...Journal # 3 How can knowledge of comprehensible input and comprehensible output presented in “We Can Talk” be utilized by any grade level ESOL or mainstream classroom teacher on a daily basis? What are some of the instructional implications of putting these concepts into practice? Anticipate the issues that might arise for your and your students as you work toward this end. Comprehensible input , as described in the reading, deals with providing accurate, understandable, and lessons taught using repetitious activities by a learner’s teacher and by way of the learner’s peer group. The comprehensible output portion of the reading deals with how the learner can exemplify what they learned. This includes them being able to effectively communicate and show what they are learning. Examples of this portion would include a student being able to relay back in any form (written assignment or verbally) their level of understanding, via a conversation or successful completion of an activity. These very important methods can be put into play by implementing rigor and using various prior knowledge- building strategies. Strategies or activities may include providing an instruction and then adding on to that instruction by changing one or more words. For example asking a student to “place their pencils on their desk” and then asking them to “place the pencils inside their books”, made a slight change but builds on the prior knowledge of placing the pencil someplace. This deals mainly with...
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...Digraphs and FREEBIE Created by: Name Date Beginning Blends Say the name of the picture. Fill in the letters that make the beginning sound. Color the pictures. _ _ ender _ _ ider _ _ ail _ _ ock _ _ oves _ _ agon _ _ ab _ _ oss _ _ uit _ _ ead _ _ esent _ _ uck _ _ ide €Learning With Mrs. Leeby 2014 _ _ um Name Date Beginning Digraphs Say the name of the picture. Fill in the letters that make the beginning sound. Color the pictures. _ _ eese _ _ ark _ _ oto _ _ umb _ _ eep _ _ ale _ _ erry _ _ istle _ _ air _ _ eel _ _ ovel _ _ one _ _ ell €Learning With Mrs. Leeby 2014 _ _ rone Name Date Which Blend? Color the pictures. Circle the correct word that matches each picture. Write that word in the box. blocks fry fly flog frog plocks clab crab crool stool plant prant blane plane drum dlum ski sti smile skile snake stake snamp stamp €Learning With Mrs. Leeby 2014 Name Date Which Digraph? Color the pictures. Circle the correct word that matches each picture. Write that word in the box. dolphin phisker whisker shurch church dolthin chalk thalk cheese wheese gocher gopher whoto photo whisk phisk shief thief chark shark shorn thorn thumb chumb €Learning With Mrs. Leeby 2014 Name Date Cut and Paste Blends Color the pictures. Cut and sort the pictures according to its beginning blend sound. Glue...
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...In a single word-processed document respond to both parts of this assignment: Part I: Think about the new student we read about in the Introduction for this week. Use what you have read about the Learning Systems theory to explain what he is experiencing on his first day of school. Be sure to address each individual system and provide examples from the scenario. As a new student there are several emotions that could be taking place. New students are usually nervous and excited. They are excited to explore the possibilities in a new environment. They are excited to meet new friends. They can also be very nervous or experience fear. They are afraid of not being accepted and the possibility of being an outcast. These are emotions that this student is feeling.She is afraid, alone and in a different environment then what she is used to. Their first interaction with their teacher will also determine how they will feel and their emotions through the school year. It is imperative for teachers and the classroom to present a warm welcoming environment. A student’s emotion affects how they learn. A student who does not feel welcome or who is depressed will not focus or achieve the desired learning goals. The classroom is cold and unwelcoming. Relations are also important in the learning experience. They help develop communication skills and acceptance. Relationships can be diverse. No one seems to be talking to the new student, instead one point at her and seems to be talking about...
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...ESOL LEVEL 2 WRITING 2004,TASK 1 Below are some facts comparing two capital cities: Belfast in Northern Ireland and Mexico City. Using the information provided, write a report for an international magazine: a) summarizing the information and highlighting the major differences between the two cities and b) concluding with a paragraph about the city you would prefer to visit, giving your reasons. (About 400 words in total) [pic] a)Belfast and Mexico two Cities :one in United Kingdom, another in South America. In Belfast looks like it is 4 seasons in the year, as on diagram it shows warmest temperature is in June, July and August which is +18 and lowest in December and January which is 0 ,which isn’t really cold for winter so we can say it’s mild winter, as well we can see that in Belfast it is warm Spring time and warm Autumn.. If we look to Rainfall diagram we can see that in Belfast raining every moth, most rain falls in July, so we can say it’s constantly raining. We can see in Belfast most of the time is cloudy, just in June and July it’s sunny, but rest of the months is cloudy. Second city Mexico, like we can see Mexico doesn’t have winter or Autumn ,as it is warm all year round, coldest temperature is in December which is +8 and anyway it’s quit warm if we compare with coldest Belfast temperature. Warmest temperature is +27 in May, so it’s really warm comparing with warmest Belfast temperature. In Mexico rains falls not all year round like in Belfast...
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...1. After reading Zwiers’ and Dutro’s description of brick and mortar words, my own conclusion is that “brick” words are those that are specific to a content area, like that of Science or History, whereas “mortar” words are going to be those that could also define the content area, or explain and connect the “brick” word or set of words to one another, however as each author shares the mortar words can be harder to define and they also are widely used between subject areas, therefore our focus should not only be on the “brick” words but the “mortar” as well. Texts used for this assignment (in order): * Gawande, A. (2009). The cost conundrum: What a Texas town can teach us about health care. New Yorker. Available at http://www.newyorker.com/reporting/2009/06/01/090601fa_fact_gawande * Tan, A. (1990). Mother tongue. In The opposite of fate: Memoirs of a writing life. New York: Putnam's Sons. Available at http://teachers.sduhsd.k12.ca.us/mcunningham/grapes/mother%20tounge.pdf 2. It was sleek and modern, with recessed lighting, classical music piped into the waiting areas, and nurses moving from patient to patient behind rolling black computer pods. We changed into scrubs and Alleyn took me through the sixteen operating rooms to show me the laparoscopy suite, with its flat-screen video monitors, the hybrid operating room with built-in imaging equipment, the surgical robot for minimally invasive robotic surgery. You should know that my mother's expressive command...
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...In China, English teaching is greatly confined to the test-oriented education system and in this way, students often pursue high scores instead of truly emphasizing the application of English in their daily lives. Both teachers and students adopt the grammar-translation method, which focuses on vocabulary, grammar and linguistic phenomenon rather than on listening and speaking. The teaching pattern is text-based and teacher-dominated, and will inevitably prevent students from developing their creativities. I used to be an English teacher in a vocational college of China and the ages of my students usually range from 17 to 21. In the process of English learning, students often confront with some concrete problems. For example, all the students learnt the dialogue: “How are you?” “Fine/Good.” However, when a foreigner asks them “How are you?” in their presence, most of them don’t know how to give response. Obviously, lots of students cannot transfer their theoretical knowledge into oral application. Many students always get high scores in English test but speak English stutteringly. Nowadays, in the campus, more and more college students are bothered by the CET (College English Test). They always hold a vocabulary book in their hands and make their efforts to memorize these words. They just mechanically stuff these vocabularies into their brains but rarely think of how to associate one word with other related words or how to use one word in a specified context. I still remember...
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...INZ 1060 English Language Information For residence and business categories If submitting your Why do we have a minimum standard of English? application before If you can speak and understand English, it will help you to get 29 November 2010 a job in New Zealand, and help you and your family to settle successfully here. use the guide at Who needs to meet the minimum standard? www.immigration.govt.nz/forms Skilled Migrant Category – the principal applicant and everyone aged 16 or over included in the application. Business categories – the applicant and everyone This or over included inprincipalwill (with the exception aged 16 watermark the application not print. of the Investor Plus (Investor 1 Category)). Residence from Work Category – the principal applicant does not have to meet the minimum standard, but their partner and any children aged 16 or over do. If your partner and children (aged 16 and over) do not meet the minimum standard, they must pay for English language classes before we approve your application. Then, they can learn English when they arrive in New Zealand. November 2010 This leaflet will give you information on how well you must speak and understand English for a residence class visa, or a long-term business visa. We call this the ‘minimum standard of English’. It will tell you who must meet the minimum standard, what it is, and what you must do to meet it. It will also tell you what you can do if people in your family do not meet the minimum standard...
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...little english when i first came here, i could write a little bit and only knew few words like hey, or what's up. I came from India a non-english speaking country, to the United states ,a english speaking country. Since i didn’t even know a little bit of english they had to put me in a special class ESOL. It was a program to help the non english speakers learn how to read and write. I had a very nice teacher named Mrs. Taylor, she was an older lady in her 50’s. She was always helpful and nice to me, she’s basically the reason that today i am able to read and write and fully understand the language. I was struggling in the beginning but Mrs. Taylor helped me, she worked with me at my pace and helped me understand English better. I remember struggling through all my classes almost all the way to middle school, i wouldn’t know anything. Not knowing English made me feel that I was stupid, it killed all my self-esteem. I was falling all my classes, i had never failed classes before i was always a bright student. They kept me in the special program “ESOL” for two years, i started with no prior knowledge about english, and learned how to read and write in two years. I think the ESOL class helped a lot but i...
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...Diversity Report: Diversity and Curriculum Diane Hoch University of Phoenix Equity Diversity and Access in Education ADMIN/570 Jennifer Boccia January 19, 2015 Diversity Report: Diversity and Curriculum Diversity, what is it? According to Merriam-Webster diversity means the quality or state of having many different forms, types, ideas, etc; and the state of having people who are different races or who have different cultures in a group or organization. Today’s classrooms are much more culturally diverse than those of years past. In order to ensure that we are reaching all of our students schools should include multicultural curriculum. “Specifically, state curriculum standards designed to guide public education need to include the particular contributions, distinct heritage and values as well as the multiple ways of knowing that represent our diverse population” (National Association for Multicultural Education, n.d., para. 1). Criteria used to evaluate this curriculum are as follows, inclusiveness, diverse perspectives, accommodating alternative epistemologies, self-knowledge and social justice (National Association for Multicultural Education, n.d.). Inclusive guidelines require a broad range of experiences, acknowledgment of multicultural experiences and value systems, provision of integrated understandings and the promotion of understanding of the interdependence of various groups. This in turn emphasizes the diverse perspectives that need to be met. ...
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...addition, customers often face anxiety, depression and low self-esteem, all of which impact their ability to find employment. To overcome these complex needs, CDG provides training, work experience and other support that can enable customers to achieve a better quality of life. Back to Work activities include job search; job brokerage; work experience placements; environmental and community sector placements; vocational qualifications; information, advice & guidance; pre-employment training; motivation and confidence building; literacy, numeracy and ESOL training. Role within Institutional Context The role of the Senior Personal Advisor (SPA) consists of delivering Literacy, Numeracy and ESOL Qualifications. In addition, internal and external vocational qualifications such as Security, Retail, Forklift and Construction are also organised and financed via the SPA. City & Guilds award the delivery of Literacy, Numeracy and ESOL qualifications and delivery levels range from Entry Level up to Level 1. General Sources of Funding to Lifelong Learning Major contributors to Lifelong learning Funding include the Skills Funding Agency (SFA); the Young People’s Learning agency (YPLA); the Higher Education Funding Council England (HEFCE) and the European Social fund (ESF). Major...
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...“human rights language.” Materials Needed • Paper, writing board • Pencils, pens • Student lesson handout • Copies of the Universal Declaration on Human Rights (recommended) Content Objectives • Students review common greetings and introductions by role-playing. • Students communicate and exchange personal information. • Students claim their rights through speaking up about them. Rights Literacy Objectives • Students discuss the idea of each human being’s entitlement to “rights.” • Students begin to incorporate simple rights language into their conversations. Language Objectives • Students review vocabulary on greetings and role-play a basic conversation in pairs practicing common expressions. Intermediate Level Basic Human Rights Toolkit ESOL These lessons contain some basic information about U.S. law. This information is not legal advice and is not a replacement for legal advice from a trained attorney. All information is current as of the date it was produced. 1 • September 2014 Students practice speaking “human rights language.” KEY VOCABULARY: Nouns I,...
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...From these presentations, I learned about ESOL curriculum and material to support developments. First, I learned about methods of teaching ELLs. The first model is the ESL pull out. This model is the least effective. However, students receive specialized learning. The second model is ESL class period. During this period, ELL students are in specialized ELL classes for reading and writing. The third model is sheltered instructions. This is where students are taught a new language during regular classroom content lessons. The fourth model is newcomers programs or high intensity language training. During this program, ELL student receive the core curriculum in their native language and receive mainstream instruction for electives. The fifth model...
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...In order to select teacher and principal participants that meet the criteria, I will work collaboratively with the Department of Human Resources and the ESOL Department to first identify schools that have an ESOL population of at least 50 percent or higher, which mirrors an important characteristic of Robinson Elementary. After schools have been identified, I will identify schools from the selection that have a principal that has been at the current school for at least 4 consecutive years with a current retention rate of 70 percent. Teacher participants will be selected from those schools. Plan for Analyses I will look for patterns in the data using central questions to focus my analysis. As Patton (2002) explains, “qualitative data describes....
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...Breaking Through It is difficult for almost everyone to learn a new language. Not everyone achieves that goal. Some of them quit during the process, while other will struggle to achieve their goal. Each person quits for personal reasons. My experience is different from others. Before I even began the path to learn English, I thought about giving up. Later, when I was in that path, I almost gave up a couple of times. I struggled immensely in middle school; but not so much during my four years at high school. First, I gave up because I have heard that learning English was not easy. My old friends used to tell me learning English as your second language is very, very difficult almost impossible; “only few can make it,” they said. Second, my first day of school in this great nation was unpleasant. I considered that day, one of the worst days of my life. Looking back, now I consider it one of the great days of my life; because life without risks is no life. Third, my first two months at high school was like being in hell; because I was not being treated fairly by other students. The unpleasant moments I had during that two months was because of a lack of knowledge. Everything comes to an end sooner or later. When I was in Mexico. I wanted to learn English for a couple of reasons. One of them is because my parents wanted to bring me here to the United States to continue with my education. The other reason was because people that speak more than two languages have...
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...1. What search terms did you use to locate this research study to analyze? What database did you use? What was your rationale for selecting this particular study to analyze over the others identified in the search results? What is the full reference for the study in APA format? Terms: Adult ESOL Literacy Nonacademic Database: UNF One Search – Advance Search –Limited to Full Text and Peer Reviewed Why selected: I selected this study because I thought it might teach me something about the students I will be teaching in the near future. Knowing what traits or factors are likely to predict success is critically important for teachers, researchers and those people who design curriculum. I also noticed the date of the study and thought it might have something new to add to the body of research that had already been done. There were many studies that caught my attention and frankly, I had...
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