Topic:ÿArizona ELL Proficiency Standards Description: [?] Preferred language style: English (U.S.) Select a grade level, go the Advanced Level of the AELP standards for that grade level (e.g., if you would like to teach 5th grade, you would go to LEVEL III). You can find the AELP standards listed at this site: Note the Performance Objectives that exist in the column labeled Advanced level. Each is separated and is followed by letters and numbers that probably look familiar to you. These have been cross-linked with the Language Arts Standards at that level. Now read backward and look at all the characteristics that precede it. Thoroughly review these AELP standards. Now answer each of the following questions in short answer format: 1) Think about five activities that you would like to do once you are teaching. Now, find the standards that relate to these activities. 2) Describe the activities and corresponding standards. 3) Describe how you will assess if these standards have been met. Choose one of the activities you listed above and explain how it could be adapted for students at various stages of language acquisition. Address evidence of student comprehension in your answer. INFORMATION: On January 26, 2004, the State Board of Education passed the Arizona English Language Proficiency Standards. The adoption process was rigorous, and included input from experts in the field of language acquisition around the state. It was important to all stakeholders to ensure that these standards reflected the intricate language learning process, and also mirrored, to a great degree, the rigors of the states Language Arts standards. Because language acquisition can occur at any age (depending, of course, upon when the student begins learning the second language), it is important to be aware that the levels are written to reflect a child that would begin the language acquisition process in Kindergarten. Note that even if a student enters school in high school, there will be aspects of his or her language education that will need to be addressed at Level I, which equates to what Kindergarteners would learn in a typical year. A student may test at Level V and still have beginning skills. Performance conditions are used to distinguish among ELL Levels I-V. They describe students abilities. For example, if you were to study a foreign language, you would start by learning the days of the week, months of the year, colors, etc. These beginning skills apply to any age in the second language acquisition process. Therefore, it is best to think of the standards on a continuum, during which any student could enter, at any age. Applying Standards In order to apply these standards to your daily lesson plans, you have to use differentiated instruction. This means you will need to deliver the lesson using different modalities, manipulatives, and hands-on activities. Another effective strategy is to link content to prior knowledge. Review the SIOP instructional strategies you outlined in Lesson 1. You will learn more about these and other strategies later in the course. Content area teachers (math, P.E., art, social studies, science), must pay attention to these standards as well. There are specific performance objectives for listening, speaking and writing that need to be supported in subjects other than language arts. For example, a teacher might start questioning an ELL student with the expectation of a yes or no answer, and gradually work across the continuum to short three-five word responses, and so on. This is an example of applying speaking standards. The standards are broken into five levels. For those who are familiar with the Language Arts standards, youll recognize how closely these levels follow each level of those standards. This is by design. The levels are: Level I (written to mirror the Readiness, or Kindergarten standards) Level II (written to mirror the Foundations, or grades 1-3 standards) Level III (written to mirror the Essentials, or Grades 4-5 standards) Level IV (written to mirror the Essentials, or Grades 6-8 standards) Level V (written to mirror the Proficiency, or Grades 9-12 standards) Now, within each of these levels, there are five levels of proficiency: Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced. The Advanced level corresponds to the state standard. All of the other levels, from Beginning to Early Advanced, more closely reflect what an educator would need to see as the student becomes more proficient in the language. For example, a 9th grader coming from another country with no English skills would be at the Beginning level of proficiency. Hopefully, this student would move on through the levels of proficiency until he or she reaches the Advanced level. Please, be sure you have proofread the paper. It will eliminate your chances to get revision request from the customer and save your time.
Use the order calculator below and get started! Contact our live support team for any assistance or inquiry.
[order_calculator]