Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
The state has long held an English-only language policy in the classroom. By law, teachers are not allowed to provide instruction in any other language than English. However, many students do not have the English language skills to understand directions or vocabulary. In addition, many parents cannot help their children with their homework because they do not speak English. This creates a difficult environment for students, parents and educators.
Web Site
The NCELA, or National Clearinghouse for English Language Acquisition, provides a great deal of meaningful information for ELL educators. They share information from scientific research studies that have been conducted into the current condition and future trends for ELL learning in America. They also offer information concerning assessment accommodations by state for ELL learners, best practices for educating populations such as Native American and Alaskan natives, and the school readiness of pre-K ELL children. The site provides links that give information concerning each state's...
The website also provides information on professional development courses and web-based trainings. Finally, they offer links to grants and funding that are issued through OELA, the U.S. Department of Education's Office of English Language Acquisition.
References
Bland, K. (2006, February 26). State struggles to help English-learners achieve. Arizona Republic. Retrieved April 24, 2010 from http://www.azcentral.com/arizonarepublic/news/articles/0226ellday1blomo0226.html?&wired
Diaz-Rico, L. & Weed, K. (2010). The crosscultural, language, and academic development handbook. (4th ed.). Boston: Allyn & Bacon.
Iddings, A., Risko, V. & Rampulla, M. (2009). When you don't speak their language: guiding English-language learners through conversations about text. The Reading Teacher, (63)1, 52-61.
National Clearinghouse for English Language Acquisition. (n.d.). Retrieved April 24, 2010 from http://www.ncela.gwu.edu/development/
Phonics In "Strategies used for phonics instruction in early childhood classrooms," Morrow & Tracey (1997) examine patterns of phonics instruction in early education. The authors first provide a history of phonics instruction, noting that phonics instruction stretches back as far as the 18th century. Since then, the debate between phonics vs. whole word reading instruction methods has been ongoing and unresolved. Whole word, or whole language, instruction suggests that phonics should
Phonics Project The book chosen is "Tigger" (ISBN 0-525-46233-3 © 1999). Tigger is a very short book that is physically in the shape of the Tigger character from A.A. Milne's Winnie the Pooh series. Most children have had some exposure to Winnie the Pooh prior to school so all should understand the story easily. The story reads: Tigger loves to bounce. He bounces to Pooh's house, Where there is honey for breakfast. Tigger does not like
The Importance of Phonics Intervention in Education Introduction Phonics intervention is a crucial aspect of early childhood education that focuses on helping students effectively decode and understand the sounds of letters and letter combinations. Through phonics intervention, children are able to develop strong phonemic awareness skills, which are essential for reading and spelling proficiency. Research has shown that phonics intervention plays a vital role in improving literacy outcomes for students, especially those who
Balanced Literacy Program Phonemic awareness and phonics are two components of a balanced literacy program in K -- 3 classrooms. Phonemic awareness is the understanding that words are made of sounds. Phonics builds on this awareness by teaching the relationships between sounds and letter-symbols. Research supports direct instruction of these components as a precursor to reading success. Commercially-published programs and books, software and apps, and numerous Internet sources can provide teachers
" (Official Website, 2004) But although this act specifies quantifiable results, and phonics may be more easily tested in quantifiable methods, there is no proof as to the superiority of this method. "Saxon Publishers salutes our federal government in its belief that every child can learn." (Official Website, 2004) It states that Saxon Publishers salutes our federal government in its belief that every child can learn, an assertion repeated upon the act's
Phoneme, Phonics, And Sightwords as They Relate to Reading Acquisition In Orangeburg Consolidated School District Three, there is a failure to meet Adequate Yearly Progress (AYP) goals, mostly in the content area of ELA on the state mandated test. Unfortunately, that failure is not unique to that particular school district. There are many school districts across the country that fail to meet AYP. Because of that, programs including SIPPS and Dibels