Standards and Objectives of ELL Programs

1. Shanghai High School International Division has adopted specific standards from the CCSS. In the secondary school, we have adapted these standards to create an educational curriculum that will put students on track to keep up with, and hopefully surpass, the results of students of a similar age and level in the USA. The main objective is to prepare students for high school education and an eventual jump to universities in the USA. Some examples of the standards that have been adopted are included below.

1.1. Writing Standard 1

1.1.1. Strategies for meeting standard: Introduction of the writing process, thesis statement writing activities, and reading exercises aimed at identifying author's points of view and purpose.

1.1.2. Write arguments to support claims with clear reasons and relevant evidence.

1.2. Writing Standard 2

1.2.1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

1.2.2. Strategies for meeting standard: Teaching persuasive writing techniques. Introducing different styles of writing like satire and fable. Identifying purpose and audience through works like Animal Farm.

1.3. Writing Standard 3

1.3.1. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

1.3.2. Strategies for meeting standard: Writing continuations of chapters, alternate endings, and adding characters to novels. Teaching plot arcs to develop understanding of plot development, rising action, climax, and falling action.

1.4. Reading Standard 1

1.4.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inference drawn from the text.

1.4.2. Strategies for meeting standard: Classroom and homework reading comprehension assignments. Teaching how to infer from context. The game Clue is a great resource for this.

1.5. Reading Standard 2

1.5.1. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g. alliteration) on a specific verse or stanza of a poem or section of a story or drama

1.5.2. Strategies for meeting standard: Weekly classes on slang and idioms and their connotations. Teaching literary devices like alliteration, onomatopoeia (and how to spell it), and simile and metaphor. Teaching rhyme and rhythm through reading, in-class presentations, and listening to famous poem recitations.

1.6. Speaking and Listening Standard 1

1.6.1. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

1.6.2. Strategies for meeting standard: Group work to create things like short movies, presentations, and interviews to convey information. Teaching technology and how to use programs like PPT, video programs, and others.

1.7. Speaking and Listening Standard 2

1.7.1. Adapt speech to a variety of context and tasks, demonstrating command of formal English when indicated or appropriate.

1.7.2. Strategies for meeting standard: Introduction of formal presentation vocabulary. Watch and listen to speeches from different contexts. E.g. Martin Luther King Jr., Adolf Hitler, Winston Churchill, and Steve Jobs.

1.8. Language Standard 1

1.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

1.8.2. Strategies for meeting standard: Checking for student mastery on language and vocabulary specific to things like debate, mock trial, and general presentations. Include evaluations for proper grammar use in above proposed activities in subject rubrics.

2. Arizona's ELP (English Language Proficiency) Standards

2.1. The Office of English Language Acquisition Services of the AZ Dept. of Ed. (ADE) has developed English Language Proficiency (ELP) Standards for English language learners attending public and charter schools in Arizona. These standards allow the state of Arizona to measure student progress in English language proficiency and to provide teachers with benchmarks to help focus instruction. The Arizona ELP Standards help students to have a linguistic foundation for the ‘academic English’ that is needed to meet the language demands and complexity of content-area instruction of math, science, and social studies.

2.2. Language • Standard 1: The student will identify and apply conventions of standard English in his or her communications. • Standard 2: The student will acquire English language vocabulary and use it in relevant contexts. Speaking & Listening • Standard 1: The student will listen actively to the ideas of others in order to acquire new knowledge. • Standard 2: The student will express orally his or her own thinking and ideas Reading • Standard 1: The student will demonstrate understanding of print concepts of the English language. • Standard 2: The student will identify and manipulate the sounds of the English language and decode words, using knowledge of phonics, syllabication, and word parts. • Standard 3: The student will analyze text for expression, enjoyment, and response to other related content areas. Writing • Standard 1: The student will express his or her thinking and ideas in a variety of writing genres. • Standard 2: The student will identify and apply conventions of standard English in his or her communications. • Standard 3: Students use the steps of the writing process as a writing piece moves toward completion.

2.3. To fully and successfully participate in school, ELLs must simultaneously acquire English language proficiency (ELP) and learn across several content areas. Effective teaching strategies which implement the ELP Standards are vital for their success. Some strategies to try in the classroom with these students may include using technology, utilizing informal assessment techniques, and encouragement to use English in conversation as much as possible. Using technology is helpful because it often supplements the content you're trying to teach while still offering multiple ways of stimulating the student. They will likely forget that they are "learning" and thoroughly enjoy an activity that involves using technology such as an iPad app. Using informal assessments is also a wonderful strategy that helps teachers gather information about the student's progress in their English Language learning journey. The student won't feel as pressured to get a certain score like they would on a formal assessment, and teachers will likely get a better idea of how the student is developing by using informal techniques such as surveys, interviews, etc. Encouraging the student to practice as much as possible will be very beneficial for them. Helping the student to realize that learning English is not only a school-related task will highlight the importance of actually learning and remembering how to use English in every day contexts.