SECTION III Alignment of Standards to Curriculum and Key Assessments Teaching Field: English for Speakers of other Languages For each standard on the below, identify the curriculum components and Key Assessments listed in Section II that address the standard and indicators. Each indicator must be supported by at least one Key Assessment that provides solid and direct evidence of candidate mastery of the standard. In most cases, a standard will be addressed by more than one Key Assessment. Cross-references to the standards and indicators should be inserted into the assessment instruments, scoring guides, and/or data tables. Standard 1: Language. Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to help English language learners (ELLs) develop language and literacy and achieve in the content areas. Curriculum Key Indicators or Other Assessment(s) Requirements (Identify by key (Include course prefix, number, assessment and name.) number[s] in Section II.) 1.1 Language as a system. Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas. 1.2 Language acquisition and development. Candidates understand and apply theories and research of language acquisition and development to support their ELLs’ English language and literacy learning and content-area achievement. Standard 2: Culture. Candidates know, understand, and use major concepts, principles, theories and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs.
SECTION III Alignment of Standards to Curriculum and Key Assessments Teaching Field: English for Speakers of other Languages For each standard on the below, identify the curriculum components and Key Assessments listed in Section II that address the standard and indicators. Each indicator must be supported by at least one Key Assessment that provides solid and direct evidence of candidate mastery of the standard. In most cases, a standard will be addressed by more than one Key Assessment. Cross-references to the standards and indicators should be inserted into the assessment instruments, scoring guides, and/or data tables. Standard 1: Language. Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to help English language learners (ELLs) develop language and literacy and achieve in the content areas. Indicators Curriculum or Other Requirements (Include course prefix, number, and name.) Key Assessment(s) (Identify by key assessment number[s] in Section II.) 1.1 Language as a system. Candidates demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics and semantics, and support ELLs as they acquire English language and literacy in order to achieve in the content areas. 1.2 Language acquisition and development. Candidates understand and apply theories and research of language acquisition and development to support their ELLs’ English language and literacy learning and content-area achievement. Standard 2: Culture. Candidates know, understand, and use major concepts, principles, theories and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs.
CIEP%20Template%2045%20English%20for%20Speakers%20of%20Other%20Languages%20(ESOL)--revised%2010-8-2018.docx