ASSIGNMENT DUE IN 48 HOURS.. INSTRUCTIONS ARE ATTACHED.. RESOURCES ARE BELOW: 

Required Resources

Text

Piper, T. (2015).

Language, learning, and culture: English language learning in today’s schools

. Retrieved from https://content.ashford.edu

• Chapter 3: The English Language Learner
• Chapter 5: Teaching English Language Learners

Article

Rymniak, M. (2011).

Adult ESL classroom strategies and lesson ideas (Links to an external site.)

. In A toolkit for ESL practitioners: Supporting skilled immigrants. Retrieved from http://www.globaltalentbridge.org/toolkit/pdf/CH3_ESLStrategies

• This chapter provides information and strategies that are important for teaching adult ELLs and will help you complete the Comprehensible Input and Sheltered Instruction discussion if you are choosing to learn about teaching adult ELLs.

Multimedia

Films Media Group (Producer). (2004).

Differentiated instruction and the English language learner

[Video file]. Differentiated instruction and the English Language. https://digital.films.com/PortalPlaylists.aspx?wID=100753&xtid=60329

• This video explains important concepts for teaching ELLs and will help you on the Week 2 Discussion and the Final Paper. Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.)

Pinker, S. (2005, July).

What our language habits reveal (Links to an external site.)

[Video file]. Retrieved from https://www.ted.com/talks/steven_pinker_on_language_and_thought

• This video will provide information about the process of learning language based on our thinking about language. It will help you with your Language Construction discussion.. Accessibility Statement does not exist. Privacy Policy (Links to an external site.)

Westergaard, C. [Chris Westergaard]. (2015, March 14).

ESL beginner lesson demo (Chris Westergaard)  (Links to an external site.)

[Video file]. Retrieved from https://youtu.be/2_38JfVFQoU

• This video will show you a beginning adult ESL lesson plan using comprehensible input and practice. You will watch a lesson in action that will help you answer the questions for the Teaching Observation assignment this week. Accessibility Statement (Links to an external site.) Privacy Policy

48 hours

Process Groundwork—Research

[CLOs: 1, 2, 3, 4]

When preparing for the Final Paper, remember that

· Your

audience will be a group of colleagues who are unfamiliar with these ideas or who need clarification and strategies to help with the presented problem.

· Your role will be a well-informed teacher with knowledge of teaching ELLs.

· The format is

 Essay Structure (Links to an external site.)

.

· The purpose is to develop a clear response to the questions following the story.

· Choose one of the 

Thesis Statements (Links to an external site.)

 from Week 1 to write about for the final assignment.

· Locate four sources to use in your final assignment. Remember to include scholarly sources. Type their APA Reference entries below.

· Use this space to summarize one of your sources.

TESOL Pre-K–12 English Language Proficiency Standards Framework

The Pre-K–12 English Language Proficiency Standards are available in the TESOL Bookstore.
The standards address concerns introduced by the No Child Left Behind legislation. It also
presents detailed tables that show indicators of success at different levels of proficiency. The
framework of the standards is available here for your convenience. For questions about using,
reprinting, or quoting the Pre-K–12 English Language Proficiency Standards, see
TESOL’s Rights and Permissions page.

1. Proficiency Standards Framework
2. Grade Level Clusters
3. Language Domains
4. Language Proficiency Levels
5. Background

1. Presentation of a Clear Proficiency Standards Framework

The standards publication presents five language proficiency standards. They include both social
and academic uses of the language students must acquire for success in and beyond the
classroom. The English language proficiency standards are as follows:

Standard 1:

English language learners communicate for social, intercultural, and
instructional purposes within the school setting.

Standard 2:

English language learners communicate information, ideas, and concepts
necessary for academic success in the area of language arts.

Standard 3:

English language learners communicate information, ideas, and concepts
necessary for academic success in the area of mathematics.

Standard 4:

English language learners communicate information, ideas, and concepts
necessary for academic success in the area of science.

Standard 5:

English language learners communicate information, ideas, and concepts
necessary for academic success in the area of social studies.

2. Identification of Specific Grade-Level Clusters

The grade-level clusters for the English language proficiency standards reflect current
educational configurations in the United States.

PreK-
K

Grade levels preK-K are grouped together because the
primary focus is on creating a learning environment that
nurtures the development of young English language
learners.

http://tesol.prod.vtcus.com/read-and-publish/rights-and-permissions�

1-3
Grade levels 1-3 are grouped together because in most
elementary school programs, these grades are geared toward
“learning to read.”

4-5 Grade levels 4-5 share the common goal of literacy skills application, often referred to as “reading to learn.”

6-8

At the 6-8 grade levels, English language learners face
increased academic and social pressure to perform. In
addition, at this level, there is a widening range of student
performance.

9-12

Grade levels 9-12 reflect the traditional high school
organization. The academic demands at the secondary level
make reaching parity with grade-level peers increasingly
difficult for English language learners.

3. Usage of Four Language Domains

Each of the five language proficiency standards is divided into the language domains of
listening, speaking, reading, and writing. While interaction naturally occurs between and among
language domains, in this document, they are maintained as separate constructs as one way of
thinking about curriculum, instruction, and assessment.

Listening
Listening is an active skill. By highlighting an assortment of listening tasks across
standards, the need to involve students in active listening and purposeful listening skills
development becomes clear.

Speaking
English language learners engage in oral communication in a variety of situations for a
variety of purposes and in a wide spectrum of settings. As part of oral communication,
students are constantly using language in meaningful interaction with others.

Reading
English language learners process, interpret, and evaluate written language, symbols, and
text with understanding and fluency. Learning to read in a second language may be
enhanced or hindered by students’ level of literacy in their native language. Students who
have a strong foundation in reading in their first language bring with them skills that can
be readily transferred in the process of learning to read in English.

Writing
English language learners use written communication for a variety of purposes and
audiences. Writing can be used to express meaning through drawing, symbols, or text.

English language learners may come with writing styles influenced by their home
cultures.

4. Inclusion of Five Levels of Language Proficiency

The use of five levels reflects the complexity of language development and allows the tracking
of student progress across grade levels within the same scale. The five levels of language
proficiency reflect characteristics of language performance at each developmental stage. The
language proficiency levels are intended to highlight and provide a model of the process of
language acquisition that can be adapted by individual districts and states.

Level 1-Starting
At L1, students initially have limited or no understanding of English. They rarely use
English for communication. They respond nonverbally to simple commands, statements,
and questions. As their oral comprehension increases, they begin to imitate the
verbalizations of others by using single words or simple phrases, and they begin to use
English spontaneously.
At the earliest stage, these learners construct meaning from text primarily through
illustrations, graphs, maps, and tables.

Level 2-Emerging
At L2, students can understand phrases and short sentences. They can communicate
limited information in simple everyday and routine situations by using memorized
phrases, groups of words, and formulae. They can use selected simple structures correctly
but still systematically produce basic errors. Students begin to use general academic
vocabulary and familiar everyday expressions. Errors in writing are present that often
hinder communication.

Level 3-Developing
At L3, students understand more complex speech but still may require some repetition.
They use English spontaneously but may have difficulty expressing all their thoughts due
to a restricted vocabulary and a limited command of language structure. Students at this
level speak in simple sentences, which are comprehensible and appropriate, but which are
frequently marked by grammatical errors. Proficiency in reading may vary considerably.
Students are most successful constructing meaning from texts for which they have
background knowledge upon which to build.

Level 4-Expanding
At L4, students’ language skills are adequate for most day-to-day communication needs.
They communicate in English in new or unfamiliar settings but have occasional difficulty
with complex structures and abstract academic concepts.
Students at this level may read with considerable fluency and are able to locate and
identify the specific facts within the text. However, they may not understand texts in
which the concepts are presented in a decontextualized manner, the sentence structure is
complex, or the vocabulary is abstract or has multiple meanings. They can read

independently but may have occasional comprehension problems, especially when
processing grade-level information.

Level 5-Bridging
At L5, students can express themselves fluently and spontaneously on a wide range of
personal, general, academic, or social topics in a variety of contexts. They are poised to
function in an environment with native speaking peers with minimal language support or
guidance.
Students have a good command of technical and academic vocabulary as well of
idiomatic expressions and colloquialisms. They can produce clear, smoothly flowing,
well-structured texts of differing lengths and degrees of linguistic complexity. Errors are
minimal, difficult to spot, and generally corrected when they occur.

5. Proficiency Standards Background

In the nearly ten years since the publication of TESOL’s ESL Standards for Pre- K-12 Students,
the standards movement has continued to grow and impact educational systems throughout the
United States at the state, district, and classroom levels.

The provisions of the No Child Left Behind Act of 2001 (NCLB) have also focused attention on
the language needs of English language learners by requiring each state to develop English
language proficiency standards.

Using TESOL’s 1997 publication as a building block, the revised 2006 PreK-12 English
Language Proficiency Standards

• Expand the scope and breadth of the ESL content standards by bridging them to specific
core curriculum content areas, namely, English language arts, mathematics, science, and
social studies

• Use students’ first languages and cultures as the foundation for developing academic
language proficiency

• Provide an organizational structure that is synchronized with federal legislation.

In addition, the revised PreK-12 English Language Proficiency Standards build on and augment
the World-class Instructional Design and Assessments (WIDA) Consortium’s English language
proficiency standards for English language learners in Kindergarten through grade 12.*

Copyright © 2006 Teachers of English to Speakers of Other Languages, Inc. All rights reserved. No part of this may
be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any
informational retrieval or storage system, without permission from the publisher.

Augmentation of the WIDA ELP Standards” is based on WIDA ELP Standards Copyright © 2004 State of
Wisconsin. The WIDA ELP Standards are a product of the collaborative effort of nine states known as the WIDA
consortium: Wisconsin, Delaware, Arkansas, District of Columbia, Maine, New Hampshire, Rhode Island, Vermont,
and Illinois. Permission to use for anything other than personal, non-commercial use must be obtained from the
Department of Instruction, State of Wisconsin.

Case Study for Final Paper

Young Learners

Mrs. Serpe has been teaching for about 10 years; however this is the first year she can remember having ELLs who are coming in at lower proficiency levels. She is not always sure how to help them. Two of her students, Maria and Abed, have her particularly perplexed.

Maria has been in the classroom now for about six months. Although she is silent in the classroom, Mrs. Serpe hears from the playground teachers that Maria has started talking with her friends on the playground. In class, Maria will respond with nods and smiles only. She does not talk. Mrs. Serpe is confused on how to help her, based on her proficiency level, and why Maria is now talking while on the playground, but will not talk in class. Mrs. Serpe does her best to hide her frustration and help Maria feel part of the classroom. However, since Maria came to the classroom with little English background, Mrs. Serpe feels somewhat lost on how to help her.

Abed, on the other hand, has been at this school for over a year now. He is doing very well. He speaks with friends on the playground and is involved in class discussions. He came to school with some English background. He is reading almost at grade level and is very outgoing, communicative, and engages well with peers both inside and out of the classroom. He can understand and make himself understood with a mostly accurate English grammatical system when speaking and listening. However, his writing is struggling. Although he writes, he has many grammatical mistakes, has trouble getting the words he speaks from his brain to the paper, and becomes easily frustrated.

Mrs. Serpe needs help with both students.

Case Study for Final Paper

Adult Learners

You have been teaching in the University Intensive English Program for several years, so when a newer teacher comes to you in need of assistance, you are ready to help him! Unique to your program, each instructor teaches all four domains of language in the classroom. So, each teacher will spend four hours each day with a group of about 15 adult learners and will teach all four domains with the assistance of some adult ESL textbooks. Because this instructor is newer and is still learning, he has been placed with the intermediate adult students. He is thriving at his job, but has a few questions about how to help students with some key skills.

During the listening and speaking portion of class, your colleague tells you that he is struggling to have his students engage in conversation. He gives them the directions verbally, breaks them into groups, and then gives them time to get started. However, the students will often get into groups, but then are not sure what to do and will not be able to get started. Most frustrating is that he will often hear the students talking with each other, in English, before class and in the hallways, but they will not readily speak up in class. He is perplexed why speaking in English in class is difficult for them. They will nod as if they understand and will ask each other questions about class information in their native languages. He asks you to help him understand what he could be missing and what he can do to help them with communicating in class.

Your colleague is also frustrated with his students’ writing. He feels that he is giving them the grammatical knowledge to write, but his students are still struggling with how to get the ideas on paper in an organized way. He is asking for your help in how to help the students with their writing.

Case Study – Medicare Fraud and Abuse Report

In this assignment we examine the legal and ethical implications of fraud and abuse with Medicare. Use the CSU-Global Library and the internet to identify a real-world case of Medicare fraud and/or abuse. Write a 4-5 page report using the readings, research, and your knowledge of health law and ethics to analyze this case.

Your report should address the following substantive requirements:

· Description of what occurred, who was affected, and why

· Assess the case from the following perspectives:

· Ethical – identify the ethical principles involved in this situation from the perspective of all those involved.

· Legal – what are the legal implications and what laws or statutes were involved?

· Provide two recommendations for how to manage this case from the perspective of the healthcare organization involved. What could have been done to prevent this situation?

· Recommend next steps to manage this case.

Your report should meet the following structural requirements:

· Be 4-5 pages in length, not including the cover or reference pages.

· Be formatted according to the
CSU-Global Guide to Writing and APA Requirements
.

· Provide support for your statements with in-text citations from a minimum of four (4) scholarly articles. Two (2) of these sources may be from the class readings, textbook, or lectures, but two (2) must be external. The CSU-Global Library is a good place to find these references.

· Utilize the following headings to organize the content in your work.

· Introduction

· Assessment

· Recommendations

· Conclusion

Thanks,

Barb.