Directions: Read each question and select the best answer. For the true and false questions, provide a brief explanation if you select false.
1) The Pennsylvania English Language Proficiency Standards (PA ELPS) are made of (select 4):
- 5 English Language Proficiency Standards: social and instructional, language arts, mathematics, science, social studies
- 5 Grade Level Clusters: PreK-K, 1-3, 4-5, 6-8, 9-12
- 4 Language Domains: Listening, Speaking, Reading, Writing
- 6 Language Proficiency Levels: Entering, Beginning, Developing, Expanding, Bridging, Reaching
- 3 Content Areas: Cognitive, Affective, and Sociocultural
2) Which is NOT an effect that Lau v. Nichols had on the education of ELLs?
- Administrators must communicate with parents in a language they can understand
- Schools must offer the right to bilingual education for ELLs
3) According to Title III, how often should ELs be tested?
- Bi-annually
- Annually
- Quarterly
True/False
4) True or False: Parents have the fundamental right to support in school for their home language. False
5) True or False: Each LEA must periodically evaluate its language instructional program to ensure all components are aligned, working effectively, and meeting PA academic standards. True.
6) True or False: Pull-out ESL programs, in which the students leave the mainstream classroom to receive targeted, level-specific English instruction, are the norm in western PA. False.
Short Answer
Provide 3 possible resources that teachers can use to guide their instruction of ELLs.
1. Everything ESL
2. UsingEnglish.com
3. Center for Applied Linguistics
How can we use elements of SDAIE and the SIOP model to ensure comprehensibility for English Language Learners?
The eight elements of SIOP model can be used by teachers to involve students in language development while motivating ELLs. These elements provide a skeleton for learning and aid teachers to focus on the essential language skills required by students for performing literary activities. Teachers may use the sheltered teaching approach of SIOP without implementing an explicit protocol.
SDAIE also follows instructional approach that is similar to sheltered instruction.
The SDAIE approach uses visuals, imagery, graphics, etc. while relying on intensive peer interaction. Thus, SDAIE provides a collaborative learning environment. Teachers use student scaffolding techniques to teach small groups while using the native language of students when deemed fit, thus directing the students to learn academics through such techniques.
