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English Language Proficiency Standards - these are important to include in the language objectives when lesson planning and for determining which language domains are begin addressed with the lesson.

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Proficiency Level Descriptors - these are important to refer to when monitoring the progress of the English learners. They also serve as reminders of what students can do at each level of proficiency within each domain of language.

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requires school districts and states' departments of education to take action to ensure equal participation for everyone, including removing language barriers for ELLs.

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there is a law against putting ELLs in special education classrooms because of their inability to speak English.

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Istation is an educational game that allows students to learn math and reading in Spanish and English.

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Kidblog is where kids can create their own blogs and publish them. Helps with writing and communication.

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comparing the two languages for similarities and differences to see how difficult it is

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ELLs creatively construct rules of the L2 in a way that is similar to that observed in L1

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Language is the human capacity of acquiring and using complex system of communication, and a language is any specific example of such a system.

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umbrella term for sensitivity and awareness of the sounds of language

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language learning was viewed as mechanical habit formation, dialogue memorization and drills focused on particular language structures.

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provides language instruction in a low-stakes environment and integrates the arts

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teachers should pay attention to this aurally 

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teachers should pay attention to this aurally 

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reacting to oral presentations, responding to text read aloud, following directions, cooperative group work

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My name is An. I am 13 year old

from Korea. I hair is long. I tall,

thin ... have black eye. Favorite color

yellow, pink, blue. Favorite food

chicken ... Favorite sport volleyball

and basketball. I like read romance

book ... I like go my mom

supermarket.

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Bilingual students who read strategically in one language will read strategically in the second language. The more students use strategies in reading, the higher their reading performance.

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Before: activate prior knowledge to encourage students to make predictions and connections

During: ask questions to encourage reading for meaning and monitoring active reading

After: retelling stories focusing on main ideas to increase reading comprehension

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there are great differences across cultures in the kinds of linguistic behaviors believed to be appropriate for children at any age

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teachers play a unique role as agents of socialization, the process by which individuals learn (within their cultural communities)

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beginning listeners hear such instructions regularly and begin to memorize phrases even without understanding each of the individual words

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an intermediate listener understands more of the routine instructions heard daily in the classroom and makes sense of longer segments of speech

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Understand the interrelatedness of listening, speaking, reading and writing and use this understanding to develop ESL

students’ English-language proficiency.

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Understand the interrelatedness of listening, speaking, reading and writing and use this knowledge to select and use effective strategies for developing students’ literacy in English.

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students must have a strong grasp of the language, including specialized terms, vocabulary, and syntax of word problems

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Connection to home culture and family math – activate prior knowledge. Wait time – also serves to model to non-EL students. Model as you speak. Use of revoicing (clarifying a student’s response). Allow use of native language as resource.

Make manipulatives available. Be aware of oral aspect of learning mathematics – differences at stages of English acquisition.

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grammatical forms and structures are more elaborate. There is more academic language.

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use hands-on activities, using academic language and active thinking to make concepts more meaningful

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talk to students about what they know or what they believe they know about the concept or the topic you are addressing. This allows you to determine focus areas for your curriculum.

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plan activities that students need to listen to. Respond verbally and in writing. Discuss with peers and instructors and present to help students conceptualize.

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accountability of teachers and school administration, standards are clear to all participants, tests measure a broad range of competencies, tests are easy to administer to large groups.

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attempt to sort people based on perceived intelligence based on test results, tests are misused, high-stake tests have powerful and negative consequences

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what formative assessments tell teachers

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what formative assessments tell teachers

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when teachers should move on to new learning, when a re-teach or re-assessment is necessary, to ensure students are developing mastery around a body of standards.

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use formative assessment to measure progress, to ensure equitable access to knowledge, skills and academic language of the content standards, and to inform instruction.