Assessment Descriiption If content area standards are provided for every grade l

Assessment Descriiption
If content area standards are provided for every grade level, why are English language proficiency standards necessary? How do you plan to use ELP standards as a teacher? How would you explain what they are and why you use them to an ELL parent?
Explain current and historical theories of language acquisition as they apply to English language learners and the stages of second language acquisition. [TESOL 1b; InTASC 1(g), 2(i), 2(j)]
Describe the design of Arizona’s English Language Proficiency (ELP) Standards, including their alignment to English Language Arts Standards and connections to other academic content. [TESOL 3a, 3d; InTASC 2(e), 4(h), 5(h)]
Analyze the format of the ELP standards with respect to Stages, Proficiency Level Descriiptors, Standards, Concepts, Sub-Concepts, Proficiency Levels, Performance Indicators, and the Glossary. [TESOL 3a; InTASC 7(g)]
Identify language domains (reading, writing, listening and speaking) in the context of the ELP standards. [TESOL 1a; InTASC 7(g), 8(m)]
Discuss the elements of language (phonetics, phonology, morphology, lexicon, semantics, syntax, and pragmatics). [TESOL 1a, 1d; InTASC 8(h)]
Identify strategies for vocabulary development and student practice. [TESOL 1a, 1d; InTASC 4(h), 4(l)]
Discuss reading foundational skills as they apply to ELLs (concepts of print, phonological awareness, phonics, and fluency). [TESOL 1a, 1d; InTASC 2(i)]
Discuss Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) for ELLs. [TESOL 1a, 1d; InTASC 2(f), 2(i)]
Discuss the functions and possible forms of language in the ELP standards. [TESOL 1a, 1d; InTASC 2(e)]