Work & Discussions 3

Work for ESL:546

Week 1: Key Legislative Events

Having a historical perspective of the laws, judicial decisions, policies, and guidelines that have shaped English language instruction policy, enables teachers of English language learners (ELLs) to understand the program model in which they operate.

Part 1

Based on major court cases and legislation pertaining to ELLs, create a brochure, newsletter, or Glogster to be used to inform parents of ELLs about legislative events that have affected English language instruction in Arizona.

Part 1 of your submission should include a brief description for each of the following:

· At least two of the following major court cases pertaining to ELLs: Lau v. Nichols, Castaneda v. Pickard, Flores v. Arizona, or Plyler v. Doe.

· At least two of the following federal laws or mandates that have affected education for ELLs: Every Student Succeeds Act (ESSA), Title III, Title VI, or a resolution from the Office for Civil Rights/Department of Justice.

· At least two of the following Arizona laws or policies that have directly affected the ELL program model: Proposition 203, House Bill 2010, House Bill 2064, and Move On When Reading.

Part 2

With the submission of Part 1, write a 500-750 word description of the ELLs and program model in Arizona.

Part 2 of your submission should include:

· A brief explanation of the demographic composition of the PK-12 ELL population in Arizona.

· An explanation of the process of determining ELL program eligibility, including the use of the Home Language Survey and the Arizona English Language Learner Assessment (AZELLA) for placement and reassessment.

· A description of the standard accommodations available to ELLs for assessment.

· A description of the characteristics of the English immersion program model in Arizona in terms of time allocations, grouping of ELLs with native speakers, use of ELLs’ native language, and integration of English within academic content.

· A statement regarding the differences between Structured English Immersion classrooms, bilingual classrooms, and Individual Language Learner Plans and how they relate to current societal trends and issues in the education of ELLs.

Support this assignment with at least three resources.

Week 2: Language Elements

The most effective strategies, approaches, and methods for teaching ELLs are supported by language acquisition theories. English language acquisition can be promoted by understanding language as an interconnected system and by integrating the discourse and rhetorical structures of ELLs within instruction.

For this assignment, you will devise a language game or communication activity that is informed by language acquisition theory and integrates listening, speaking, reading, and writing for a grade level within grades K-12.

For your chosen grade level, select a standard from the Arizona English Language Arts (ELA) and a corresponding standard from the Arizona English Language Proficiency (ELP) to be included within this game or activity. Create at least one learning objective for your game or activity that is aligned with your chosen ELA and ELP standards.

Within a 500-750 word submission, include the following:

1. The ELA and ELP standards as well as the learning objective(s) to be addressed within your game or activity

2. A complete explanation of the game or activity and how it would be carried out in an educational setting

3. A list of the materials needed for your game or activity

4. A brief description of at least one language acquisition theory and how it informed the design of your game or activity

5. A brief definition of phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics. Additionally, include a description of how each of these elements relate to the verbal and written exercises within your game or activity.

Support your submission with at least three scholarly resources.

Week 3: Culturally Inclusive Teaching and Empowerment

Teachers of ELLs must understand the role of language and culture in learning, as well as the unique political and psychological factors that affect language acquisition among long-term English learners (LTELs), recent arrivals (RAEL), and students with interrupted formal education (SIFEs). Beyond the classroom, teachers can ensure the success of their students by implementing culturally inclusive practices, and by engaging and empowering families of ELL.

For this assignment, create a 15-20 slide digital presentation in two parts to educate your colleagues about meeting the needs of specific ELLs and making connections between school and family.

Part 1

In the first part of your presentation, provide your colleagues with useful information about unique factors that affect language acquisition among LTELs, RAELs, and SIFEs.

This part of the presentation should include:

· A description of the characteristics of LTELs, RAELs, and SIFEs

· An explanation of the cultural, sociocultural, psychological, or political factors that affect the language acquisition of LTELs, RAELs, and SIFEs

· A discussion of factors that affect the language acquisition of refugee, migrant, immigrant and Native American ELLs and how each of these ELLs may relate to LTELs, RAEL, or SIFEs

· A discussion of additional factors that affect the language acquisition of grades K-12 LTELs, RAEL, and SIFEs

Part 2

In the second part of the presentation, recommend culturally inclusive practices within curriculum and instruction. Provide useful resources that would empower the family members of ELLs.

This part of the presentation should include:

· Examples of curriculum and materials, including technology, that promote a culturally inclusive classroom environment.

· Examples of strategies that support culturally inclusive practices.

· A brief description of how home and school partnerships facilitate learning.

· At least two resources for families of ELLs that would empower them to become partners in their child’s academic achievement.

· Presenter’s notes, title, and reference slides that contain 3-5 scholarly resources.

Week 4: Instructional Strategies for ELLs - Part 1

Language is comprised of interconnected components. Teachers engage ELLs in speaking, listening, reading, and writing activities to reinforce all areas of English language development and to better assess their progress.

For this assignment, select a grade level K-12, and complete Part 1 of the "Instructional Strategies for ELLs" template. Identify and summarize research-based instructional strategies to address listening, speaking, and vocabulary development with ELLs at each of the following proficiency levels: pre-emergent, emergent, basic, low intermediate, and high intermediate.

Week 5: Instructional Strategies for ELLs - Part 2

Teachers of ELLs use a variety of instructional strategies that facilitate multiple forms of communication in the classroom. Multiple forms of communication allow ELLs to convey ideas and demonstrate knowledge more effectively. ELLs’ content area knowledge can be more fully developed if teachers incorporate relevant reading, writing, and grammar instruction.

Focusing on the grade level you selected for "Instructional Strategies for ELLs - Part 1," complete Part 2 of the "Instructional Strategies for ELLs" template. Identify and summarize research-based instructional strategies to address reading, writing, and grammar development with ELLs at each of the following proficiency levels: pre-emergent, emergent, basic, low intermediate, and high intermediate.

Be sure to specify the grade level of your intended students.

Week 6: Lesson Planning with Universal Design for Learning

Among the most important aspects of English language proficiency development are the integration of ELL cultural values and beliefs into instruction and the differentiation of instruction to address specific learning needs of all students.

For this assignment, you will create an English language arts lesson plan that integrates the cultural values and beliefs of ELLs and utilizes components of Universal Design for Learning (UDL).

Using the “COE Lesson Plan Template” and the “Class Profile,” create at least one learning objective for your chosen level of students between grades K-12 that aligns with both Arizona ELP and ELA standards.

Your lesson plan should include:

· Differentiated instructional strategies and learning activities to address students’ language differences, giftedness, and special education needs (as listed on the "Class Profile")

· Incorporation of technology to support English language development

· Formative and summative assessments for the learning activities

Your lesson plan must clearly express how the teacher will represent the concepts to be taught, how ELLs will express what they are learning, and how they will be engaged throughout the lesson.