Common Core Literacy Standards

By providing different learning experiences in the curriculum teachers will be able to meet the needs of each student’s learning style. For ELL students, New Caney Elementary offers Bilingual programs dedicated to teach both languages, Spanish and English, that will essentially allow ELL students to learn the language. Programs like these were created to help students to thrive academically no matter their circumstance. To assess students at all times, one as a future educator must ensure that we are assessing the students in each lesson plan. The teacher must ensure that each student is grasping the content presented to them by monitoring their gained knowledge. In order implement the units from the curriculum, I will strive to provide various learning experiences to each student. I will provide visual activities for my visual learners, have hands on activities for my hands-on learning students, and provide discussions for the ones that learn through hearing and repeating things out loud. Each learning experience is crucial to the student’s academic success. By providing different types of learning experiences I will be able to make the lessons more effective and

English learners are currently the fastest developing student population in schools today. This makes it extremely important to provide these students with the programs and services they deserve. Providing a strong education for ELL students is what I personally believe to be an asset in America’s future. Today there are many challenges I believe teachers and students face when it comes to instruction and assessments.

* I work with large groups of learners, with a diverse age range, who might not have been in a learning or classroom environment for many years. Therefore, it’s essential that I conduct a thorough initial assessment along with college initial innumeracy and literacy assessments to identify potential barriers to learning and remove them as far as possible.

School board members across the country want to better serve the students who are English language learners. Because countless English language learner students spend part of their academic day in a regular classroom, the general education teachers need to be trained to understand instructional strategies and techniques to aid in advancing this population of students (Stover, 2015). Consequently, it would also be beneficial for school board members to support the bilingual and English Language Learner Specialist in training all teachers in the district on ways to better serve this population.

When sitting down with her fellow teachers, they do what’s called “unpacking” the standards. Project- based lessons are built in putting as many subjects in to the units as possible. With ESL students, vocabulary is a large part of their unit design and plays a significant role in Spanish or English in teaching students to understand the lessons. There are pretests devised based on these objectives and units for each teacher to determine the needs of their students in their particular classrooms.

The class is a mainstreamed first grade co-teach class of 34 students and two teachers. There are 16 females and 18 males that included 12 active English Language Learners (ELLs) (5 females, 7 males) and five Level 5 (proficient) students. The 12 ELL students represent five languages—Spanish (7), Chinese (1), Chin Burmese (1), and Arabic (2), Brazilian Portuguese (1). Eight of the twelve students tested at Level 1 on the WIDA language proficiency scale.

<Cultural> Use the reading and writing love and have reading and writing assignments/activities in Spanish and English.

These particular classes are equipped with an aide to assist teachers with small groups, translation services or any other assistance that is needed. Through these services, students are receiving instruction through interactive teaching techniques that better support the students learning needs. Currently, about 40% of the school are being serviced through our bilingual and ESL classes, leaving an additional 20% of students who are identified as limited English proficient educational needs unmet because of a parental statement denying services when enrolling into school. In addition to this, our districts multilingual department offers services to the parents of English language learners through “Latino Family Literacy.” This family reading program teaches parents the importance of establishing a family reading routine with their child, while also helping both parents and students learn English vocabulary, together as a family.

The Trenton Public School District is committed to making sure that students develop content mastery and apply literacy skills in order to be ready for college and career. One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. All students must be able to read text with comprehension and collaborate about text in discussions and questions and answers.

Literacy coach will provide additional resources to teachers if needed. Literacy night will be held in the school’s cafeteria and media center. Parents will be guided to the cafeteria to obtained information about grade levels breakout sessions. In the breakout sessions, the grade levels will introduce the five pillars of reading. The educators will also present resources, strategies, and materials that can be incorporated for student growth in reading comprehension. Educators will read a story to the parents and students and conduct a mini lesson that will include activities. The goal of the breakout sessions will be to provide knowledge and utilization of reading strategies in all subjects. Literacy night will connect our sunshine community in coming together to increase authentic engagement and student achievement. Let’s all work together in assembling a brighter future for our

ABC school will consider Omar as an English beginner who needs to be accommodated based on state and federal law protecting his status as a ELLs. Based on the Arizona Revised Statutes (ARS), ABC will initiate the requirement in which Omar will take four hours of English Language Development (ELD) for his first year in which he will be classified as an English Language Learner. This will allow Omar to benefit of sufficient English instruction that will facilitate him to interact with other native English speaking students who are fluent English learners and speakers. Omar will be enrolled in the normal classroom (mainstream classroom) in which he will be spending four hours of class time per day. This program (ELD) will be beneficial for Omar

Being as equally as important as math, English was also the primary focus of Common Core, particularly the English Language Development curriculum. A new program was made that affected English language learners significantly. Those new to our country and do not speak English need to learn English in order to pass school, however learning a new language is not easy and cannot be rushed. A standard language course in high school takes four years in order to hopefully become fluent, however after one year, English language learners are expected to take their first English standardized test. Over a two-week period, they are given a series of standardized tests for reading, writing, listening, and speaking. In addition, teaching conversational English

The curriculum at El Puente High School is designed around our mission and vision statements and carefully aligned with the Wisconsin Common Core Standards for Math and English and the Wisconsin State Standards for Science, Social Studies, Art, and Physical Education. Wisconsin Common Core Literacy Standards are also used across the curriculum. With these essential elements as a platform, we tailor each class to fit the needs of the students that are currently in their desks each year. In addition, we as a team use the research of a well-known theorists to guide our work in offering a multi-leveled support that our specific student body needs to become contributing members of society with bright futures. Our program has been incredibly successful in supporting our students on all levels.

Learners become able to understand and read primary as well as secondary resources and should demonstrate skills like understanding core vocabulary and distinguish and recognize main concepts from supporting concepts in printed materials. They should be able to summarize printed material content, Differentiate opinions, interpretation, and facts, evaluate and analyse the validity of the printed materials. Lastly, abstract conclusions and give inferences on the basis of that content.

I found a noteworthy perspective in Understanding Language: Language and the Common Core State Standards. The section, called Redefining Language (p.2) refers to the typical curriculum model used in ELL programs in schools. Purpose sequenced, and form focuses, it first teach words that children will use most frequently, paying special attention to grammatical correctness. For example, students initially begin by learning the verb be, because verbs are present in every sentence. “Be” would be taught and practiced in its simple present form first, and then as students master it they would move on to learning its variant forms. The article says, lessons in this type of sequence may vary a bit but stay very similar in structure. Generally students do not move into new content until they are able to master everything at their current level.