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. English Language Development (ELD)

1.1. ELD Overview

1.1.1. English fluency as goal

1.1.2. Natural acquisition of English is preferred over studying academic content.

1.1.3. ELD works as the basic groundwork for students who will eventually be mainstreamed in standard English language academic programs.

1.2. California State Standards (California State Board of Education, 2002)

1.2.1. Speaking and Listening Skills

1.2.1.1. Beginner level students should be able to answer simple "ye/no" questions, correctly use common social greetings, and orally communicate their basic needs.

1.2.1.2. Intermediate level students should be able to identify important information in stories, participate in conversations with classmates, and use consistent grammatical forms when speaking.

1.2.1.3. Advanced level students should be able to comprehend idiomatic expressions, initiate social conversations, and paraphrase texts.

1.2.2. Reading Skills

1.2.2.1. Beginner level students should be able to give one or two word responses to reading comprehension questions, correctly follow directions for classroom activities, and identify the sequence of events in stories.

1.2.2.2. Intermediate level students should be able to identify main ideas from stories, make inferences, use detailed and complete sentences to answer reading comprehension questions and understand the sequence of events.

1.2.2.3. Advanced level students should be able to understand cause and effect relationships, restate facts and ideas, understand how texts are organized with regards to syntax and word choice, and provide a 2-3 paragraph summary of stories.

1.2.3. Writing Skills

1.2.3.1. Beginner students should be able to copy the alphabet legibly and copy short words like days of the week.

1.2.3.2. Intermediate students should be able to write short paragraphs, write sentences that respond to topics in language arts, create paragraphs that develop a main idea and create independent writing that can be understood except for some inconsistencies in grammar use.

1.2.3.3. Advanced students should be able to develop a clear thesis and support it by using information from their reading, analogies, and facts. They should be able to write an essay with multiple paragraphs using correct grammatical forms.

1.3. Teaching Strategies

1.3.1. Listening and speaking

1.3.1.1. Beginner level

1.3.1.1.1. Students can be placed in pairs and given a basic conversation prompt. They can take turns asking each other simple questions such as "What is your name?" "Where are you from?" These are common and practical questions that are relevant in social situations.

1.3.1.2. Intermediate level

1.3.1.2.1. Students should be able to understand directions or instructions in order to complete specific tasks. Students could, for example, be able to draw a picture of a completed task and explain it in simple steps.

1.3.1.2.2. Encourage complete sentence use when students verbalize their needs.

1.3.1.2.3. Students should be able to listen to radio broadcasts and identify main ideas and supporting ideas.

1.3.1.3. Advanced level

1.3.1.3.1. Have the students watch and analyze a film in English and then have them prepare a reflective speech that explains the plot.

1.3.1.3.2. Students should be able to argue and debate points in groups or on their own.

1.3.2. Reading

1.3.2.1. Beginner level

1.3.2.1.1. Have students sit in a circle and have them read simple short stories in a chain so that each student reads one sentence aloud.

1.3.2.1.2. Students can role play characters from stories.

1.3.2.1.3. Students can make chronological timelines of stories with pictures.

1.3.2.1.4. Guided reading exercise

1.3.2.2. Intermediate level

1.3.2.2.1. Students at intermediate level should begin to understand idioms, analogies and metaphors. As an exercise, students can pick out an English idiom and draw it on a paper literally.

1.3.2.2.2. Student should be able to read their work aloud in group exercises.

1.3.2.3. Advanced level

1.3.2.3.1. Students should be able to analyze pieces from well known poets and describe literary devices and author intentions.

1.3.3. Writing

1.3.3.1. Beginner level

1.3.3.1.1. Students can create pictures, charts, or tables to display information from class content

1.3.3.1.2. Students can write simple descriptions about topics that are familiar to them, such as their family or friends

1.3.3.2. Intermediate level

1.3.3.2.1. Students should be able to organize thoughts and write short essays based on their lives.

1.3.3.2.2. Students can compare and contrast things that are relevant to them, for example: their native culture and the culture of the country they currently live in.

1.3.3.3. Advanced level

1.3.3.3.1. Students can prepare resumes

1.3.3.3.2. Students can write advanced level reflective essays.

2. Structured English Immersion (SEI)

2.1. SEI Overview

2.1.1. English fluency as goal

2.1.2. Sheltered instruction

2.1.3. Academic success is key

2.1.4. English immersion in Colombia.

2.2. Arizona Department of Education 2014 Standards

2.2.1. Arizona's SEI program goal is to make students fluent English speakers within a year.

2.2.2. First year students are considered ELL (English Language Learners) and are thus required to spend a minimum of four hours per day in an ELD class. The day is divided into two 120 minute blocks, and for Kindergarten students the time is divided to accommodate their shorter school days. Block one is for conversation and reading skills, and block two is for writing and grammar skills. Depending on the needs of the student, they can choose to spend time with non-ELL students in a reading class for 30 minutes.

2.2.2.1. Top ELL languages in Arizona

2.2.3. Arizona's SEI Structure is multifaceted. It consists of classroom content, SEI program exit and entry, multi-tiered student grouping depending on classroom size and standards, and teachers must have SEI/ELD qualifications.

2.2.4. The Arizona English Leaner Assessment (AZELLA) test is the deciding factor in SEI participation. After completing the test, students are placed based on proficiency level, including pre-emergent, basic and intermediate. For more information on AZELLA go to their website: http://www.azed.gov/assessment/azella/

2.2.4.1. Students in the SEI program must take the AZELLA test twice a year. Once in the beginning and once at the end. They have the option of doing the test in the middle of the year if necessary.

2.2.5. The Discrete Skills Inventory, or "DSI" is an outline of objectives from the Arizona K-12 ELL proficiency standards. The grade level divided skill standards can be viewed online here: http://www.azed.gov/english-language-learners/files/2013/02/dsialllevels.pdf

2.2.6. Teaching Strategies for SEI classrooms

2.2.6.1. Because all students in SEI classrooms are studying in English, the teacher must adjust her teaching style to the students' levels in order for them to not fall behind. Teachers do this by slowing down their speech, using simpler vocabulary, making use of visual aids and modeling instructions.