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Aligning ELL proficiency standards with academic standards

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How can teachers effectively incorporate and align the ELL proficiency standards and the academic standards?

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How can teachers effectively incorporate and align the English Language Learner, (ELL) proficiency standards and the academic standards?

The No Child Left Behind Act of 2001 requires that all students from diverse backgrounds, languages, and cultures face the challenge of making academic content and process assessable and relevant to the student. Such action would require subject specific instructional strategies that go beyond the general preparation in ...

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How and why teachers should effectively incorporate and align the English Language Learning ELL proficiency standards and the academic standards. The standards provide tools for defining and understanding the English language as well as the content that ELLs are expected to achieve. In order for ELLs to succeed academically in schools, professional teaching standards for English teachers must be clear to ensure achievement and academic success for their ELL students.

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Aligning Standards with ELL proficiency

a) Arizona Department of Education/Standards and Assessment Division. (2008). Arizona academic standards. http://www.ade.state.az.us/standards/contentstandards.asp

b) Illlinois State Board of Education. (n.d.). English language proficiency standards. http://www.isbe.state.il.us/bilingual/htmls/elp_standards.htm

Visit the Web sites and electronic resources listed above, ii) Examine the format and alignment of the ELL proficiency standards.

iii) Examine the alignment with the language arts standards (reading and writing).

iv) Write a essay addressing the historical and political incentives for standards-based instruction.

(1) How can the Arizona or TESOL English learner standards be used as a guide for differentiating instruction for various levels of ELLs?

(2) How can data from various sources relating to the learners' progress be used as a tool to drive the standards-based instruction?

(3) How do the varieties of standards available to teachers provide a focus on high expectations and the motivation needed to tailor instruction to meet the needs of the learner?

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