Explore BrainMass

Explore BrainMass

    Implement a program for English Language Learners

    This content was COPIED from BrainMass.com - View the original, and get the already-completed solution here!

    Please help...

    Develop a plan to implement a new support program for English Language Learners in your school or work setting.

    In your plan, define the program objectives and describe the kind of assistance the students will receive.

    © BrainMass Inc. brainmass.com April 1, 2020, 5:39 pm ad1c9bdddf

    Solution Preview

    I have prepared some ideas that I hope you can use to create your ELL program.

    Plans for a school or work setting, as indicated are very broad. Plans for just one grade alone would be extensive. The most important thing for students learning a new language is to allow them to engage in the language as often as possible, in as many different venues as possible. Hands on activities, cartoon use, dancing, if culturally appropriate, and doing group work are just a few ideas.

    Students should be exposed to a model that is correct, otherwise it will confuse them and prolong the learning process. Using tapes (C Ds), websites, or other media can be really useful.

    It is not clear what state the poster is in but most states have plans, goals and a curriculum to address the needs for English Language Learners (ELL). This writing will focus on Arizona since in recent years the state had to adjust the standards, and requires ALL teachers take required SEI classes. Teachers must be accommodated ELL needs for in lesson plans. Due to the prevalence of students close to the Mexican border, Indian tribes and other immigrants, there are a range of languages that a teacher may encounter in the classroom. Some schools have just English speakers and those using another language. But often there are more than just the two and therefore lesson plans need to be developed accordingly.

    Below are state standards and just standards for fourth grade at the bottom, which can help in offering focus to developing a program.

    Students effectively listen and speak in situations that serve different purposes and involve a variety of audiences.
    READINESS (Kindergarten)
    Students know and are able to do the following:
    LS-R1. Tell or retell a personal experience or creative story in a logical sequence
    LS-R2. Follow simple directions
    LS-R3. Share ideas, information, opinions and questions
    LS-R4. Listen and respond to stories, poems and nonfiction
    LS-R5. Participate in group discussions
    FOUNDATIONS (Grades 1-3)
    Students know and are able to do all of the above and the following:
    LS-F1. Use effective vocabulary and logical organization to relate or summarize ideas,
    events and other information
    LS-F2. Give and follow multiple-step directions
    LS-F3. Prepare and deliver information by generating topics; identifying the audience;
    and organizing ideas, facts or opinions for a variety of speaking purposes such as giving
    directions, relating personal experiences, telling a story or presenting a report
    ESSENTIALS (Grades 4-8)
    Students know and are able to do all of the above and the following:
    LS-E1. Prepare and deliver an organized speech and effectively convey the message
    through verbal and nonverbal communications with a specific audience
    LS-E2. Prepare and deliver an oral report in a content area and effectively convey the
    information through verbal and nonverbal communications with a specific audience
    LS-E3. Interpret and respond to questions and evaluate responses both as interviewer and
    LS-E4. Predict, clarify, analyze and critique a speaker's information and point of view
    PROFICIENCY (Grades 9-12)
    Students know and are able to do all of the above and the following:
    LS-P1. Deliver a polished speech that is organized and well suited to the audience and
    that uses resource materials to clarify and defend positions
    LS-P2. Deliver an impromptu speech that is organized, addresses a particular subject
    and is tailored to the audience
    LS-P3. Deliver oral interpretations of literary or original works
    LS-P4. Conduct an interview, taking appropriate notes and summarizing the information
    LS-P5. Evaluate the effectiveness of informal and formal presentations that use illustrations,
    statistics, comparisons and analogies
    DISTINCTION (Honors)
    Students know and are able to do all of the above and the following:
    LS-D1. Use clear and concise language when presenting analytical responses to literature,
    conveying technical information, and explaining complex concepts and procedures
    LS-D2. Deliver creative and dramatic interpretations of literary or original works
    LS-D3. Communicate information expressively, informatively and analytically through
    a variety of media to audiences inside or outside of school
    LS-D4. Evaluate and improve personal communication skills

    Strand 1: Reading Process

    Reading Process consists of the five critical components of reading, which are Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension of connected text. These elements support each other and are woven together to build a solid foundation of linguistic understanding for the reader.

    PO 1. Use knowledge of root words and affixes to determine the meaning of unknown words.

    PO 2. Use context to determine the relevant meaning of a word.

    PO 3. Determine the difference between figurative language and literal language.

    PO 4. Identify figurative language, including similes, personification, and idioms.

    PO 5. Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and Internet when available.

    PO 6. Identify antonyms, synonyms, and homonyms for given words within text.

    Concept 5: Fluency
    Read fluently.

    PO 1. Read from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text.

    Concept 6: Comprehension Strategies
    Employ strategies to comprehend text.

    PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).

    PO 2. Confirm predictions about text for accuracy.

    PO 3. Generate clarifying questions in order to comprehend text.

    PO 4. Use graphic organizers in order to clarify the meaning of the text.

    PO 5. Connect information and events in text to experience and to related text and sources.

    PO 6. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.

    Strand 2: Comprehending Literary Text ...

    Solution Summary

    Hands on activities, cartoons, dancing and other ideas are shared in helping teach those with English as a second language.