What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?

Objectives:

Discuss the relevance of state-mandated achievement for ELLs. (InTASC 8k; TESOL 3.a)
Analyze the content and use of the Arizona English Language Learner Assessment (AZELLA) in guiding ELL instruction. (InTASC 6k; TESOL 3.c)
Identify and use alternative methods of assessment. (InTASC 6a, 6b; TESOL 4a, 4b, 4c)
Topic Material:
Textbook1. Bilingual and ESL Classrooms: Teaching in Multicultural Contexts
Read Chapter 8 in Bilingual and ESL Classrooms: Teaching in Multicultural Contexts.
http://gcumedia.com/digital-resources/mcgraw-hill/2011/bilingual-and-esl-classrooms_teaching-in-multicultural-contexts_ebook_5e.php
Electronic Resource1. Guide to Navigating and Using AZELLA Reports
Read the “Guide to Navigating and Using AZELLA Reports,” from the Arizona Department of Education, Office of English Language Acquisition Services (OELAS) (2015).
https://cms.azed.gov/home/GetDocumentFile?id=585073c0aadebe0988f82bda

2. Practical Ideas on Alternative Assessment for ESL Students
Read “Practical Ideas on Alternative Assessment for ESL Students,” by Tannenbaum, from the Kid Source Online website (2009).
http://files.eric.ed.gov/fulltext/ED395500.pdf

3. ELL Resources: State Map
Review the resources on the ELL Resources: State Map, from the Colorin Colorado website.
http://www.colorincolorado.org/web_resources/by_state/
ELL Instructor Interview
Interview an ELL, ESL, or ELD instructor from a Title I school about how assessment is used for placement. You may interview one of the instructors that you have observed during this course. Inquire also about how placement is determined for both special education and gifted ELLs. Your questions might include (but should not be limited to) the following:
What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
How can informal as well as formal assessment results factor into placement?
What role do parents and teachers have in placement?
What are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
How are changes among individual ELL proficiency levels over the course of the school year accounted for?
How are diagnostic, formative, and summative assessments integrated for ELLs in mainstream classrooms?
What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an additional language?
Consolidate your findings in a 15-20 slide PowerPoint presentation to inform your colleagues about the assessment and placement process.
Describe the content and use of the Arizona English Language Learner Assessment (AZELLA) in guiding ELL instruction. Compare the use of the AZELLA to the process in your state. If your state is Arizona, you may elaborate on the process. How do AZELLA score reports facilitate achievement among ELLs? How does the process in your state facilitate achievement among ELLs?
Include presenter’s notes, a title slide, in-text citations, and a reference slide that contains at least three sources from the required readings or your research.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Topic 2 Discussion Question 1 word count 200
The beginning of the year language assessment scores from the AZELLA show your fifth grade student, Alexandra, performing at a basic level of proficiency. Discuss how you can use the English Language Proficiency Standards (ELPS) from Arizona to scaffold instruction for her to support her language needs.
Topic 2 Discussion Question 2 word count 200
What are two alternative methods of assessment you could use with ELL students? How might these help to show progress in the development of English language skills?

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