Question 1
How the Arizona or TESOL English learner standards are used as a guide for differentiating instructions for various levels of ELL
Short et al., 2012 spells out how teachers can use the book to tailor different instructions for the English language learners in line with proficiency of the students’ level. ‘Making Content Comprehensible for English Learners’ carefully cite research that back up guidelines that help for differentiating instructions. In my view, after reading the book, teachers can run information in line with their planning lessons. This is because, the book provides clearly written recommendations that give teachers an added advantage in planning (Echevarria and Short, 2013).
There are suggestions that align themselves in helping to tailor instructions for the ELLs. These are according to the five standards of proficiency in English based on the proficiency of the English language. The English teachers to speakers of other languages create these levels. The TESOL standards are augmentation of the high standards produced by WIDA, World-Class instructional design and assessment consortium (Koch, 2013). Twenty-four states are members of the WIDA consortium. It is evident that these states can take advantage of this suggestion for the English standard basing in their lesson plans.
In tailoring the different lessons for the level 1 of the ELLs, or the students just starting to learn and write English, for example, a teacher may teach the students by making the students organize some information with the idea of the concept maps, charts and the Venn diagrams. However, for the advanced English students, Level 5 ELLs students, the teachers expect that their students be able to produce extensive well-written discourse (Koch, 2013). The teachers expect that the language written by these level 5 ELLs students to be grammatically varied and precise. In teaching level 1 students, the teachers provide extensive visual and guided reading materials. The visual materials help the level 1 students to understand the English language faster than when the teachers do not use the visual materials. It is however, different when teaching the Level 5 students. The Level 5 students know English, and they can communicate effectively with one another. Teachers use grade level texts to teach the Level 5 students (Echevarria and Short, 2013).
Different tons of principles exist that teachers use to plan lessons for ELLs for the entire English language levels. The principles inform students on their daily goals for both content and language. The principles avail normal ELLs opportunities that help to interact with the English native speakers. The principles allow for error targeting for different levels, which are the appropriate aspects of the English language (Echevarria and Short, 2013).
I envision the reasons why experts’ educations on ELLs confirm that teachers need explicit instructions to implement foundation cores standards. This is necessary for the various ELLs Levels of proficiency in English language. The standard document provides more information and guides on the different instructions for the ELLs levels. On my view, I think that many United States teachers gets the needed assistance to plan and support the various activities appropriate in getting the content across to all ELLs Levels of proficiency (Koch, 2013).
Question 2
How data from various sources relate to the learner’s progress be used as the tool to control the standards basing on the instructions.
The Student Accountability Information System, abbreviated as SAIS, is a developed a program that gives teachers the opportunity to collect and store data that relate to the students’ academic progress. The teachers create student’s portfolios that help the teachers keep work and class room data for future review. The data from various sources that relate to the learner's progress can be used as a controlling tool on the standard instructions. The data allows teachers to create flow charts in a progressive manner (Koch, 2013). The data helps the teachers know the progress of each student. The SAIS and portfolio systems help to check the students’ along the instruction path. The student can see where the teachers expect them to be and go. The data enables the students work ahead of the instructions if there is the need to do that. The instructional data helps students and teachers to self review and easily find resources that the standards that the two are struggling. The data then will enable the teachers have the best instruction for their students (Echevarria and Short, 2013).
Question 3
How the varieties of standards that are available to teachers give a focus on the high motivation and expectations needed to tailor instruction to meet the learners’ needs
The varieties of standards enable teachers to chose and pick the standards that best suit their subject. The data from the students’ elementary years enables the teachers be responsible for all subjects. The teacher monitors a student by his methods of taking other subjects and at the same learning English. The teachers serve the students while not swaying away from certain standards that are required. The standards allow teachers to focus on high standards that they serve their students, and at consequently, the teacher does not take away any of their standard content that the students require (Short et al., 2012).
The variety of standards gives the teachers an opportunity to concentrate on a standard that different students will need help on the different standards. The teachers help different students to master skills the students do not have rather than to waste time on skills the students already know. The various standards play a vital role in education. The standards define the various activities that the students are to learn to enable them achieve a form of skill in language or academic achievements. The tracks have unique independent standards that the teachers mix and match basing them on the needs of their individual students.
One of the greatest barriers to maintaining or achieving high standards is that many people fear failing and incurring the expenses that accompany the failure (Koch, 2013). The government demands that all students achieve a certain limit of success. However, this level at times is unattainable with the limited timeframe allocated. Sometimes the standards must be lowered for students to attain some level of success. Teachers observe that students must excel in both their academics and the English language. Currently, the 100% standard is more vital than the high standards in academics (Short et al., 2012).
References
Echevarria, J., & Short, D. (2013, January 16). The Siop Model. Retrieved February 15, 2013, from The Siop Model Web site: http://www.thesiopmodel.com
Echevarria, J., Vogt, M., & Short, D. (2012). Making Comprehensible Content for English Learners: SIOP Model the 4th Edition. New York: Pearson.
Koch, C. (2013, February 12). Illinois State Board of Education. Retrieved February 15, 2013, from Illinois State Board of Education Web site: www.isbe.state.com
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