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eaching ELLs involves aligning learning targets/objectives with both English lan

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eaching ELLs involves aligning learning targets/objectives with both English language proficiency standards and English language arts or other content standards. Incorporating elements of Universal Design for Learning enables teachers to promote an inclusive classroom environment.Using the ELP standards from Arizona, select a stage (grade level) for a group of K-3 grade ELLs of your choice. Utilize these standards to focus on the development of a particular language domain.Complete the “Learning Target/Objective Alignment Template” by including both an ELP and an ELA standard to create and align a learning target/objective for your group of ELLs at a specified proficiency level within each of the following domains:ListeningSpeakingReadingWritingWhile APA format is not required for the body of this assignment, solid academic writing is expected.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.Attached: Learning Target/Objective Alignment Template Resource:Read Chapters 1, 17, 18, 29, 34, and 40. URL:http://gcumedia.com/digital-resources/pearson/2015/50-strategies-for-teaching-english-language-learners_ebook_5e.phpRead “Universal Design for Learning to Instructional Lesson Planning,” by McGhie-Richmond and Sung, from International Journal of Whole Schooling (2013). URL: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1016798&site=eds-live&scope=siteRead “Inclusive Achievement Testing for Linguistically and Culturally Diverse Test Takers: Essential Considerations for Test Developers and Decision Makers,” by Fairbairn and Fox, from Educational Measurement: Issues & Practice (2009). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=36472049&site=eds-live&scope=siteRead “Principles and Practices of Sociocultural Assessment: Foundations for Effective Strategies for Linguistically Diverse Classrooms,” by Smith, Teemant, and Pinnegar, from Multicultural Perspectives (2004). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ940283&site=ehost-live&scope=siteRead “What is UDL?” located on the National Center on Universal Design for Learning website. URL:http://www.udlcenter.org/aboutudl/whatisudlRead “Fairness in Assessment of English Learners,” by Abedi and Levine, from Leadership (2013). URL:https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1004517&site=eds-live&scope=siteReview the English Language Proficiency Standards, located on the Arizona Department of Education website. URL:http://www.azed.gov/oelas/elps/Review the “English Language Proficiency Standards Guidance Document,” located on Arizona Department of Education website. URL:https://cms.azed.gov/home/GetDocumentFile?id=54de1d88aadebe14a87070f0Review Arizona’s K-12 academic standards for the content area of your choice. URL:http://www.azed.gov/standards-practices/Username is abranham1@my.gcu.eduPassword is Nathan123 .doc file