EAS Exam Study Guide Latest Update Graded A Tips for ELL -Scaffolding -Heterogeneous classrooms -Background Knowledge -Extended discussion -Use of Culture
Scaffolding Such as graphic organizers, visual aids, peer help, or home language help, and removing these supports as students' skills develop....
EAS Exam Study Guide Latest Update Graded A Tips for ELL ✔✔-Scaffolding -Heterogeneous classrooms -Background Knowledge -Extended discussion -Use of Culture Scaffolding ✔✔Such as graphic organizers, visual aids, peer help, or home language help, and removing these supports as students' skills develop. Heterogeneous Classrooms ✔✔ELLs need to be given ample opportunities to have extended interaction (such as do ing 'jigsaw' -type activities) with peers of varying English proficiency levels, who can provide ELLs with a range of models for how to use English words or structures appropriately, as well as abundant, personalized feedback on ELLs' own developing English use. It is best for ELLs if, within their classrooms, teachers sometimes group students heterogeneously according to English proficiency, and sometimes homogeneously, depending on the purpose of the task at hand . Background Knowledge ✔✔about a topic to b e discussed in class, or activate their existing knowledge of a topic. Besides increasing student interest, this allows students to focus more fully on the instructional goals, rather than being overwhelmed with too much new information at once. It also al lows ELLs to bridge new knowledge to old knowledge, increasing understanding, and it helps some ELLs fill in contextual information (such as American political history or cultural details) that they may not have due to coming from different cultural backgr ounds. Extended Discussion ✔✔• Though teachers have generally attempted to teach ELLs difficult vocabulary before having them read texts, ELLs learn new vocabulary best through extended discussion with their classmates after reading or between multiple re adings. Use of Cultural ✔✔Schools and teachers can help ELLs greatly by learning about ELLs' home cultures and languages, treating cultural and linguistic differences as resources rather than obstacles, and reaching out to students' homes and communities to build learning opportunities together. When students receiving special education for eligible disabilities reach the age of majority or 18 years, their parents' educational rights transfer to them the same as for students without disabilities. The 3 ex ceptions are: ✔✔o One exception is when a court assigns a legal guardian, who holds the student's educational rights. o Another exception is when the school district assigns an educational representative because a student is certified unable to make educa tion decisions. o A qualified adult or the student can always challenge certification. Included among the rights to which special education students are entitled at the age of 18 years are the rights to receive needed accommodations, not only in classroo ms but also ✔✔o during IEP meetings they attend o to understand how their school district measures their progress toward measurable goals AND receive periodic progress reports of these measurements o to receive all needed special education -related services , including not only transportation, physical therapy, occupational therapy, speech -language therapy, etc., but also counseling o to request reevaluation and have it completed within 35 school days of giving their written consent. At 18, special education students _____ the legal right to membership on their IEP teams and participation in their IEP meetings. ✔✔have If their rights have not yet transferred from their parents, students _____ participate in their IEP meetings whenever appropriate. ✔✔may
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