# EDU220 Final Exam

What strategies are appropriate to use with ELL students? Explain.
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Terms in this set (14)
-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.
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.
-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.
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.
-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.
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.