Standards and Objectives of ELL Programs

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Standards and Objectives of ELL Programs by Mind Map: Standards and Objectives of ELL Programs

1. Sheltered Instruction Observation Protocol (SIOP) Model

1.1. Objective #1: Lesson preparation requiring clearly defined content objectives and language objectives for each lesson of instruction.

1.1.1. Strategies for Preparation: Consult Content Standards of National Language Benchmarks, Develop Thematic Units, Develop Content and Language Objectives, aligned with Standards and Unit Goals for each lesson; Teaching Strategies: Write Content and Language Objective on the Board, Supplementary Materials to promote comprehension (charts, graphs, pictures, illustrations, realia, math manipulatives, multimedia, demonstrations), Opportunities for listening, speaking, reading, and writing

1.1.2. Strategies for Lesson Preparation

1.2. Objective #2: Building background in which teachers help students make connections that build a bridge between what they already know and what they are about to learn.

1.2.1. Teaching Strategies: KWL Charts, Pre-Reading Activities, Using Symbols, Student Journals, Personal Dictionaries, Four Squares Vocabulary, Similar Words, Making Predictions, Text to Self Connections, Text to Text Connections, Guided Comprehension, Scaffolding Concepts and Vocabulary, Direct Questioning

1.2.2. Strategies for Building Background

1.3. Objective #3: Comprehensible input in which emphasis is placed on students’ speech and language proficiency level by ensuring that instruction and assignments are at an appropriate level for students to understand.

1.3.1. Teaching Strategies: Modeling, Visuals, Realia, Manipulatives, Demonstrations, Vocabulary Cards, Similar and Opposite Words, Vocabulary Picture Puzzles, Confusing Words Bulletin Board, Read-Along Audio Files, Acting/Drama, Total Physical Response (Hand gestures, facial expressions, and whole body movements to illustrate concepts and vocabulary in which students can emulate)

1.3.2. Strategies for Comprehensible Input

1.4. Objective #4: Strategies which include the use of sufficient instructional strategies by teachers and sufficient learning strategies by students in order to achieve success.

1.4.1. Teaching Strategies: SQ3R (Survey, Question, Read, Review, Recite), Graphic Organizers, Thinking Maps, Scaffolding. Think-Pair-Share Activities, Log of Learning Experiences and Skills, Shared Reading, Questions in a Can, Gallery Walks, Split Page Note Taking, Similarities and Differences Using a Venn Diagram

1.4.2. Student Strategies for Success

1.5. Objective #5: Interaction between teacher and student and students themselves in order to meet content and language objectives.

1.5.1. Teaching Strategies: Sufficient Wait Time, Group Consensus, Find Your Partner, Academic Relays

1.5.2. Strategies for Interaction

1.6. Objective #6: Practice and application through the use of hands-on materials and/or manipulatives that help students apply new content and language knowledge.

1.6.1. Teaching Strategies: Bingo, Graphic Organizers, Fishbone Diagram, Concept Webs, Pizza Pieces, Review Games, Vocabulary Card Review Games, Pyramid Game, Computer Review Games

1.6.2. Strategies for Practice and Application

1.7. Objective #7: Lesson delivery which include clearly stated lesson and language objectives, appropriate pacing that accommodates the language proficiency of ELLs, and 90% engagement by ELLs throughout instruction and activities.

1.7.1. Teaching Strategies: Refer to and Reinforce Content, Balance between time for instruction and time for student practice, Offer choices, Create opportunities to make connections between school and students' personal interests

1.7.2. Strategies for Lesson Delivery

1.8. Objective #8: Review and assessment which include comprehensive review of key vocabulary and content concepts at the end of each lesson, regular assessment, and feedback of the ELLs’ progress.

1.8.1. Teaching Strategies: Table Discussion Groups, Simultaneous Roundtable, Find a Person Who Knows, Pyramid Game, Check My Work

1.8.2. Strategies for Review and Assessment

2. Two-Way Immersion (TWI) Program

2.1. Objective #1: Balanced number of native English speakers and native speakers of the partner language

2.1.1. Teaching Strategies: Utilize 50/50 or 90/10 approach to language instruction

2.2. Objective #2: Integrated instruction in which native English speakers and ELLs come together for most of the school day and during all times of core academic instruction

2.2.1. Teaching Strategies: Cooperative Learning, Thematic Units, Hands-On Materials, Visual and Graphic Displays, Scaffolding, Body Language, Verbal Cues, Realia, Pictures, Videos, Gestures

2.3. Objective #3: 50% of instruction is carried out in the partner language at all grade levels

2.3.1. Teaching Strategies: Opportunities to read, write, and speak in both languages, Language Frames, Motivating students to stay in the target language

2.4. Objective #4: All students hold the role of either language model or language learner at different points of instruction

2.4.1. Teaching Strategies: Repetition, Rephrasing, Language Modeling, Open-Ended Questions, Regularly assessing comprehension and skills development

3. TESOL Pre-K – 12 English Language Proficiency Standards

3.1. Standard #1: English language learners communicate for social, intercultural, and instructional purposes within the school setting.

3.2. Standard #2: English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts.

3.3. Standard #3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics.

3.4. Standard #4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of science.

3.5. Standard #5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.