discussion 1 – due Thursday 4-25 with 2 peer
discussion 2 – due Thursday 5-2 with 2 peer
discussion 3 – due Thursday 5- 9 with 2 peer
discusion 1
As a teacher, one of your main goals is to help your students be successful in school. For ELs, this includes reaching English language proficiency. This occurs when all educators work together to provide these students with meaningful learning opportunities that help them gain confidence, determination, and language dexterity.
Read Arizona’s Language Development Approach from the Arizona Department of Education. Note this statement: “All educators share the responsibility for promoting the success of English learners” (Arizona Department of Education, 2019, p. 1).
Explain the evidence a visitor to your classroom will gather that supports that you do share responsibility for promoting the success of the ELs in your classroom. Include the following terms in your explanation:
Asset-based behaviors and expectations
Integrated instruction in disciplinary language and content
Targeted and explicit language instruction
Assessment, monitoring, and feedback
Review the College’s Conceptual Framework.
How does this topic link to the College’s Conceptual Framework theme of Engaging in Reflective Practice? Include specific examples in your response.
discussion 2- Scenario
Imagine that a parent of a student approached you because she has been informed that her daughter meets the criteria for placement into your EL classroom. The parent mentions that she is confused as to why her daughter should be in an EL classroom if she can speak English; however, your review of the student’s scores from the state assessment confirm that she has not reached proficiency and therefore is eligible for placement into the school’s EL program.
Respond to the following questions:
How would you explain to the parent the difference between BICS and CALP?
How would you explain that CALP is crucial to her daughter’s academic success?
How would your conversation with the parent reflect your belief in her daughter’s potential?
What are some developmental language traits and sequences in English language acquisition? How would you explain them to the parent?
Review the College’s Conceptual Framework.
How does this topic link to the College’s Conceptual Framework theme of Advocating for Learning? Include specific examples in your response.
discussion 3-Whether you become an EL classroom teacher or a mainstream class teacher, you will need to know and understand a variety of state standards. Standards are not a curriculum; they are learning goals that students should know and be able to do at each grade level.
ELP Standards do the following:
Emphasize the critical language skills required by the content standards that are necessary for English learners to be successful.
Define what is to be learned at each proficiency level (e.g., pre-emergent/emergent, basic Intermediate).
They are designed to be broad language concepts and not a curriculum or list of tasks.
Watch “Overview of the 2019 English Language Proficiency Standards” from the Tucson Unified Professional Development YouTube channel.
Access and explore the following resources from the Arizona Department of Education as you watch “Overview of the 2019 English Language Proficiency Standards:”
2019 English Language Proficiency Standards page
2019 English Language Proficiency Standards Guidance Document
Arizona Academic Standards page
Respond to the following questions:
What is the difference between academic standards and ELP Standards? When would you refer to either of these standards?
How can both sets of standards help guide your lesson objectives and instruction?
How do Arizona’s ELP Standards and academic standards compare to other states’ standards?
Review the College’s Conceptual Framework.
How does this topic link to the College’s Conceptual Framework theme of Leading Through Innovative Practices? Include specific examples in your response
