ESOL Identification and Monitoring Process Order Instructions: In a word-processed document, Analyze the steps in the ESOL Identification and Monitoring Process below.
In your opinion, which two steps in the process are most essential? Explain why.
ESOL Identification and Monitoring Process:
• Identification
• Placement
• Progress monitoring
• Programmatic assessment
• Exit procedures
Choose identification and progress monitoring as the two steps that are important
ESOL Identification and Monitoring Process Sample Answer
Steps in the ESOL Identification and Monitoring Process
As detailed, a considerable amount of evidence clearly indicates the methodologies involved during the monitoring of progress among students in my ELL class with the aim of establishing an effective classroom interaction approach that is consistent with the response of the students(Gersten, Baker, Shanahan, Linan-Thompson, Collins, & Scarcella, 2012). It is therefore vital to establish that ELL is primarily served for bilingual learners who take English as a second language in an ESL program in my class. The process of identification and progress monitoring remain essential in enhancing the process of learning among these students.
Identification
In this phase, ELL’s are taken through a screening process to establish their English proficiency, letter knowledge, phonological awareness including word and text reading. This process therefore aids in determining the ELL’s proficiency in English and the instructional areas that need to be considered for the students who present low levels of proficiency in English (Gersten, et.al.2012). On the other hand, once the ELL’s levels are identified, instructional support is provided with the aim of supporting the ELL’s in reading and oral language skills primarily on the areas that they portray weakness, with these developments directed towards addressing their literacy in English.
ESOL Identification and Monitoring Process or Progress Monitoring
Monitoring the progress of ELL’s is considered the same as that of other students, an element that is conducted three times in a year depending on the level of the student’s proficiency in the language. However, students who depict a lower ability in the language may be considered for a more rigorous progress monitoring approach that runs six times in a year (Gersten, et.al.2012). In monitoring the progress of ELL’s, a tutor is in a position to establish their pronunciations and ascents when detailing English measures and establish appropriate interpretation when a word is mispronounced. The progress monitoring phase therefore ensures the ELL’s are acquiring the required fluency in English.
ESOL Identification and Monitoring Process Reference
Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2012). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011).
