping versions of the text
-Providing live demonstrations
-Using alternative books
What are the purposes for assessment in BLE/ESL/SEI programs?
For individual ELL students, tests are used to determine placement into ESL, BLE, and SEI programs; to measure achievement; to determine eligibility for special programs; and to exit programs. Program assessment is also used to determine if a program meets expected educational goals and standards and to measure accountability.
Describe alternative assessments.
-Verbal/Linguistic: interest in the meaning and order of words.

-Logical/Mathematical: ability to handle chains of reasoning and to recognize patterns and order.
-Musical: attraction to pitch, melody, rhythm, and tone.

-Bodily/Kinesthetic: ability to use the body and to handle objects skillfully.

-Spatial: ability to perceive the world accurately and to re-create or transform aspects of that world.

-Interpersonal: ability to understand people and relationships.

-Intrapersonal: ability to assess one's emotional life as a means to understanding oneself and others.

-Naturalist: the aptitude for observing nature and discerning patterns and trends. The naturalist enjoys collecting and cataloguing material (especially from nature) and organizing his or her work.

-Existential: the sensitivity and capacity to tackle deep questions about human existence.
Describe state and federal standards for assessment of ELL students.
The AZELLA Test is an assessment that measures the level of fluency an ELL has achieved as of the date that the test is taken. For kindergarten and first grades, this includes the Speaking and Listening subtests. For all other grade levels, this includes the Speaking, Reading, Writing, Writing Conventions, and Listening subtests. The test uses a composite score to measure whether an ELL is one of the following levels: Pre-Emergent, Emergent, Basic, Intermediate, or Advanced.
Describe assessment standards for ELL students as outlined by the NCTE/IRA.The NCTE and IRA expects ongoing classroom assessments when involving ELL students. The standards outlined by the NCTE states that the assessments given to the ELL Students must be fair, attainable, and suitable for the students. It also discusses that the curriculum must interesting to the teacher.Describe legislation for parent participation.Most federally funded grants mandate a parental involvement component. Title I, Head Start, and the Bilingual Education Act all have provisions for parent involvement in planning, implementation, and evaluation. Family literacy programs.Identify issues in the development of partnerships.the new legislation beg for an effective partnership plan. Today, two out of three new business ventures fail—mostly due to a lack of a clearly spelled-out business plan. For those who create a solid, well-thought-out plan, success nearly doubles. The same can be said for school-family-com- munity partnerships. If schools fail to plan for effective partnerships, their involvement efforts may not bring about the desired results. The teachers let the parents know what is happening in the class, and tell parents something positive about their child. By the second or third phone call or note, most parents welcome hearing from the teacher, and are convinced the teacher is sincerely interested in their child. By this time, most of the parents have willingly become the teacher's partner.Describe effective family literacy programs.Some schools provide a family literacy program to reach out to the community and to educate the adults. Literacy in the home positively impacts the literacy of children at school, and enhances parent-school communication.