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My student name was Jose Sanchez and was a second generation Mexican-American. However, as a student in inclusion, he was pretty advanced in his reading and language skills. He along with the other students observed were interested in reading that involved the history of the United States. Jose spoke English really well and had excellent comprehension skills. The other students observed were able to pick out key words in paragraphs and would look them up themselves in order to get a good understanding of what they were reading. These students along with Jose developed a love for reading which sort of put them above everyone else in the classroom. Their listening skills were also superb but I think this came because of the interest in certain subjects such as history. Since this student has known me for a couple of years and has worked with me before, there was not much time was spent with developing rapport....
Since I knew reading was his thing, I started by asking Jose to share some of his books with me in his desk. (These books stood for books that have already been introduced for the period of a guided reading lesson and are delivered for the student to develop fluency and practice oral reading.) He was extremely enthusiastic in sharing all of his "favorites." Jose was talented at utilizing picture clues and also sounding out some words that he did not identify routinely. He was also able to answer particular questions about the stories but he had some struggled when he was asked to repeat the story at certain parts like in the middle. I felt self-assured that the stories were certainly on Jose independent reading level.
Works Cited
Clark County School District. . (2013, June 8). Retrieved from Teaching Guidelines: http://ellp.ccsd.net/programs/teachingguidelines.html
Grand Canyon University. . (2013, July 9). Retrieved from https://lc.gcu.edu/learningPlatform/user/users.html?operation=loggedIn#/learningPlatform/lo udBooks/loudbooks.html?currentTopicname=Structured English Immersion Strategies II&viewPage=current&operation=innerPage&topicMaterialId=449272a4-cd8b-4ffb-abb7- c8
Oregon Department of Education. . (2013, July 6). Retrieved from Standards by design: eighth grade for english language arts & literacy (ccss) and elp aligned to english language arts.: http://www.ode.state.or.us/teachlearn/real/standards/sbd.aspx
Works Cited
Clark County School District. . (2013, June 8). Retrieved from Teaching Guidelines: http://ellp.ccsd.net/programs/teachingguidelines.html
Grand Canyon University. . (2013, July 9). Retrieved from https://lc.gcu.edu/learningPlatform/user/users.html?operation=loggedIn#/learningPlatform/lo udBooks/loudbooks.html?currentTopicname=Structured English Immersion Strategies II&viewPage=current&operation=innerPage&topicMaterialId=449272a4-cd8b-4ffb-abb7- c8
Oregon Department of Education. . (2013, July 6). Retrieved from Standards by design: eighth grade for english language arts & literacy (ccss) and elp aligned to english language arts.: http://www.ode.state.or.us/teachlearn/real/standards/sbd.aspx
Lesson Plan for Pre-School English Learners Annotated Lesson Plan Objective of this project is to develop a lesson plan for pre-school English learners using the annotated lesson plan. The paper uses the SIOP model to teach children English language because young children have not yet developmentally ready to learn abstract concepts. Moreover, children are not yet ready to listen to teachers for a long time or carry out a paper and pencil
Lesson Objective: The primary objective is to help the students understand the role of different personages in a selected historical event Language Objective: Use quotable quotes from certain personages to improve memorization skills and vocabulary or use of words of students CCSS: Students read, write, and speak English at the early advanced level. Students understand history to be a subject of interest for learning lessons in their current lives. IEP Objective/s: Danny recognizes important personages across history
Grade Level: Language Proficiency Level(s): Building Vocabulary: English Language Arts -- ORIGINAL LESSON PLAN Cinderella Video: Mystery Words (Context Clues) and Flashcard Exercise ELLs of similar language proficiency Lesson Plan Using SIOP Elements Materials needed: Key Vocabulary White board Laptop with video projection Supplies (pencils, paper, props) Handouts (Vocabulary worksheet, 1 for each student) Picture book Context clues presentation Magnifying glasses for students Flashcards with visuals of pictures and vocab words for students to use to reinforce terms "rags" "scour" "mattress" "slipper," "fairy," "ball," "coach" Anticipatory Set:
Interview With Teacher of Culturally and Linguistically Diverse Students The United States educational environment consists of students from different cultural and linguistic background, and a classroom may consist of students who are native English speakers and students whose origins are from Latin America, Asia, Africa, Middle East and Europe. Thus, many teachers often face challenges in adopting an effective and appropriate methodology to teach students from diverse cultural and linguistic backgrounds. This
Cal.org). One negative impact of ELL laws on curriculum development is presented in Education Week (Zehr, 2009). In schools with a small number of ELLs, "…first generation immigrant students do better academically if they aren't placed in an ESL class" (Zehr, p. 1). This may be true because ELLs aren't invited to access to mainstream "…core academic curriculum"; also, their counterparts that are in mainstream classes with no ESL available "do
3.4 Finally, I am interested in whether or not there is a trickle-down effect from leftist or rightist politics style at the provincial and federal levels. 1.3 Objectives 1.3.1 There are two major objectives for this research. The first is to compare the level of motivation among secondary school teachers under the Vancouver British Columbia School District in Canada by their socio-demographic and organizational factors. My hypothesis in advance of investigating this is