BLE407 Chapter One Book Notes
BLE407 Chapter One Book Notes BLE407
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This 4 page Class Notes was uploaded by Charlotte McFarland on Sunday October 4, 2015. The Class Notes belongs to BLE407 at Arizona State University taught by Karen Guerrero in Summer 2015. Since its upload, it has received 62 views. For similar materials see SEI for Secondary Students in Education and Teacher Studies at Arizona State University.
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Date Created: 10/04/15
Chapter One Introducing the SIOP Model The English Language learner in schools was 53 million in 2009 At the current rate of growth the ELL population will grow to 8 million by the year 2020 This number would be higher if those numbers included the students who may have passed out of ELL classi cation but who are still struggling with the academic language of English 70 of English learners were born in the united states and are second and third generation immigrants Diverse Characteristics of English learners English knowledge Exposure to English Familiarity with roman alphabet and numbers Pro ciency in spoken and written English English being learned as s a third or fourth language First language L1 Knowledge Pro ciency in L1 Literacy in rst language Education background On grade level schooling in home country and in US schools in L1 or English Partial schooling in L1 No schooling in L1 Partial schooling in English No Schooling in English Long term English learner Sociocultural emotional and economic factors Poverty level Mobility Exposure to trauma violence abuse and other serious stressors Refugee or asylee status Parents education background or lack thereof Other education categories Special education Tier 2 or tier 3 response to intervention Migrant Reclassi ed English Learner Gifted and talented No Child Left Behind The No Child Left Behind Act authorizes several federal education programs that are administered by the states The law is a reauthorization of the Elementary and Secondary Education Act Under the 2002 law states are required to test students in reading and math in grades 3 8 and once in high school All students are expected to meet or exceed state standards in reading and math by 2014 The major focus of No Child Left Behind is to close student achievement gaps by providing all children with a fair equal and signi cant opportunity to obtain a highquality education The US Department of Education emphasizes four pillars within the bill Accountability to ensure those students who are disadvantaged achieve academic pro ciency Flexibility Allows school districts exibility in how they use federal education funds to improve student achievement Researchbased education Emphasizes educational programs and practices that have been proven effective through scienti c research Parent options Increases the choices available to the parents of students attending Title I schools NCLB requires each state to establish state academic standards and a state testing system that meet federal requirements This accountability requirement is called Adequate Yearly Progress AYP Information found at httpwwwk12wauseseaNCLBaspx These testing standards often re ect ELL students who are not yet pro cient in the English language and due to this a large number of ELL students did not receive their high school diploma even though they may actually succeed academic standards in their classes What ELL s have to master Academic and social English Semantic and syntactic knowledge and functional use of English Read and understand the expository prose in textbooks and reference materials Write persuasively Argue points of view Take notes from teacher lectures or internet sites Articulate their thinking processes and make hypotheses and predictions and express analyses draw conclusions Goals of content bases ESLELD and Sheltered Content instruction Content based Primary Goal Academic English ESLELD language development meeting ELP standards Addressing some ELA Standards Secondary Goal Introduction to content topics vocabulary reading and writing genres classroom tasks Student Grouping English learners Teacher ESL certi cation Sheltered Content Primary Goal Grade level standards based content knowledge of speci c subject Secondary goal Academic language development pertains to each speci c content area Student grouping All English learners or English learners mixed with non English learners and or former English learners Teacher Content certi cation ESL or bilingual endorsed or certi ed or trained in sheltered techniques Echevarria Jana Making Content Comprehensible for Secondary English Learners The SIOP Model 2nd ed Longbeach 15 Print 75 quothEl1 EJred uc tian f gt a a Lgamfn 1quot Etl t l E E dll d Fh jh Er Erauplng 39F Dr lmnttad 39 MEWS i E E has m p mm naming WinHam Warhhap 5 air r Hu ipl inha iiganws E di Fm httpswwwpinterestcompin203084264421960706
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