Podcast
Questions and Answers
What challenges might English Learners (ELs) face understanding language?
What challenges might English Learners (ELs) face understanding language?
What does the qualification process for identifying English Learners typically begin with?
What does the qualification process for identifying English Learners typically begin with?
Why might an EL appear unorganized in class?
Why might an EL appear unorganized in class?
How is it determined if a student is labeled as an English Learner (ELL)?
How is it determined if a student is labeled as an English Learner (ELL)?
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Which of the following is a misconception about English Learners?
Which of the following is a misconception about English Learners?
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What can vary significantly among English Learners regarding educational support?
What can vary significantly among English Learners regarding educational support?
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Why might some students who appear to speak English fluently still be classified as ELLs?
Why might some students who appear to speak English fluently still be classified as ELLs?
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What is a cue that an English Learner might not understand spoken instructions?
What is a cue that an English Learner might not understand spoken instructions?
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What is the primary reason for the IEP team to delay services for a student with a significant learning disability?
What is the primary reason for the IEP team to delay services for a student with a significant learning disability?
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Which of the following is NOT one of the ELL domains?
Which of the following is NOT one of the ELL domains?
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In the context of supporting ELL students, what does preloading vocabulary refer to?
In the context of supporting ELL students, what does preloading vocabulary refer to?
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What should a teacher do if an ELL student scores a 1 or a 2 on their first assessment?
What should a teacher do if an ELL student scores a 1 or a 2 on their first assessment?
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Which of these methods is NOT recommended when communicating with ELL students?
Which of these methods is NOT recommended when communicating with ELL students?
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What challenge might an ELL student face with the definition of a secondary source?
What challenge might an ELL student face with the definition of a secondary source?
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What is an essential expectation for teachers regarding ELL students?
What is an essential expectation for teachers regarding ELL students?
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What could be a misunderstanding of the word 'values' as seen in the student's response regarding culture?
What could be a misunderstanding of the word 'values' as seen in the student's response regarding culture?
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What is the first step in the ELL intervention process?
What is the first step in the ELL intervention process?
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When reassessing an ELL, what should be done if the score is still a 1 or 2?
When reassessing an ELL, what should be done if the score is still a 1 or 2?
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Which aspect should be taken into account when setting academic goals for an ELL?
Which aspect should be taken into account when setting academic goals for an ELL?
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What should a teacher do if the mode of learning for an assessment was through lecture and discussion?
What should a teacher do if the mode of learning for an assessment was through lecture and discussion?
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What is indicated if grades for an EL are submitted with the comment 'Grades based on modifications'?
What is indicated if grades for an EL are submitted with the comment 'Grades based on modifications'?
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In the ELL intervention steps, who is primarily responsible for making academic goals?
In the ELL intervention steps, who is primarily responsible for making academic goals?
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If the assessment method involved research, what proficiency level should also be considered?
If the assessment method involved research, what proficiency level should also be considered?
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What action should follow after providing additional support and reteaching for an ELL?
What action should follow after providing additional support and reteaching for an ELL?
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Study Notes
Identifying English Language Learners (ELLs)
- Some ELLs are easily identified (e.g., recent immigrants).
- Others are not as easily identified.
- Factors to consider include language spoken at home, proficiency level, and understanding of spoken English.
Characteristics of ELLs
- Literal understanding: struggle with figurative language, sarcasm, and cultural references.
- Difficulty with vocabulary: vocabulary is a daily struggle.
- Pretending to understand: may pretend to understand to avoid drawing attention to their lack of understanding.
- Misinterpretations: understanding formed based on what they have heard.
ELL Support
- Translation/interpretation services: notes home, conferences, parent nights, parent council.
Qualification for ELL Services
- Home Language Survey: marking "yes" for a question.
- ELL Screener (e.g., MODEL K for Kindergarten, W-APT for grades 1-8): assesses eligibility.
- Eligibility: if the student doesn't pass the screener, they are labeled "ELL.”
- Services: vary depending on individual needs, grade level, proficiency level and number of students.
- Special Circumstances: students with a learning disability (IEP): might delay services until they are deemed appropriate for the language learner.
- Students still have to take the ACCESS test annually until they pass.
ELL Curriculum
- Curriculum varies extensively depending on the student's needs and grade level.
ELL Domains
- Reading
- Writing
- Listening
- Speaking
ELL Proficiency Levels
- Classroom teachers should know student scores in these domains.
- Scores help determine academic expectations.
Academic Goals for ELLs
- Look at student's English proficiency for the domains that pertain to the content area (e.g., reading, writing, listening, speaking).
- Example: If the assessment is a science test with multiple choice questions, look at reading proficiency; if it's a speech, look at speaking proficiency.
- Goals align with the student's language proficiency.
- Grades given depending on if the student met the goal(s) set in step 5 of ELL interventions.
Grading ELLs
- Final grades submitted with the comment "Grades based on modifications" if the student does not need modifications on the assessments.
- Grade is not labeled with this comment if no modifications are needed.
Assessment Considerations
- Assess ELLs like other students, but consider additional support.
- Preloading vocabulary.
- Explain things in multiple ways.
- Be aware that just reading the test aloud may not benefit the student; test-givers need to check for understanding.
- If the student scores 1 or 2 on the first assessment consider intervention. Ask why, and get ideas and support from the ELL teacher. Reassess after additional support.
- Create assessment goals based on student proficiency levels (WIDA Can-Do Descriptors).
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Description
This quiz focuses on identifying English Language Learners, discussing their characteristics, and exploring support strategies. It covers factors that affect ELL identification and the qualifications needed for ELL services. Dive into understanding ELLs and how best to assist them.
