They will cite three quotes from the text to support their assertion. 5) Volunteers will share the character traits and quotations. 1) Bellringer- "Good listener…"stud tudents write for seven minutes and share with 2 o'clock buddies 2) Vocabulary of the week review activity 3) Poetry- as a group students will brainstorm examples of allusion and share with the class. They will close read the poem To A Mouse by Robert Burns and analyze each s stanza. 4) Groups will share their analysis with the whole
ELL Case Study By Maria L Le CI 5644: Working with Linguistically and Culturally Diverse Students in the Mainstream Classroom Maria Le CI 5644 ELL Case Study David is a 1st grade, Spanish speaking student attending Pillsbury Math, Science, and Technology school in Minneapolis. He began at Pillsbury MST for the first time this school-year. Pillsbury has Native Language Literacy (NLL) program for Spanish speaking students. Had this program been unavailable, David would have qualified for ELL services. Spanish is the primary language spoken at home and among his Spanish speaking peers.
Drafts: For essays and longer assignments, I will check to see that you have partial drafts and rough drafts on the days when they are due, and these will count for participation points. It is important that you bring those assigned partial and rough drafts to class when they are due so that you can take advantage of workshops and feedback to improve your work before the final draft is due. • Final drafts of essays are evaluated, in part, as good faith evidence of each student’s participation in the writing and learning processes. Thus, if the student writer has not brought rough drafts (partial or whole) to class workshops when due, or the student has not talked with me before the day that the final draft is due and produced those drafts, then I reserve the right not to accept the out-of-class essay final draft until these requirements have been met to my satisfaction. (Note: late penalties will apply.)
AED 202 Entire Course All Weeks Material 1-5 Purchase here http://chosecourses.com/aed-202-entire-course-all-weeks-material-15 Product Description AED 202 Entire Course All Weeks Material 1-5 AED 202 Week 1 CheckPoint Characteristics of Developmental Periods CheckPoint: Characteristics of Developmental Periods Write a200- to 300-word response that identifies and explains distinguishing characteristics of each of the five developmental periods. AED 202 Week 1 DQ 1 and DQ 2 Discussion Questions Johnny is a 5-year-old kindergarten student starting school for the first time. What changes do you expect to see Johnny go through in the course of his first year of school? Be specific in your response, addressing changes
The assignment will constitute 20% of the grade in this class. The specific guidelines for the project will be in ANGEL and must be followed to receive credit. (see attached rubric) GRADES: Your instructor will return all graded material including assignments and tests within 5 business days or sooner. If you have problems with your grades, please contact your instructor. Discussion Post
Fourth, generate YOUR OWN 10 Student-Generated Questions and submit the total 30 questions to the Interviewee several weeks IN ADVANCE of the face-to-face interview scheduled below and submit to the professor for editing and approval. Fifth, complete this form and submit it by 10/3/12. Sixth, a few weeks later, CONFIRM the date and time of the face-to-face interview with the Interviewee. Seventh, conduct the face-to-face interview and follow the guidelines in "Guidelines for Interview Project" uploaded to the LESSONS TAB of the Angel website for this class. (Note: the due date for the FINAL PAPER with all attachments is 11/26/12.)
ESL_523N | Rationale Essay | Ada Berry | | Instructor: D. Imlay Hatcher | 7/10/2013 | | In my practicum I observed a fifth grade class who had a veteran teacher as the instructor. It was a 5th grade elementary school class at a Title One school. These students were in summer school because they had to make 5-2.1 SC standards improvements. The teacher took the lesson directly from the state standards and incorporated instructional implementations for ELLs. The students were preparing for the next school term that will start back in the latter part of August.
Some of my first memories are about learning my alphabet, writing my name, and starting to read. In preschool my teacher, Ms. Fairview, would bring inflatable letters into class for us to learn with. Our class would spend one week on a letter and everyday there were fun activities that went along with that letter. By the end of those twenty-six weeks we were expected to recite the alphabet. As the rest of the students said their ABC’s I found that I struggled when it came to putting them in the correct order.
Overview: Welcome to Pre-AP/AP English at Bassett High School! Your summer reading is an essential component to start the year right. For this assignment, you will actively read selected texts before the first week of school. The books listed were selected as those which will best prepare you for success in the Pre-AP/AP class. Our summer reading program exists to introduce students to themes, ideas, and skills that will be built upon during the school year.
For the interview project I spoke with Jessica Flynn a US history and AP Comparative Governments and Politics teacher at Greenwich High School. She has been teaching at Greenwich High School for two years now. I was able to get some of her insight regarding curriculum and how it works in her specific district. 1) How do you integrate technology into the curriculum that you teach? * At GHS (Greenwich High School in Greenwich CT) every classroom has a Smart-board, which is especially useful when integrating technology into daily lessons.