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.
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
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
English Punctuation. Content Area: English, Grammar, phonics. Grade Level:8th Grade Overview of Lesson: The students will be introduced to 30 to 40 punctuation symbols and be expected to understand and repeat their meaning and association Learning Objectives: The purpose of this lesson is to enhance the English speaking and writing skills of these underdeveloped students in order to increase their ability to communicate. Target Student Group: 8th Grade Hispanic Girls Key Content Concepts: Symbols, communication, grammar,