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High School Statutory Authority: All expectations apply to ESOL I students; however, it is imperative to recognize critical graphic organizers for reflective essays format and features of second language acquisition and to provide appropriate instruction to enable students to meet these standards.
ELLs' abilities to meet these standards will be influenced by their proficiency in English. While ELLs can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition.
For this reason, comprehension of text requires additional scaffolds that include adapted text e. ELLs can and should be encouraged to use their knowledge of their first language e. Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English.
Students can be expected to transfer those skills to English and progress rapidly in learning in English. ELLs are challenged in working with linguistic, cognitive, and academic development in all of their coursework and in a new language.
Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English, especially for students who are newcomers and at beginning levels of English language proficiency. Their academic success depends on their ability to use academic language.
It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills.
In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language.
Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture.
Social language proficiency in English consists of the English needed for daily social interactions. Academic language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings.
Academic language and grammatical structures are used across all subject areas and is specific to the content area, such as language arts, mathematics, science, and social studies.
Current research stresses the importance of effectively integrating second language acquisition with quality content area education in order to ensure that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills, and reach their full academic potential.
This must also be provided in a manner that is linguistically accommodated contextualized, communicated, sequenced, and scaffolded commensurate with the student's levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills. Proficiency levels are not grade specific: Beginning, Intermediate, Advanced, and Advanced High.
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The ELL student may exhibit different proficiency levels within the four language components: A student may exhibit oral skills at the advanced level, reading skills at the intermediate level, and writing skills at the beginning level.
Understanding the level of English language proficiency of the student is critical in order for the student to have access to the curriculum.
The proficiency level of the student determines the accommodations in language that must be made e. Any combination of the language components is possible and is affected by opportunities for interaction in and outside of school.
Students associate utterances with meaning as they make inferences based on actions, visuals, text, tone of voice, and inflections. Receptive language with some comprehension is acquired earlier than oral production.
Beginning students produce spoken English with increasing accuracy and fluency to convey appropriate meaning. They read English using graphophonic cues, syntax, visuals, the context of the text, and their prior knowledge of language and structure of text.
Students use the listening process to improve comprehension and oral skills in English. Through listening and speaking in meaningful interactions, they clarify, distinguish, and evaluate ideas and responses in a variety of situations.
Intermediate students participate successfully in academic, social, and work contexts in English using the process of speaking to create, clarify, critique, and evaluate ideas and responses. Intermediate students read English using and applying developmental vocabulary to increase comprehension and produce written text to address a variety of audiences and purposes.
Students, through developmental listening skills, actively expand their vocabulary to evaluate and analyze spoken English for a variety of situations and purposes. These students participate in a variety of situations using spoken English to create, clarify, critique, and evaluate ideas and responses.
Advanced students continually develop reading skills for increasing reading proficiency in content area texts for a variety of purposes and generate written text for different audiences in a variety of modes to convey appropriate meaning according to their level of proficiency.
Students' reading, speaking, and writing abilities are comparable to those of their native English speaking peers. They understand grade appropriate English as it is used in academic and social settings.
These students use language skills on their grade level in the academic subject areas with minimal interruptions and they use abstract and content based vocabulary effectively. Advanced High students continually use the English language to build additional foundational reading skills such as fluency and prosody as well as higher-order comprehension skills.
These students have a strong command of English language structures necessary to address writing at appropriate grade levels. High school students are expected to plan, draft, and complete written compositions on a regular basis.2 | P a g e U N I T 3 Course Description (Workshop Model) Supplemental English as a Second Language consists of developing reading, writing, speaking, and listening skills.
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