The ELL population is rapidly growing, and it is important that teachers are equipped and ready to teach and assess these ELLs. Assessing ELLs is important because the assessments tell teachers how to make instructional decisions, and how much the child knows and can do (Lenski. 2006, P. 25). It is important for teachers to make sure that the ELL students are continually developing English competence and acquiring content knowledge. Because of the No Child Left Behind act, there are assessment mandates that all teacher must follow, like the Title 1 that requires ELLs attending public schools to be assessed in listening, speaking, reading, and writing, and they must also be included in statewide standardized testing. The ELLs are at a disadvantage …show more content…
I found that it is important that I assess ELL students when they come into to my classroom because I need to know what that ELL student already knows, so that I can effectively understand how to move on instructing and assessing the ELL student (Lenski. 2006, P. 25). This article has also taught me that it is important to include parents in their child’s education. Parents can help in completing predictability logs, which can be very useful for me to use when figuring out how much the child already knows. The predictability log will help me to understand the ELL’s prior literacy experiences (Lenski. 2006, P. 26). Parents can also help their child by participating in collaborative assessment assignments. I think the collaborative assessment assignments are important because they get the parents involved in the child’s school life, and they also help the child better understand English literacy (Lenski. 2006, P. 31). I learned from this article that it is important to use alternate assignments to assess an ELL. I think alternate assignments will be a more effective tool for me to use in my classroom to assess ELL’s because it effectively shows what the child is learning. Alternate assignments are based off of regular classroom activities, so I think it will be simpler for the ELL student to complete. I think that I will definitely be using alternate assignments in my classroom to assess ELLs because it will show me their progress better than a test that they may not understand will (Lenski. 2006, P.
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Public schools may shy away from welcoming students who can speak or understand little to no English. The reason for this indifference is, because of the No Child Left Behind Act, after one year of enrollment all students must take the required standardized tests. These students include ELL’s. If the teachers do not prepare the students to perform well on the test, then in turn, the school is put at risk of failing (Rance-Roney, 33). Rance-Roney thinks that schools and teachers should embrace these students and try to dispel the myths
To my disadvantage the counselors did not care about my previous grades in Puerto Rico. Seeing that my parents were only able to speak Spanish, the school deduced my English was not well-developed enough and consequently I was placed in English-language learner (ELL) classes. After testing me in reading, writing, and hearing I was
In summary, as Latino’s English language learner students lag in communication skills and in science vocabulary, it is vital that educators are knowledgeable on how to prepare the students to compete in the 21st century economy. Poplin and Phillips (1993) argued that often students are wrongfully labeled as “learning disabled” due to what some educators thought as a language difference in Latino English language learners, and inadequately recognizing the relationship between vocabulary knowledge and comprehension of text. On the contrary, Campos, Delgado and Huerta (2013) suggested that educators need to recognize the misconception about English language learners and provide accommodations to support their teaching and learning in the classroom,
Spanish is the most common language that English Language Learner (ELL) students speak or understand, and is quickly becoming an important language in the United States of America (US). (López & González-Barrera, (2013). Massachusetts is home to a large and growing population of Latino ELL students (Fry, & Gonzales, 2008, Rennie Center, 2007). These students come from diverse national, socioeconomic and linguistic backgrounds. Some may be highly educated, others may have had very limited or no formal education.
This article shows this goal by advocating for greater parent-teacher involvement to influence student success. This shows how teachers are willing to work with parents and families to help influence a student to succeed. This goal was also shown in Erin E. Adkins’ project “Literacy-Supportive Environments”. This paper shows this goal by explaining how teachers can set up literacy supportive environments for children.
“The FL Consent Decree provides a structure for compliance with all the jurisprudence ensuring the rights of ELL students in Florida and equality in educational opportunities as afforded to all native-English-speaking students” (20). Non-native English speakers allow a sense of diversity in the classrooms. Diversity drives innovations, and creativity and builds on communities. The reality of community and diversity in a school environment entails that one must keep an open-mind and be willing to cooperate with others- specifically those having difficulty communicating with other students and educators because of the language barrier- and also to expand their insights on a broader scale from others indifferent to themselves rather than what they are used to encountering every day, in order to become more worldly. I completely agree with the programs that LEP students are entitled to in addition to ESOL, as they are provided to ensure equality in educational opportunities.
In this practicum I will narrate an interview that was done with a Hispanic parent. I will describe her and her family structure. I will also elaborate on her involvements in her children academics, and teacher parent relationship. Also better ways to encourage parents to get involved in their children education will be added, and how teachers can assist with making the parents feel welcomed inside of the classroom.
The Consent Decree (also known as the META or ESOL Consent Decree) of 1990 is Florida’s framework for compliance with federal and state laws and jurisprudence regarding the education of English Language Learners (ELLs) (Govoni & Palaez, 2011). The Florida ESOL Consent Decree came about when the League of United Latin American Citizens (LULAC), along with other civil rights/educational community organizations, decided to sue the Florida State Board of Education. The organizations were fighting for equal educational opportunity for all students, regardless of the individual’s primary language. Students in English for Speakers of Other Language (ESOL) program were not receiving an education that met their cognitive level because teachers in most schools were not properly trained to give ELL students an appropriate education. Teachers lacked the training to facilitate equal opportunity to the students.
I observed the ELL class on Friday October 11th, 2015. The observation was done at Strawberry Point School in the Mill Valley District for 30 minutes with three English Learners from Kindergarten, which one child is Danish and two children are Koreans. I spoke with Monica who is the person responsible for the ELL program at this school. • What placement options are available to ELLs in the district?
Immigrants and Education We believe that teachers and parents are struggling to make their students and children involved in a different community from their original community. Because these students have different cultures, languages and values from their teachers who are doing their best to meet the needs of all international students (Shurki & Richard, 2009). The schools across the country today are looking for ways to welcome and assist immigrant families because they become a big part of their communities. So how these effect on each of students, teachers and parent? Teachers Some school districts respond to the needs of immigrant and refugee students by creating “newcomer” programs (Hertzberg, 1998).
One of the effects of the increased number and heightened stakes of standardized tests is that the roles played by teachers have changed. Specifically, teachers’ institutional tasks have increased because they are expected to take up work related to testing in addition to their regular teaching duties. Institutional tasks include: • collecting, organizing, and analyzing data associated with tests • grouping and regrouping students according to test performance • developing vertical articulation of the curriculum to align with tests • coordinating students’ assignments, based on test scores, to remedial programs As a result of spending more time on institutional tasks like these, teachers have less time for instruction in their own classrooms. One study found
I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.
The development of literacy and language is a continual progress within a person. This development is one that starts from the moment a child is born (Hurst and Joseph, 2000). This development is promoted within the home environment and is extended within the early years’ classroom domain. Literacy and language development is comprised of four strands, which are listening, speaking, reading & writing. These four factors are in constant interaction together and are constantly developing within the person (Saffran, Senghas and Trueswell, 2001).
Assessment Reflection When administrating the Reading Interest Inventory (Mariotti, n.d.), the Motivations to Read Profile Survey and asking the Conversational Survey Questions (Pitcher, et al., 2007), it gave insight to how Hailey felt about herself as a learner. The questions that stood out in my mind, is how I can help Hailey to be more success in the classroom as well as become a stronger reader overtime? I would like to look more in depth in Hailey’s comprehension skills and provide her educational strategies that will help Hailey to grow in her reading comprehension and give her some tools to help herself when she is having trouble. I am interested to see how Hailey reads orally, and to check her reading accuracy and fluency. Are these areas that are impacting Hailey as a learner as well?
Teachers can also learn about a childs’ experience and offer help and attention. Literacy is very important in every aspect of a person’s life, a teacher in the foundation phase should emphasize this and help their skills and literacies develop