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Report Card Comments for English Language Learners: A Guide for Educators
Introduction:
Crafting effective report card comments for English language learners (ELLs) is a crucial task for educators. It's not just about assessing their English proficiency; it's about acknowledging their progress, highlighting strengths, and providing constructive feedback that fosters growth and encourages continued learning. This comprehensive guide offers a range of insightful comments categorized by skill level, allowing you to tailor your feedback for each individual student and create reports that are both informative and motivating. We'll move beyond generic statements to provide specific examples that accurately reflect the unique challenges and successes of ELLs.
H2: Understanding the Unique Needs of ELLs
Before diving into specific comments, it's essential to understand the diverse learning journeys of ELLs. These students come from varied linguistic backgrounds, possess different levels of prior schooling, and may be facing cultural adjustments alongside learning a new language. Therefore, your comments need to be sensitive, culturally aware, and avoid making assumptions about their abilities based solely on their English proficiency. A holistic approach, considering their overall progress in all subjects, not just English, provides a more accurate picture of their academic journey.
H2: Positive and Encouraging Comments for ELLs
Positive reinforcement is crucial for building confidence and motivation. Here are some examples of positive comments you can adapt and personalize:
Beginner Level: "Shows enthusiasm for learning English and participates actively in class." "Is making steady progress in understanding basic vocabulary and sentence structures." "Demonstrates a willingness to try new things and is improving communication skills."
Intermediate Level: "Is developing fluency in speaking and understanding English." "Successfully uses a wider range of vocabulary in both written and spoken assignments." "Actively participates in discussions and contributes valuable insights." "Shows a good grasp of grammar rules and is applying them consistently."
Advanced Level: "Is able to express complex ideas clearly and effectively in English." "Writes well-organized and grammatically correct essays." "Demonstrates a strong understanding of English literature and its nuances." "Is a valuable contributor to classroom discussions and group projects."
H2: Constructive Feedback and Areas for Improvement
While celebrating successes is vital, constructive feedback is equally important for growth. Focus on specific areas for improvement, offering actionable suggestions rather than vague criticisms.
Focus on Specific Skills: Instead of "Needs to improve writing," try "Could benefit from practicing sentence structure and expanding vocabulary." Instead of "Struggles with reading comprehension," try "With additional support in decoding unfamiliar words, comprehension will improve."
Suggest Strategies: "Would benefit from utilizing online resources like [website/app] to practice English vocabulary." "Could enhance speaking skills by participating in more conversational activities." "Regular reading of age-appropriate books will help improve comprehension skills."
Highlight Effort and Progress: Even when addressing areas needing improvement, acknowledge effort and progress: "Is working diligently to improve grammar, and is showing progress in sentence construction."
H3: Addressing Specific Challenges
Pronunciation: "Is making good progress in pronunciation; continued practice with tongue twisters and focused listening exercises will further enhance this skill."
Vocabulary: "While vocabulary is expanding, focused study on academic vocabulary would enhance written and oral communication."
Grammar: "Shows a developing understanding of grammar rules; consistent practice with grammar exercises will solidify this knowledge."
Reading Comprehension: "With continued practice and strategic reading techniques, comprehension skills will strengthen significantly."
Writing Skills: "Is developing organizational skills in writing; using graphic organizers may aid in structuring essays effectively."
H2: Incorporating Cultural Sensitivity
Remember that each student's background significantly impacts their learning experience. Avoid making generalizations or comparisons to other students. Show respect for their culture and linguistic heritage by acknowledging their strengths and challenges within that context.
H2: Collaboration with Parents/Guardians
Report card comments provide an excellent opportunity for communication with parents/guardians. Include specific suggestions for how they can support their child's language acquisition at home. This might include recommending specific resources, engaging in activities that promote language learning, or simply encouraging reading and conversation in English.
Conclusion:
Writing effective report card comments for ELLs requires careful consideration of their individual needs, strengths, and challenges. By using positive reinforcement, providing constructive feedback, and demonstrating cultural sensitivity, educators can create reports that celebrate progress, offer valuable guidance, and motivate students to continue their language learning journey. Remember, your comments play a crucial role in shaping their confidence and future academic success.
FAQs:
1. How can I assess the progress of a non-literate ELL student? Focus on observable behaviors like participation, communication attempts, and response to visual aids. Use alternative assessment methods like oral presentations or drawings.
2. What if an ELL student consistently scores poorly on tests? Don’t solely focus on test scores. Consider their overall participation, effort, and progress in other areas. Highlight improvement even in small increments.
3. How can I ensure my comments are culturally sensitive? Research the student's background and avoid making assumptions. Focus on observable behaviors and avoid generalizations. Consult with colleagues who have experience working with diverse student populations.
4. How often should I provide feedback to ELL students? Frequent, smaller-scale feedback is often more beneficial than infrequent, large-scale assessments. Consider incorporating informal feedback into daily classroom interactions.
5. What resources can help me write better report card comments for ELLs? Look for online resources and professional development opportunities focusing on second language acquisition and assessment. Collaborate with colleagues and seek feedback on your comments.
| report card comments for english language learners: Writing Effective Report Card Comments Kathy Dickinson Crane, 2007 Thoughtful and constructive report card comments can improve parent-teacher communication and student performance. Each book features hundreds of ready-to-use comments in a variety of specific areas in academic performance and personal development. General messages are also included, as well as a robust list of helpful words and phrases. |
| report card comments for english language learners: How to Give Effective Feedback to Your Students, Second Edition Susan M. Brookhart, 2017-03-10 Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including • Strategies to uplift and encourage students to persevere in their work. • How to formulate and deliver feedback that both assesses learning and extends instruction. • When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. • A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective. |
| report card comments for english language learners: Teachers' Messages for Report Cards Marie McDonald, 1971 |
| report card comments for english language learners: Strategies That Work Stephanie Harvey, Anne Goudvis, 2017 In this new edition of their groundbreaking book Strategies That Work, Stephanie Harvey and Anne Goudvis share the work and thinking they've done since the second edition came out a decade ago and offer new perspectives on how to explicitly teach thinking strategies so that students become engaged, thoughtful, independent readers. Thirty new lessons and new and revised chapters shine a light on children's thinking, curiosity, and questions. Steph and Anne tackle close reading, close listening, text complexity, and critical thinking in a new chapter on building knowledge through thinking-intensive reading and learning. Other fully revised chapters focus on digital reading, strategies for integrating comprehension and technology, and comprehension across the curriculum. The new edition is organized around three sections: Part I provides readers with a solid introduction to reading comprehension instruction, including the principles that guide practice, suggestions for text selection, and a review of recent research that underlies comprehension instruction. Part II contains lessons to put these principles into practice for all areas of reading comprehension. Part III shows you how to integrate comprehension instruction across the curriculum and the school day, particularly in science and social studies. Updated bibliographies, including the popular Great Books for Teaching Content, are accessible online. Since the first publication of Strategies That Work, more than a million teachers have benefited from Steph and Anne's practical advice on creating classrooms that are incubators for deep thought. This third edition is a must-have resource for a generation of new teachers--and a welcome refresher for those with dog-eared copies of this timeless guide to teaching comprehension. |
| report card comments for english language learners: Engaging English Learners Through Access to Standards Shelley Fairbairn, Stephaney Jones-Vo, 2015-07-16 Use this six-part strategy for measurable, cross-curricular EL achievement! Expert research, instructive tables and templates, essays, and real-life stories illuminate best practices for cross-curricular, standards-based instruction that gets results. Using the authors’ six-part ENGAGE Model, you’ll learn to: Establish a shared vision for serving ELs Name the expertise to utilize within collaborative teams Gather and analyze EL-specific data Align standards-based assessments and grading to ELs’ linguistic and content development Ground standards-based instruction in both content and language development Examine results to inform next steps Use this groundbreaking guide for measurable EL progress! |
| report card comments for english language learners: Multifaceted Assessment for Early Childhood Education Robert J. Wright, 2010 Multifaceted Assessment in Early Childhood is ideal for those on upper-division undergraduate courses and first-level graduate courses in early childhood education assessment. The book covers the various measures used in a range of assessment dimensions, and includes valuable information regarding young children with special needs and English Language Learners, which has rarely been touched upon in other textbooks. The chapters are focused on student accessibility and include practical applications of key concepts. Features and benefits: Covers a range of assessment concepts, including - Formative (uses feedback from learning to adapt teaching) -Summative (i.e. tests, quizzes) -Authentic (focuses on complex/deeper tasks) -Standardized (STAR, SAT) Includes coverage of assessment for English language learners and children with special needs -- topics that are not provided enough coverage in other books (including Wortham, McAfee, Puckett and Mindes). Wright's writing style grabs and engages the reader in the topic. Two of our reviewers who use Wortham specifically cited Wright's writing style as a reason they would adopt our book. A McAfee reviewer is likely to switch for the same reason. |
| report card comments for english language learners: RTI for English Language Learners Seth Aldrich, 2010-10 This book provides guidance for educators (teachers, support staff, school administrators and instructors in schools of education) to assess, understand and address the needs of English language learners within the context of the Response to Intervention process. This book empowers general and special educators, as well as support staff, to take on important roles and activities without necessarily having to speak the student¿s native language. |
| report card comments for english language learners: Teaching English Language Learners Ann Morgan, 2019-01-09 Teaching English Language Learners is a handbook for elementary staff who work with English Language Learners, but who don’t have specialized training in English language acquisition. The book is a handy reference that describes all stages of learning English, and how home language and culture affect English Language Learners in school. It provides a thorough picture of English Language Learners by describing English language levels, adjustment behaviors, family interactions and expectations, non-academic areas of need, and how to discern whether or not student difficulties are language based. It also offers practical strategies for teaching writing and describes general Project Based Learning activities appropriate for both large and small groups. The book supports classroom teachers, para-educators, volunteers, teachers in training, specialists and other adults working with elementary English Language Learners. |
| report card comments for english language learners: Timesavers for Teachers, Book 2 Stevan Krajnjan, 2009-03-23 Interactive CD included makes it possible for you to type information directly on the forms, save and/or print the file, modify information, and access it with ease. |
| report card comments for english language learners: Learners Without Borders Yong Zhao, 2021-06-30 The future of education centers empowered students in a global learning ecosystem. Despite decades of reform, the traditional borders of education—graduation, curriculum, classrooms, schools—have failed to deliver on the goals of excellence and equity. Despite massive societal changes, education remains controlled by an old mindset. It is time to change that limiting mindset and, more importantly, the ineffective practices in education. To truly serve all learners, future classrooms must remove the boundaries of learning and become student-centered, culturally responsive, and personalized—supportive and equitable environments where each student can direct their own learning and seek multiple pathways to skills and knowledge in a global learning ecosystem. This compelling call for transformative change offers all involved in education Evidence-based arguments that reveal the need to break the traditional borders that limit learning Strategies to personalize learning and remove the confinement of traditional pathways Examples from around the world to create equitable and student-centric learning environments Resources for creating a school learning environment that expands opportunities for personalized learning into the global learning ecosystem It is time to now imagine a different kind of learning, without borders, and to begin the shifts in practice that will result in personalized learning for all students. |
| report card comments for english language learners: Fluent Forever Gabriel Wyner, 2014-08-05 NATIONAL BESTSELLER • For anyone who wants to learn a foreign language, this is the method that will finally make the words stick. “A brilliant and thoroughly modern guide to learning new languages.”—Gary Marcus, cognitive psychologist and author of the New York Times bestseller Guitar Zero At thirty years old, Gabriel Wyner speaks six languages fluently. He didn’t learn them in school—who does? Rather, he learned them in the past few years, working on his own and practicing on the subway, using simple techniques and free online resources—and here he wants to show others what he’s discovered. Starting with pronunciation, you’ll learn how to rewire your ears and turn foreign sounds into familiar sounds. You’ll retrain your tongue to produce those sounds accurately, using tricks from opera singers and actors. Next, you’ll begin to tackle words, and connect sounds and spellings to imagery rather than translations, which will enable you to think in a foreign language. And with the help of sophisticated spaced-repetition techniques, you’ll be able to memorize hundreds of words a month in minutes every day. This is brain hacking at its most exciting, taking what we know about neuroscience and linguistics and using it to create the most efficient and enjoyable way to learn a foreign language in the spare minutes of your day. |
| report card comments for english language learners: Grading Exceptional and Struggling Learners Lee Ann Jung, Thomas R. Guskey, 2011-09-29 A powerful model for helping struggling students succeed How can you ensure that you are grading your exceptional students fairly? Teachers receive very little guidance for grading students with disabilities, English learners, and those receiving services through a response-to-intervention (RTI) process. This practitioner-friendly book provides an effective framework for assigning grades that are accurate, meaningful, and legally defensible. The authors’ easy-to-follow, five-step standards-based inclusive grading model helps teachers: Determine appropriate expectations for each student Understand the differences between accommodations and modifications Grade based on modified expectations Communicate the meaning of grades to students and their families |
| report card comments for english language learners: Comments for Report Cards and Notes Home Audrey Clifford Lang, Carson Dellosa Publishing, 2002 Easily and effectively communicate important student information through report card comments. Positive and constructive thoughts and phrases for teachers to use are included. |
| report card comments for english language learners: Resources in Education , 2001 |
| report card comments for english language learners: The Together Teacher Maia Heyck-Merlin, 2012-05-09 An essential guide for over-scheduled teachers Maia Heyck-Merlin helps teachers build the habits, customize the tools, and create space to become a Together Teacher. This practical resource shows teachers how to be effective and have a life! Author and educator Maia Heyck-Merlin explores the key habits of Together Teachers—how they plan ahead, organize work and their classrooms, and how they spend their limited free time. The end goal is always strong outcomes for their students. So what does Together, or Together Enough, look like? To some teachers it might mean neat filing systems. To others it might mean using time efficiently to get more done in fewer minutes. Regardless, Together Teachers all rely on the same skills. In six parts, the book clearly lays out these essential skills. Heyck-Merlin walks the reader through how to establish simple yet successful organizational systems. There are concrete steps that every teacher can implement to achieve greater stability and success in their classrooms and in their lives. Contains templates and tutorials to create and customize a personal organizational system and includes a companion website: www.thetogetherteacher.com Recommends various electronic or online tools to make a teacher's school day (and life!) more efficient and productive Includes a Reader's Guide, a great professional development resource; teachers will answer reflection questions, make notes about habits, and select tools that best match individual needs and preferences Ebook customers can access CD contents online. Refer to the section in the Table of Contents labeled, Download CD/DVD Content, for detailed instructions. |
| report card comments for english language learners: Educators Belonging, Being and Becoming , 2009 |
| report card comments for english language learners: Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education Jeff Bale, Shakina Rajendram, Katie Brubacher, Mama Adobea Nii Owoo, Jennifer Burton, Wales Wong, Yiran Zhang, Elizabeth Jean Larson, Antoinette Gagné, Julie Kerekes, 2023-09-12 This book details a three-year, multi-stranded study of teacher education programs that prepare future teachers to work with multilingual learners. The book examines how racism and linguicism collaborate to shape the conditions under which teacher candidates learn how to teach. The analysis traces dynamic shifts in thinking and practice as participants reflected on their personal, professional and academic experiences in relation to formal curriculum and assessment policies to interpret what it means to work with multilingual learners in the classroom. The book offers guiding principles – above all, learning from multilingual learners, not only about them – and presents a suite of teacher-education practices to disrupt the interplay of language and race that so deeply shapes teacher-candidate learning about multilingual learners. |
| report card comments for english language learners: Collaboration and Co-Teaching Andrea Honigsfeld, Maria G. Dove, 2010-08-10 Help ELLs achieve success with an integrated, collaborative program! Teacher collaboration and co-teaching are proven strategies for helping students with diverse needs achieve academically. Now this practical resource provides a step-by-step guide to making collaboration and co-teaching work for general education teachers and English as a second language (ESL) specialists to better serve the needs of English language learners (ELLs). The authors address the fundamental questions of collaboration and co-teaching, examine how a collaborative program helps ELLs learn content while meeting English language development goals, and offer information on school leaders' roles in facilitating collaboration schoolwide. Featuring six in-depth case studies, this guide helps educators: Understand the benefits and challenges of collaborative service delivery Choose from a range of strategies and configurations, from informal planning and collaboration to a fully developed co-teaching partnership Use templates, planning guides, and other practical tools to put collaboration into practice Evaluate the strategies' success using the guidelines, self-assessments, and questionnaires included Collaboration and Co-Teaching helps ESL, ELL, and general education teachers combine their expertise to provide better support for their ELLs! |
| report card comments for english language learners: Assessment 3.0 Mark Barnes, 2015-01-28 Throw out gradebooks and meet the assessment system of the future! Mark Barnes’s formula for feedback, titled SE2R (Summarize, Explain, Redirect, Resubmit), has delivered stunning results to the forward-thinking schools that have tried it. The method in this book will loosen and then break your classroom’s dependence on the “A-through-F” grading system that does little more than silence student voices. Delving into what really motivates students, the book covers: How GPA is a classic example of “the tail wagging the dog” Utilizing mobile devices and social networks to maximize the benefits of SE2R Addressing and overcoming bureaucratic resistance to change |
| report card comments for english language learners: Fair Isn't Always Equal Rick Wormeli, 2006 Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What's both fair and leads to real student learning? Fair Isn't Always Equal answers that question and much more. Rick Wormeli offers the latest research and common sense thinking that teachers and administrators seek when it comes to assessment and grading in differentiated classes. Filled with real examples and gray areas that middle and high school educators will easily recognize, Rick tackles important and sometimes controversial assessment and grading issues constructively. The book covers high-level concepts, ranging from rationale for differentiating assessment and grading to understanding mastery as well as the nitty-gritty details of grading and assessment, such as: whether to incorporate effort, attendance, and behavior into academic grades;whether to grade homework;setting up grade books and report cards to reflect differentiated practices;principles of successful assessment;how to create useful and fair test questions, including how to grade such prompts efficiently;whether to allow students to re-do assessments for full credit. This thorough and practical guide also includes a special section for teacher leaders that explores ways to support colleagues as they move toward successful assessment and grading practices for differentiated classrooms. |
| report card comments for english language learners: Reaching Out to Latino Families of English Language Learners David Campos, Rocio Delgado, Mary Esther Soto Huerta, 2011-07-15 How can teachers of Latino English language learners actively engage their students' families in helping ELLs succeed in school? In this powerful book, David Campos, Rocio Delgado, and Mary Esther Soto Huerta provide guidance and resources to help teachers communicate and collaborate with the families of Latino ELLs. Reaching Out to Latino Families of English Language Learners includes practical tips and tools, including reproducible form letters in English and Spanish, that can help teachers solicit valuable information about students from their families, extend families' knowledge of how U.S. schools operate, and provide families with ideas for helping students with their schoolwork at home. In addition, the authors * Offer information on aspects of Latino culture relevant to student learning; * Provide lists of websites and books on Latino culture and of Latino-themed children's books for use with students; and * Outline a framework that educators can use to create a campus task force for engaging Latino families in student learning. The more families of Latino ELLs learn about the curriculum, policies, and procedures of their children's schools, the more comfortable they will be collaborating with teachers. Likewise, the more educators learn about their students' backgrounds, the better able they will be to help them in the classroom. This complete resource will enable educators to work diligently and harmoniously with students' families in the service of what really matters: the academic success of Latino students. |
| report card comments for english language learners: HowExpert Guide to Study Skills HowExpert, Sarah Fantinel, 2021-05-20 If you want to learn how to study effectively, improve your grades, and become a better student, then check out HowExpert Guide to Study Skills. Students are under more pressure than ever to perform well in the classroom, write flawless papers, and excel during testing. Sadly, many students struggle in school because they do not know how to succeed in the academic environment. This book seeks to give students the tools they need to succeed. Written by an experienced tutor, this book examines 101 lessons every student needs to be successful. Academic success is not just about taking the right classes; it’s also about using the right skills and structures to organize and streamline your learning process. This book examines every aspect of student life, taking you from the beginning of the class through your final special projects. Students are encouraged to get a planner and are taught how to use it to increase their productivity and success significantly. They are also taught how to take an active part in their education with lessons on the T-zone in classrooms and on nine study skills proven effective through experience. Readers are then taught how to write and speak effectively by managing their information and organizational structures, and they learn key test-taking strategies and tips for managing test anxiety. This book delves into the specifics that every student needs to succeed in their academic ventures, giving them the tools and the support they need to be truly successful. Check out HowExpert Guide to Study Skills now! About the Expert Sarah Fantinel has been a tutor of all ages for five years. She enjoys helping students discover their academic potential and has helped many students improve their grades and pass various standardized tests, including the ACT and the teacher test. Sarah first started tutoring in college because she wanted to help her peers be successful, and tutoring has allowed her to celebrate the little victories of life with her students. Holding degrees in both English and Humanities, Sarah currently lives in Arkansas with her dog and sixteen-year-old cat. When she is not writing or tutoring students, Sarah likes to take walks and explore new burger restaurants. HowExpert publishes quick ‘how to’ guides on all topics from A to Z by everyday experts. |
| report card comments for english language learners: Multicultural Education James A. Banks, Cherry A. McGee Banks, 2019-11-12 As diversity continues to increase in the United States, ethnic, cultural, social-class, and linguistic gaps are widening between teachers and their students. The rapidly changing educational landscape presents unique challenges and opportunities for addressing diversity both creatively and constructively in schools. Multicultural Education helps current and future educators fully understand sophisticated concepts of culture; become more effective practitioners in diverse classrooms; and view race, class, gender, social class, and exceptionality as intersectional concepts. Now in its tenth edition, this bestselling textbook assists educators to effectively respond to the ways race, social class, and gender interact to influence student behavior and learning. Contributions from leading authorities in multicultural education discuss the effects of class and religion on education; differences in educational opportunities for male, female, and LGBTQ students; and issues surrounding non-native English speakers, students of color, and students with disabilities. Contemporary in relevance, this timely volume promotes multicultural education as a process of school reform. Practical advice helps teachers increase student academic achievement, work effectively with parents, improve classroom assessment, and benefit from diversity. |
| report card comments for english language learners: When English Language Learners Write Katharine Davies Samway, 2006 She documents the ways they think, the products of their learning, and their progress as writers. |
| report card comments for english language learners: Elementary and Middle School Social Studies Pamela J. Farris, 2024-01-11 The eighth edition continues to be an invaluable resource for creative strategies and proven techniques to teach social studies. Pamela Farris's popular, reasonably priced book aids classroom teachers in inspiring students to be engaged learners and to build on their prior knowledge. The book is comprehensive and easy to understand—providing instruction sensitive to the needs of all elementary and middle school learners. • Creative concepts for teaching diverse learners • Strategies for incorporating the C3 Framework to enrich K–8 curriculum • Integration of inquiry skills with literacy and language arts skills • Multifaceted, meaningful activities emphasize problem-solving, decision making, and critical thinking • Myriad ideas for incorporating primary sources as well as technology • Annotated lists of children’s literature at the end of each chapter • Multicultural focus throughout the broad coverage of history, geography, civics, and economics • NCSS Standards-Linked Lesson Plans; C3 Framework Plans, and Interdisciplinary/Thematic Units Social studies explores the variety and complexity of human experience. The book emphasizes the value of social studies in preparing students to become valuable community members and to participate respectfully in a diverse society. |
| report card comments for english language learners: Designing Culturally Competent Programming for PK-20 Classrooms Sprott, Katherine, O'Connor Jr., Johnny R., Msengi, Clementine, 2020-08-14 In order to promote effective learning, individuals must feel fully appreciated within their own unique identities (i.e., ethnicities, language differences, socioeconomic status, gender, religions). Culturally competent educators employ practices that acknowledge and build on cultural diversity and that identify students themselves as resources and honors assets possessed within the context of the school community. Designing Culturally Competent Programming for PK-20 Classrooms is a comprehensive research publication that explores strategies and best practices for designing culturally competent curricula and serves as a courier for stakeholders fostering inclusive and forward-thinking opportunities in PK-20 classrooms. Highlighting a wide range of topics such as ethics, leadership, and organizational development, this book is ideal for educators, administrators, academicians, curriculum developers, instructional designers, researchers, and students. |
| report card comments for english language learners: Comic Books and Other Hooks: 21St Century Education Manfred J. von Vulte, 2013-12-27 21st Century education is at the cross-roads. It can continue to be defined by a narrow scope, benefiting the median student who can muster moments of brilliance assisted by the technology he or she so easily wields, or it can salvage what was deemed noble by tradition and merge them with the modernistic tools and educational innovations of the new century. Education has reached a point where its students and parents have either seen the limitations of the system and accepted them, or have forged some external responses to them. These retorts can be seen in the following manifestations: the rise of after- school athletics, where sports are now played that have been deemed too aggressive for school, the explosion of tutoring centres who are capitalizing on the fact that process has been a small part of the curriculum and rudimentary skills are overshadowed by what can be best described as educational pulp, and finally, the growth of the independent/private schools and home schooling, where total abdication from public systems has come to rest. Comic books, robotics, industrial arts, instrumental music, cooking, camping, fine art, and other genuine experiential initiatives need to be examined by today's schools. The empty promises of video games and their ethereal claim to genuine experience has produced a significant student body that is resigned to mediocrity, and virtual encounters that provide neither the authentic feeling of victory, nor the reviled sting of true defeat. Students are looking for the genuine, in their teachers, lessons, and activities. 21st Century education by comic book or by hook will rest in the power of professional dynamism and the authentic teaching of practice, process, and prolonged proficiency. |
| report card comments for english language learners: First Day Jitters Julie Danneberg, 2013-01-07 Head back to school with the bestselling picture book classic! The perennial classroom read-aloud favorite for students and teachers, reminding us we all get the jitters sometimes. A perfect new school year pick for kindergarteners, 1st, 2nd, and 3rd graders who are feeling nervous or anxious about starting their first day. Sarah Jane Hartwell has that sinking feeling in the pit of her stomach—she's nervous and doesn't want to start a new school year. She doesn't know anybody, and nobody knows her. It will be awful. She just knows it. With a little convicing from Mr. Hartwell, Sarah Jane reluctantly heads to class. Shy at first, she's quickly befriended by Mrs. Burton and is reminded that everyone at school gets the jitters sometimes. A beloved and bestselling back to school staple, Sarah Jane's relatable story and its surprise ending will delight seasoned students and new faces alike who are anxious about their first day. • Includes a Certificate of Courage for First Day Completion and a First Day Memories Sheet! |
| report card comments for english language learners: Developing Reading and Writing in Second-language Learners Diane August, Timothy Shanahan, 2008 Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment. |
| report card comments for english language learners: Culture and Identity Anita Jones Thomas, Sara E. Schwarzbaum, 2016-09-08 Culture and Identity engages students with autobiographical stories that show the intersections of culture as part of identity formation. The easy-to-read stories centered on such themes as race, ethnicity, gender, class, religion, sexual orientation, and disability tell the real-life struggles with identity development, life events, family relationships, and family history. The Third Edition includes an expanded framework model that encompasses racial socialization, oppression, and resilience. New discussions of timely topics include race and gender intersectionality, microaggressions, enculturation, cultural homelessness, risk of journey, spirituality and wellness, and APA guidelines for working with transgendered individuals. |
| report card comments for english language learners: Empower English Language Learners With Tools From the Web Lori Langer de Ramirez, 2010-01-11 Designed for teachers of English Language Learners, Empower English Language Learners With Tools From the Web demonstrates how to use the powerful tools of Web 2.0 to motivate students and increase student learning. Focusing largely on Web 2.0 tools such as wikis, social networking spaces, and blogs, Lori Langer de Ramirez grounds her discussion in the framework of second language acquisition theory, constructivist learning theory, and the acquisition of 21st century skills. The book explains how technology tools can support learning goals while meeting TESOL standards and offers clear examples of how teachers can integrate these technologies into the classroom. This research-based guide is filled with samples of student work, helpful strategies, and sample activities, projects, and lessons to help primary and secondary ELL teachers maximize technology with ELL students, not only for language, but also for improvement in other subjects and acquisition of 21st century skills. |
| report card comments for english language learners: Grading from the Inside Out Tom Schimmer, 2016 The time for grading reform is now. While the transition to standards-based practices may be challenging, it is essential for effective instruction and assessment. In this practical guide, the author outlines specific steps your team can take to transform grading and reporting schoolwide. Each chapter includes examples of grading dilemmas, vignettes from teachers and administrators, and ideas for bringing parents on board with change. |
| report card comments for english language learners: Current Index to Journals in Education , 2002 |
| report card comments for english language learners: China Exchange News , 1985 A review of education, science, and academic relations with the PRC. |
| report card comments for english language learners: Affirming Language Diversity in Schools and Society Pierre Orelus, 2014-01-10 Language is perhaps the most common issue that surfaces in debates over school reform, and plays a vital role in virtually everything we are involved. This edited volume explores linguistic apartheid, or the disappearance of certain languages through cultural genocide by dominant European colonizers and American neoconservative groups. These groups have historically imposed hegemonic languages, such as English and French, on colonized people at the expense of the native languages of the latter. The book traces this form of apartheid from the colonial era to the English-only movement in the United States, and proposes alternative ways to counter linguistic apartheid that minority groups and students have faced in schools and society at large. Contributors to this volume provide a historical overview of the way many languages labeled as inferior, minority, or simply savage have been attacked and pushed to the margins, discriminating against and attempting to silence the voice of those who spoke and continue to speak these languages. Further, they demonstrate the way and the extent to which such actions have affected the cultural life, learning process, identity, and the subjective and material conditions of linguistically and historically marginalized groups, including students. |
| report card comments for english language learners: Classroom Assessment for Students in Special and General Education Cathleen G. Spinelli, 2006 For courses in Assessment in Special Education. Written for future teachers and experienced educators, Classroom Assessment for Students in Special and General Education, second edition provides the skills needed to effectively use assessment, particularly informal assessment, in understanding the needs of the whole student. The primary text on classroom assessment procedures is now revised with the latest in authentic, curriculum and performance-based assessment measures with direct connections to instruction, IEP development, and reporting to parents. The focus is on providing teachers with a variety of assessment procedures, the why, what and how of testing, directions on how to construct, administer, score, interpret, graph, monitor, write, and report assessment results. |
| report card comments for english language learners: Classroom Assessment in Multiple Languages Margo Gottlieb, 2021-01-02 What if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? What if multilingual learners and their teachers in dual language settings had opportunities to use assessment data in multiple languages to make decisions? Just imagine the rich linguistic, academic, and cultural reservoirs we could tap as we determine what our multilingual learners know and can do. Thankfully, Margo Gottlieb is here to provide concrete and actionable guidance on how to create assessment systems that enable understanding of the whole student, not just that fraction of the student who is only visible as an English learner. With Classroom Assessment in Multiple Languages as your guide, you’ll: Better understand the rationale for and evidence on the value and advantages of classroom assessment in multiple languages Add to your toolkit of classroom assessment practices in one or multiple languages Be more precise and effective in your assessment of multilingual learners by embedding assessment as, for, and of learning into your instructional repertoire Recognize how social-emotional, content, and language learning are all tied to classroom assessment Guide multilingual learners in having voice and choice in the assessment process Despite the urgent need, assessment for multilingual learners is generally tucked into a remote chapter, if touched upon at all in a book; the number of resources narrows even more when multiple languages are brought into play. Here at last is that single resource on how educators and multilingual learners can mutually value languages and cultures in instruction and assessment throughout the school day and over time. We encourage you to get started right away. “Margo Gottlieb has demonstrated why the field, particularly the field as it involves the teaching of multilingual learners, needs another assessment book, particularly a book like this. . . . Classroom Assessment in Multiple Languages quite likely could serve as a catalyst toward the beginning of an enlightened discourse around assessment that will benefit multilingual learners.” ~Kathy Escamilla |
| report card comments for english language learners: Bilingualism for All? Nelson Flores, Amelia Tseng, Nicholas Subtirelu, 2020-12-16 It is common for scholarly and mainstream discourses on dual language education in the US to frame these programs as inherently socially transformative and to see their proliferation in recent years as a natural means of developing more anti-racist spaces in public schools. In contrast, this book adopts a raciolinguistic perspective that points to the contradictory role that these programs play in both reproducing and challenging racial hierarchies. The book includes 11 chapters that adopt a range of methodological techniques (qualitative, quantitative and textual), disciplinary perspectives (linguistics, sociology and anthropology) and language foci (Spanish, Hebrew and Korean) to examine the ways that dual language education programs in the US often reinforce the racial inequities that they purport to challenge. |
| report card comments for english language learners: Answers to Essential Questions About Standards, Assessments, Grading, and Reporting Thomas R. Guskey, Lee Ann Jung, 2013 This is an easy to use guide on assessment for learning, answering common questions about 21st century standards and grading considerations. |
| report card comments for english language learners: Language Across Disciplinary Boundaries Miguel Mantero, Paul Chamness Miller, John L Watzke, 2022-01-01 The International Society for Language Studies (ISLS) inaugurates its first volume in the series Readings in Language Studies with Language Across Disciplinary Boundaries, a text that represents international perspectives on language and identity, critical pedagogy, language and power, perspectives on second language acquisition and teacher education. Founded in 2002, ISLS is a world-wide organization of volunteers, scholars and practitioners committed to critical, interdisciplinary, and emergent approaches to language studies. |
Report Card Comments For English Language Learners
Here are some examples of positive comments you can adapt and personalize: Beginner Level: "Shows enthusiasm for learning English and participates actively in class." "Is making steady progress in understanding basic vocabulary and sentence structures." "Demonstrates a …
100 Sample Report Card Comments - The Joy of Teaching
100 Sample Report Card Comments. Participation/Behavior/Attitude. Positive. Takes an active role in discussions. Consistently cooperates with the teacher and other students. Listens well …
Writing Effective Report Card Comments
Communicating Student Learning. Creating Effective Report Card Comments. *This document is meant to support teachers in writing effective report comments. It is not meant to prescriptive. …
Report Card Comments - TIMESAVERS for TEACHERS
Report Card and IEP Comments: 180 page collection of 1,830 report card comments for teachers, organized according to subject, topic, length, positive/negative nature. Click HERE : …
Language Arts - Teacher Created
Report Card Comments Here and on the next six pages are a variety of comments you can use to help complete your report cards each term. It is sometimes difficult to find the words you need. …
Report Card Comments For English Language Learners Full …
Report Card Comments For English Language Learners .pdf Contains comments for student achievement in every content area and language for addressing behavioural and social issues, …
Report Card Comments For English Language Learners .pdf
Writing Effective Report Card Comments Kathy Dickinson Crane,2007 Thoughtful and constructive report card comments can improve parent-teacher communication and student …
Report Card Comments For English Language Learners [PDF]
Report Card Comments For English Language Learners effectively communicate important student information through report card comments. Positive and constructive thoughts and …
Report Card Comments For English Language Learners (book)
This book delves into Report Card Comments For English Language Learners. Report Card Comments For English Language Learners is a vital topic that must be grasped by everyone, …
All About Report Cards: A Comprehensive Guide for Success
For Grades 9 to 12, individual teachers will report on the student’s development of learning skills and work habits for each course, for each reporting period. Teachers may also include …
Report Card Comments For English Language Learners [PDF]
Report Card Comments For English Language Learners Free PDF Books and Manuals for Download: Unlocking Knowledge at Your Fingertips In todays fast-paced digital age, obtaining …
Report Card Comments For English Language Learners .pdf
Below we have compiled a list of 120 ESL report card comments to help you communicate with your students and guide them to English language proficiency.
Report Card Comments For English Language Learners
affect English Language Learners in school. It provides a thorough picture of English Language Learners by describing English language levels, adjustment behaviors, family interactions and …
Report Card Comments For English Language Learners …
explore and download free Report Card Comments For English Language Learners PDF books and manuals is the internets largest free library. Hosted online, this catalog compiles a vast …
Comments COPYRIGHTED MATERIAL
4 Report Card and IEP Comments Copyright © 2001, 2003, 2009 by Stevan Krajnjan continues to work well independently and shows good motivation in class. ( P) is a very considerate student …
ENGLISH LANGUAGE LEARNER PROGRAM
Student comprehends simple requests and information when spoken slowly and with repetitions as needed. Student comprehends very basic stories or poems with visual support. Comments: …
REPORTING AND THE ELEMENTARY ENGLISH …
b) THE PROVINCIAL REPORT CARD: For English language learners who require modified expectations, evaluation of achievement with a grade or mark will be based on the modified …
A Parent Guide to the Standards-based Report Card
Like teachers, parents need accurate and meaningful information about student strengths, challenges and performance to better understand and support student learning. To that end, …
A Parent Guide to the Standards-based Report Card
The MPS high school Standards-based Report Card began in 2014–15 and is a positive step in better communicating what students are expected to learn in each course — and in providing …
Provincial Report Card ESL box - Hamilton-Wentworth …
It is usual for English Language Learners to have the ESL/ELD box checked for some subjects in the beginning. This is a temporary phase. Eventually your child will understand grade level English and will be able to complete the same work as the others. When this happens, you will no longer see the ESL/ELD box checked on the report card.
Report Card Comments For English Language Learners .pdf
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COMPILATION OF REPORT COMMENTS FROM the following …
2 WORK RELATED COMMENTS Academic Achievement & Improvement Comments • If _____ will continue to put forth the effort he has shown in the past two reporting periods, he will receive a great deal from his schooling. • The following suggestions might improve his _____. • I am hoping this recent interest and improvement will continue. • _____ is making progress in all academic …
Report Card Comments For Students With Autism (2024)
Report Card and IEP Comments: 180 page collection of 1,830 report card comments for teachers, organized according to subject, topic, length, positive/negative nature. Click HERE : …
English Language Learners - National Council of Teachers of …
population of students who are English language learners (ELLs). Some reports portray English language learners as a new and homog-enous population. Actually ELLs are a highly heterogeneous and complex group of students, with diverse gifts, educational needs, backgrounds, lan-guages, and goals. Some ELL students come from homes in which no English
GETINVOLVED - Los Angeles Unified School District
I am proud to offer the 2015-2016 School Report Card. It shows useful information about each LAUSD school. It shows how well ... These subgroups are English learners, socioeconomically disadvantaged students, and foster youth. ... build strong academic skills in English Language Arts (ELA) and Math will be more ready for high school, college ...
Report Card Comments For English Language Learners
Oct 4, 2024 · Report Card Comments For English Language Learners Download Collins COBUILD English Dictionary for Advanced. Report Card Comments Reading ... May 11th, 2018 - Definition of report written for English Language Learners from the Merriam Webster Learner s Dictionary with audio pronunciations usage examples and count noncount noun labels'
DC SCHOOL REPORT CARD DISCUSSION GUIDE - dcps
ENGLISH LANGUAGE PROFICIENCY This page shows the progress at this school of English learners in learning to speak, listen, read, and write English. What is measured? • Progress on the ACCESS 2.0 for ELLs, an assessment for English learners that assesses proficiency in speaking, listening, reading, and writing English. Why is this important?
Elementary Report Cards Brochure - York Region District …
Timelines Report Card November Elementary Progress Report Card (Interviews held) ... Teachers also write personalized comments that indicate what has been learned, the student’s strengths and ... expectations to address the language learning needs of English language learners. * Note: For students in grades 1-6, achievement is reported using ...
RECOMMENDATIONS FOR ASSESSING ENGLISH …
CRESST REPORT 737 Mikyung Kim Wolf Joan L. Herman Lyle F. Bachman Alison L. Bailey Noelle Griffin P RECOMMENDATIONS FOR ASSESSING ENGLISH LANGUAGE LEARNERS: ENGLISH LANGUAGE ROF I C E NYM ASU D ACCOMMODATION USES RECOMMENDATIONS REPORT (PART 3 OF 3) JULY, 2008 National Center for Research …
English as an additional language or dialect (EAL/D) learners
achievement in the English learning area and use comments section of the appropriate OneSchool report card to provide a written statement about the student’s learning. For the English learning area, comments reflect English language proficiency levels …
English Learners in Illinois SY 2020-2021 Statistical Report - ed
opportunities to which they are entitled. A home language survey is filled out by families who enroll their children in public schools in Illinois. Potential English Learners (ELs) are screened for English language proficiency (ELP) using an approved English language screening instrument. Students who do not meet the criteria of English
Manitoba Provincial Report Card Policy and Guidelines: …
English Language Arts 51 Français—Français Program 52 Français—French Immersion Program 53 ... achievement as learners. Based on a vision of success for each child’s unique academic, intellectual, social, emotional, and physical development, the report ... comments. The report card shows where a student is excelling and where extra
2018 NSC CHIEF MARKER’S REPORT - ecexams.co.za
question paper resonated with English Home Language learners. A passage that has a relevant message that can be clearly understood instils confidence and sets the tone for the rest of the question paper. Learner performance in the question paper was in keeping with past years’ trends. Proficient English Home Language candidates excelled and even
English Learners in Illinois SY 2019 20 Statistical Report
English Learners in Illinois SY 2019-20 Statistical Report. November 2020 ... are screened for English language proficiency (ELP) using an approved English language screening instrument. ... The data values were calculated based on the 2020 Report Card Snapshot. Illinois State Board of Education 4 . BILINGUAL EDUCATION PROGRAMS IN ILLINOIS .
Creating Strong Report Card Comments
inserting comments such as “Good Job, Jason!”, or “Bravo!” etc. (These comments should be reserved for the additional space at the end of the report card.) • State what will be the focus for the whole class instruction during the next term. Throughout the report card, for each comment that is written, maintain a student-centred focus.
Demographic Trends of Connecticut’s English Learners (SYs …
It is the civil right of English learners to receive language supports as a part of their core programming. This includes a language instruction education program (e.g., bilingual, English as a Second Language) and accessibility supports embedded in their core grade-level academic content. It is also the civil right of families
K-12 Student Reporting Policy Educator Summary Guide - Gov
Policy information Reporting Requirement Important information At least 5 communications of student learning • 2 informal • 3 written • 2 informal Learning Updates may be provided in a variety of formats, including conferences, in-person or virtual discussions, telephone calls, emails, portfolio entries, and written summaries
CBE | Companion Guide to the CBE Vision for Assessment and …
For more information about K-9 reporting consideration for English Language Learner and the ELL report card indicator please see the following document Rep ortingC nsid eansforE glish Lu arnersK-9 Students Grades 10-12 who are coded ELL and are registered in ESL courses (Alberta Education and Locally Developed) will receive an ELL
English Learners in Illinois SY 2021-2022Statistical Report
are entitled. A Home Language Survey is filled out by families who enroll their children in public schools in Illinois. Potential English learners (ELs) are screened for English language proficiency (ELP) using an approved English language screening instrument.
Report Card Comments For English Language Learners
Report Card Comments For English Language Learners Inc. Scholastic,Mona Melwani Writing Effective Report Card Comments Susan Shafer,1997 At last, here is a practical book that gathers time-saving tips from teachers on writing effective report card comments. Packed with advice, this resource will help you collect
Manitoba Provincial Report Card Policy and Guidelines
To that end, the provincial report card provides information that is jargon-free and enriched with personalized comments. The report card shows where a student is excelling and where extra help is needed so parents can provide appropriate support. Improved learning Manitoba’s report card provides data that will assist educators and parents
Developing a Statewide, Standards-Based Student Report …
English language learners (ELLs). ... own student report card for communicating students’ learning progress to parents, guardians, and ... The report cards also included sections for teacher, parent, and student comments. An Internet-based application was developed to provide teachers with a computer platform for
Frequently Asked Questions WED Standards-based Report …
The student would receive a 3rd grade report card. In the comments, the teacher would make the note that directing the parents to the supplemental documents. In the math ... expectations for each grade level in mathematics and English Language Arts: Writing. If a student is determined to be reading independently above grade level, but the class ...
English Learners in Oregon 2019-20 report
former English learners were in high school grades). • The number of recently arrived current English learners (i.e., new immigrant students) increased slightly in 2019-20 after declining the previous two years. • Spanish was the predominant home language of current English learners (spoken by 75.4 percent),
LOS ANGELES UNIFIED SCHOOL DISTRICT SCHOOL …
I am proud to offer the 2015-2016 School Report Card. It shows useful information about each LAUSD school. It shows how well ... These subgroups are English learners, socioeconomically disadvantaged students, and foster youth. ... pass English Language Arts (ELA) with ‘C’ or better …score at Basic or higher on the Scholastic Reading
COMMON CORE ALIGNED K 6 REPORT CARD PARENT GUIDE …
development of the whole child and has re-designed its K-6 report card to foster clearer communication to families. CHANGES TO THE K-6 REPORT CARD The SCUSD K-6 report card has been revised to align to the California Common Core State Standards (CA CCSS) for mathematics and English Language Arts that were implemented state-wide in 2014-15.
Alberta K–12 English as an Additional Language (EAL) …
The Alberta K–12 English as an Additional Language Proficiency Benchmarks (Benchmarks 2.0) is an assessment tool to support educators in identifying the English language proficiency levels of students learning English as an additional language (EAL). The English language development of EAL learners is a shared responsibility of all educators.
Code No Behavioral Comments Code No Behavioral …
California Content Standards – Elementary Report Card Comment Codes January 20, 2017 MiSiS – Grades 1 Disclaimer: The information contained in this job aid may not be current if viewed from another central office website. The job aids found on the MiSiS website
What Are We Learning About Supporting English Language …
English Language Learners in Ontario? A 2020 research report examining the implementation of ELL Policies and Procedures (2007) ... achieving appropriate proficiency in English was lacking. In addition, the report highlighted the considerable discretion that school boards had in respect to programs and reallocation of ESL and ELD grant
Framework for Writing Descriptive Comments for Reports
CCCom m entCom m enF tram eworkC Comment Framework 3 Effective Written Descriptive Comments When comments are included they must: • focus on a student’s progress/achievement to date; • describe student strengths first and foremost, focusing on growth performance and giving specific examples of how a student has demonstrated their strengths;
English Learners’ Trends From the Nation’s Report Card - ed
English Learners’ (ELs’) Trends From the Nation’s Report Card The National Assessment of Educational Progress (NAEP), also known as the Nation’s Report Card, is the largest continuing and nationally representative assessment of what students know about mathematics, reading, science, writing, the arts, civics,
ENGLISH LANGUAGE PROFICIENCY ASSESSMENT (ELPA) …
Research shows that former English learners who have attained English proficiency and become bilingual or multilingual outperform all other student subgroups on every academic measure. The ELPA indicator provides crucial data used for two purposes – to determine the effectiveness of district language acquisition programs and to address
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA …
Preparing Report Cards 47 • Grade Change Procedures 49 • Report Card Comments 49 • Academic Recognition of High School Graduates 51 M. Special Provisions for the Grading of English Language Learners 51 Monitoring of Academic Progress 51 Meeting Performance Standards 51 Grading EL Students 52 • Kindergarten 52
English Learners in Oregon
Former English learners graduated at rates better than never English learners (86.4 vs. 81.7%) in 2021-22; however, substantially fewer current English learners graduated in four years (65.3%). Moreover, current English learners that graduated in four years were over 2.7 times more likely to receive a modified rather
100 REPORT CARD COMMENTS TEACHERS CAN USE WHILE …
63. _____ shows special strengths in the area of social studies/science and has done very well this trimester/year. 64. Science/social studies tests have been very difficult for _____, and he/she
ELD Report Card Comments ELD Reporte de Comentarios
ELD Report Card Comments ELD Reporte de Comentarios Spring 2014 Primavera 2014 If your school does not have someone to translate report card comments, you may use these comments to convey student progress information to Spanish speaking families. READING / LECTURA Successes: / Éxitos: 1. __ has made steady growth in reading this term.
The Struggling English Language Learners: Case Studies of …
English Language Teaching; Vol. 14, No. 11; 2021 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education 108 The Struggling English Language Learners: Case Studies of English Language Learning Difficulties in EFL Context Sultan H. Alharbi1
LOS ANGELES UNIFIED SCHOOL DISTRICT SCHOOL …
I am proud to offer the 2015-2016 School Report Card. It shows useful information about each LAUSD school. It shows how well ... These subgroups are English learners, socioeconomically disadvantaged students, and foster youth. ... exceeding standards in English Language Arts (ELA) and Math? How many... 2014-15 2015-16 LAUSD
2019-20 English Language Learner Demographic Report
2019-2020 English Language Learner Demographic Report . New York City Department of Education . Division of Multilingual Learners . Page 2 of 88. Table of Contents ... for English Language Learners (NYSITELL), which is designed to determine English language proficiency. Students who score below a State-determined level on the assessment are ...
GUIDE TO THE 2018 SC SCHOOL REPORT CARDS - South …
The Report Card will allow parents and others to see how schools are improving toward meeting the Transformational Goals the state has set. Ultimately, they can be used to help ... or more English Language Learners. 4 Academic Achievement, 25 Preparing for Success, 10 English Learners' Proficiency, 10 School Quality, 5 Graduation Rate, 25 ...
Educating English Language Learners
Educating English Language Learners: Building Teacher Capacity . Roundtable Report . National Clearinghouse for English Language Acquisition . 2008
PEP-Lower Elementary Report Card 12-13 - Lakeland …
PEP-Lower Elementary Report Card 12-13 Lakeland Montessori Lower Elementary (6-9) Student Name Period 1 Period 2 Period 3 Practical Life The student understands and follows the ground rules. Intro Prac Prac ... Language The student is familiar with the history of symbolic language, its importance in the development of Prac Prac civilization ...
Memory-card vowel training for child and adult second …
second-language learners across a range of contrasts (e.g., Lively et al., 1993; Nishi and Kewley-Port, 2007; Wang et al., 1999). Listeners use a computer program in which they hear a word with ...
Visual Learning: A Learner Centered Approach to Enhance …
the teaching and learning of English are still far from helping learners achieve their domain in the English language communication. In the report of the Education First (EF, 2016) that released the English proficiency index, India stands in position 22 out of 72 analysed countries. This is far below in comparison with countries
