Teachers of ELLs use a variety of instructional strategies that facilitate multiple forms of communication in the classroom. Multiple forms of communication allow ELLs to convey ideas and demonstrate knowledge more effectively. ELLs’ content area knowledge can be more fully developed if teachers incorporate relevant reading, writing, and grammar instruction.

Focusing on the grade level you selected for “Instructional Strategies for ELLs – Part 1,” complete Part 2 of the “Instructional Strategies for ELLs” template. Identify and summarize research-based instructional strategies to address reading, writing, and grammar development with ELLs at each of the following proficiency levels: pre-emergent, emergent, basic, low intermediate, and high intermediate.

Be sure to specify the grade level of your intended students.

While APA format is not required for the body of this assignment, solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

NAEYC ECADA STANDARDS:

STANDARD 1: PROMOTING CHILD DEVELOPMENT AND LEARNING

1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8.

1b: Knowing and understanding the multiple influences on early development and learning

1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children

STANDARD 2: BUILDING FAMILY AND COMMUNITY RELATIONSHIPS

2a: Knowing about and understanding diverse family and community characteristics

2b: Supporting and engaging families and communities through respectful, reciprocal relationships

2c: Involving families and communities in young children’s development and learning

 

STANDARD 3: OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT YOUNG CHILDREN AND FAMILIES

3a: Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children

3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment, and data collection.

3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.

3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments

STANDARD 4: USING DEVELOPMENTALLY EFFECTIVE APPROACHES

4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children

4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology

4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches

4d: Reflecting on own practice to promote positive outcomes for each child

STANDARD 5: USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM

5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health, and safety; and social studies.

5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines

5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child.

STANDARD 6: BECOMING A PROFESSIONAL

6a: Identifying and involving oneself with the early childhood field

6b: Knowing about and upholding ethical standards and other early childhood professional guidelines

6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource.

6d: Integrating knowledgeable, reflective, and critical perspectives on early education

6e: Engaging in informed advocacy for young children and the early childhood profession

STANDARD 7. EARLY CHILDHOOD FIELD EXPERIENCES

7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8)

7b. Opportunities to observe and practice in at least two of the four main types of early education settings (early school grades, childcare centers, family and home-based child care settings, and Head Start or equivalent programs)

Early Childhood Care & Education Department’s CONCEPTUAL FRAMEWORK

Our overarching goal is to build and support critical thinkers who question their practices and change them based on their own experiences, collective wisdom, and a solid body of research-based evidence. Our commitment is to develop early childhood professionals who:

Promote child development and learning

Respect families and children

Observe, plan, implement, and assess learning

Value and apply research

Embrace diversity

Intentionally teach

Trust children