Modifying a Lesson Plan for English Language Learners (ELL) By Linda Brown Teaching Literacy to ELL Students E6536 Instructor: Ella Benson Argosy University As the number of English learners increases in schools across the United States, educators are seeking effective ways to help them acquire the knowledge and skills they need to succeed in the classroom. The SIOP Model* is a research-based and validated model of sheltered instruction. Professional development in the SIOP Model helps teachers plan and deliver lessons that allow English learners to acquire academic knowledge as they develop English language proficiency. The Center for Applied Linguistics is an excellent place for educators to gather research-based tools for working effectively with English Language Learners.This is a model, I will use to create a lesson plan for ELL students. The key points are to clearly post, refer to, and review learning objectives and language objectives.
The classes I felt I best improved in were my A.V.I.D. 9, and my French 1 class. The evidence I used for A.V.I.D. 9 class was a tutorial which is a group work activity where we have questions from classes
CU249P/ CT249 Aims Purpose and Principles of Independent Advocacy This unit aims to provide learners with an understanding of what Independent Advocacy is and how to use the values and principles which underpin good practice. The unit focuses on the different models of advocacy, their history and why they exist. Credit Level 4 3 Assessment criteria The learner can: 1.1 1.2 1.3 1.4 1.5 Define Independent Advocacy Explain the limits to advocacy and boundaries to the service Identify the different steps within the advocacy process Distinguish when Independent Advocacy can and cannot help Identify a range of services Independent Advocates commonly signpost to Explain the difference between advocacy provided by Independent Advocates and other people Explain the key principles underpinning Independent Advocacy Explain why the
If you’re sitting in and not at a desk — in other words, if you’re a student — good grammar pays off in different ways: with better grades and an edge in college and graduate-school admissions. Teachers have always looked favorably on well-written sentences, and grammar has become increasingly important on standardized tests. This book alerts you to material favored by the torturers — sorry, the test writers — and provides you with some exercises that help you become familiar with common testing formats. (If you’re not clutching a number 2 pencil, don’t feel left out. The skills in those exercises help you, too, by
The three therapies were discussed and ranked in order of effectiveness in regards to Gloria. The evolution of these theories and their merits are also discussed. When used properly each of these theories can be useful in their own different way. This will depend on the personality of the client as well as the magnitude of their problem. In this review of the Three Psychotherapies that were implemented in the Gloria Tapes it is apparent how different the three approaches are even though they are all considered psychotherapy.
Using Expository Text in the Secondary Classroom Julia Ann Bonner Grand Canyon University Adolescent Literacy SED-535 Professor Mark Rowicki July 24, 2013 Using Expository Text in the Secondary Classroom The purpose of this paper is to define expository text and review some of the possible advantages and disadvantages of using expository text within middle school content area classrooms and why it’s important to our students reading comprehension now and in all their future academic and career endeavors. The paper will also explore five ways in which expository text is used to promote and increase the student’s comprehension skills in reading and provides examples of how different graphic organizers may be used with various expository texts. Definition Expository text is a form of writing whereby the main purpose is usually to provide information and facts in the most concise and logical way possible. It is also known as informational text and usually focuses on a specific topic that relays information directly relevant to that topic, without the additional irrelevant information that often decorates narrative text. Expository text provides an explanation of concepts and attempts not only to inform, but to persuade and explain concepts in an orderly and clear manner, often while connecting the relationships between ideas.
Writing Practice for AP Lit Question #2 Here are some examples of writing with potential. Start by identifying the weaknesses in each, then rewrite them. Example One: Thesis: “Author’s use of simplified syntax and idiomatic statements show her point of view” Evidence: (idiomatic speech) “…help-him-out block of ice” Discussion: -“Helps to show age” -“Shows the author’s use of words repeated from adults” Example Two: Thesis: “Through her use of description, simile, and alliteration, Clair explains her vivid memories as a 5th grader.” Evidence: (simile) -“…fine as wine” -“…like a piece of twine” Discussion: -“Time period comparison, gives a feel for author’s time” -“Indicative of what author was familiar with, almost shows what class her family was” Example Three: Thesis: “In Maxine Clair’s excerpt from “Cherry Bomb” the author uses imagery and description to characterize the narrator’s memories of her as a fifth grader in summer” Evidence: (description) -“…we would see him in his fenced-in yard, wooly-headed and bearded, hollering things we dared not repeat…” Discussion: -“Description used to explain how narrator was feeling as a young child and her POV” If you were to discuss imagery here are some things you might choose to use: “Maxine Clair uses _______ imagery in “Cherry Bomb” to characterize her adult memories of her fifth-grade summer world as ______. “Then, if you closed your eyes, held your hands up over your head, placed one foot in front of the other…” “…Eddy had a keloid like a piece of twine down the side of his face…” “…his glass eyes that stared in a fixed angle at the
Undergraduate Writing Rubric This rubric has been accepted and is in use for University-wide assessment of student learning for the following competency: Graduates of Grand Canyon University will be able to collect, organize, and disseminate written information in a compelling and logical manner, and be able to demonstrate proficiency in the technical and mechanical aspects of proper academic writing. | | | | | | | |Criteria |1: Unsatisfactory |2: Less than Satisfactory |3: Satisfactory |4: Good |5: Excellent | | | | | | |
In causal comparative research, the researcher has limited control over the study and extreme caution must be applied in interpreting results. This is because the groups are already formed at the beginning of the study. An apparent cause-effect relation may not be as it appears. The alleged cause of an observed effect may in fact be the effect itself, or, a third variable may have caused both the apparent cause and the effect. In other words, an observed relationship between variable A and B can mean that A causes B, B causes B, or a third variable C causes both A and
Bilingual classes bring the students closer together to better both groups, the students are able to work together to help each other understand things that they might not understand. So not only do both groups learn and work with two languages they meet new people they wouldn't have met or had class if it was not for those bilingual classes. Studies have been made to show the effects of bilingual education and how students would benefit from being in a bilingual class, “ELLs who had gotten waivers to remain in small bilingual programs were equally proficient in English and did just as well on state tests when compared with ELLs in English-only programs” (Sanchez). So bilingual education can improve the communication between ELL students