Knapp (Alignment of Standards) Running head: ALIGNMENT OF STANDARDS

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Alignment of Academic Standards with ELL Proficiency Standards Shane G. Knapp Grand Canyon University ESL 523N English Language Teaching: Foundations and Methodologies May 11, 2011

2 This paper will compare the Arizona English Language Learner Proficiency Standards (ELLPS) with that of the Oregon ELP Standards and how they can differentiate instruction between the various TESOL levels of English language learners (ELLs). Alignment of Academic Standards with ELL Proficiency Standards .Knapp (Alignment of Standards) Abstract The population of English language learner (ELL) students in schools has grown tremendously over the past few years. The author will also discuss how data from various sources relating to the learners’ progress could be used as a tool to drive the standards-based instruction. with statistics indicating that 20% of the school-age population in America is originating from homes where a language other than English in used. Through this paper the historical and political incentives for standards-based instruction will be discussed. Finally. the author will show how the variety of standards available to teachers will help provided them with a focus on high expectations and the motivation needed to tailor their instruction to the needs of the learner.

Educators need to keep in mind that all students learn at a different rate and need a variety of methods in order to learn effectively. In order for an educator to get real accurate assessment of a student they must make sure that they teach language skills in a variety of different methods so that each student has an equal opportunity to . concepts. Arizona’s Office of English Language Acquisition Services (OELAS) developed a set of ELP standards that would allow the state of Arizona to gauge student progress in English language mastery and to provide the classroom teacher with standards that will help the ELLs to become fluent in English as quickly as possible (ADE. Both states have similar ELP Standards. and Writing Instructional Framework. which are written as pathways to the Oregon English Language Arts standards. 2011). communicating. (ODE. 2007). Well what is the answer then to help educators over come this dilemma? The state of Oregon has developed the English Language Proficiency Standards (ELP Standards). working. reasoning and investigating.Knapp (Alignment of Standards) 3 Academic Content Standards describe the knowledge and skills that students should attain during a school year and it is often called the what of what students should know and be able to do. Academic Content Standards indicate the ways of thinking. especially when learning literacy skills in reading. such as: Listening and Speaking Instructional Framework. issues. dilemmas and knowledge essential to the discipline. Taking these three ELP Standards and integrating them into educators everyday routine is a necessity within today’s classroom diversity. especially when you bring in the ELLs into the equation. 2010). and important and enduring ideas. This is easier said than done. The ELP Standards are designed to supplement the ELA standards to ensure that LEP students develop proficiency in both the English language and the concepts and skills contained in the ELA standards (ODE. This is especially true with students learning language skills on top of learning how to read and communicate in another language. Like Oregon. Reading Instructional Framework.

LEP students working at the Advanced proficiency level on the ELP Standards are to demonstrate proficiency on all standards detailed in levels 1-5 along with all Oregon ELA standards for the grades in which they are enrolled (ODE.Knapp (Alignment of Standards) succeed within the classroom. 2005). The proficiency levels addressed are levels 1-5. Another source that can be used as a tool to drive the standards-based instruction is the English Language Proficiency Assessment (ELPA) that the state of Oregon gives to its ELLs on an annual basis. Educators can assess how students are doing by giving the student’s a variety of assessment methods making sure to differentiate their instruction in the content areas of reading. 2011). 2011). This assessment is great in that it is useful for determining which content area . What I like about this leveling system is that it gives the teachers an idea of where to start differentiating a student’s instruction of curriculum. LEP students working at the Intermediate proficiency level of these ELP Standards should demonstrate proficiency on the ELP standards for all prior grades (ODE. Along with the comprehensive ELP Standards that Oregon has developed it has also provided detailed proficiency levels. then deliver the instructions and finally evaluate whether the instruction has been mastered according to the standards (Hinkel. These grade-by-grade standards were developed to help teachers move LEP students to full fluency in English and to proficiency on the Oregon EnglishLanguage Arts (ELA) Standards (ODE. and listening and speaking so that the diverse needs of every learner is meet. the simplest way to look view this whole idea is to remember the 4 standards-based instruction begins by identifying the relevant standards and planning instruction. while a level 5 is a student who is considered advanced and is ready to be exited from the ELL program. 2011). A student at level one is considered beginning and just starting out with English. writing. Overall. The state of Oregon has implemented this refinement because they believe that it is needed so teachers can better assess the progress of their students.

It is used in hundreds of schools across the U. Teachers get a variety of helpful teaching strategies that can be used to help them better plan their lessons and instruction so that they can provide not only high expectations and the motivation needed to tailor instruction to meet the needs of their diverse learners. The ELPA assessment assess in the content areas of math. for educators there are possibilities to meet federal and state regulations by cautiously and consciously planning lessons that provide students with multiple opportunities to be successful and apply language in content context (GCU. although high stakes testing carries much weight.Knapp (Alignment of Standards) standards are in greater need of attention. science. From the ELPA assessment scores it can be determined whether an ELLs is deficient in their English skills in each of the content areas in which he or she scores low. The new push in Oregon is to get teachers the training needed in order to provide those high expectations and instruction needed so that their diverse learners can meet those standards. and writing. The Sheltered Instruction Observation Protocol (SIOP) Model was developed to facilitate high quality instruction for ELLs in content area teaching (SIOP Institute. In conclusion. To do this Oregon has been offering Sheltered Instruction Observation Protocol (SIOP) professional development classes to better prepare educators for today’s demands of teaching ELLs. 2008). This will give an educator a heads up in which standards the student needs to have more of an intensified instruction within. reading and literature. as well as in 5 several other countries. but these new strategies will also give the educator the confidence needed to be successful themselves in getting those students to meet those standards.S. but rather it is just a “tool box” full of ideas to better support ELLs in a classroom. social studies. In order to do this educators need to become better prepared at instructing and aligning their state’s standards with the ELP standards within their lessons so that all students are given a chance to succeed and apply their language skills to the subject matter at . SIOP is great in that it is not another program that needs to be implemented or learned. 2011).

Retrieved May 10. the more likely they will experience success and be successful in their future endeavors in life. www. 2011 from.us/oelas/downloads/1-FinalPreface-Revised11-09-07.az. The more opportunities a teacher provides his or her students.Knapp (Alignment of Standards) hand or be learned.state.ade.pdf . 6 References Arizona Department of Education (ADE). (2007).

http://www. (2011).us/GD/Templates/Pages/ODE/ODEDetail. English Language Teaching Methods. Retrieved May 9. E.siopinstitute. Retrieved May 11.net/ . Retrieved May 2. 2011 from.ode.asp? id=551411 Hinkel.aspx? ID=6969&TypeID=5 Oregon Department of Education (ODE).us/search/results/?id=36 The SIOP Institute.ode.oh. 2005. Retrieved May 11.edu/section/default.aspx? page=3&TopicRelationID=1696&ContentID=72&Content=88482 Oregon Department of Education (ODE). http://www. 2011.htm Ohio Department of Education (ODE).or. from http://www. (2011). from http://www. (2008).state. http://www.state.org/downloads. from http://angel04. 2011. (2011).gcu.elihinkel. 2011 from. (2005).state. 2011 from. Retrieved May 11. Module four lecture notes.Knapp (Alignment of Standards) Grand Canyon University. Retrieved May 11. (2010).us/news/announcements/announcement. 2011.ode. Handbook of Research in Second Language Teaching and Learning: 7 Routledge.or.

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