...The introduction to the chapter was very relatable. The chapter discussed many aspects that I struggle with as an ELL student such as abstract thoughts and concepts. I think there is a lot of preparation that teachers should expect when teaching a new concept or idea. I know that these are all aspects of teaching, but I was not sure how much detail would go into each section. It is really important that teachers build a strong foundation to help students become more successful in the long run. Specifically when looking at social studies it is easy to see how closely tied English is to the subject, “There is a significant amount of reading to do in most social studies classrooms, and most of the readings are expository, rather than narrative...
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...run successful classroom with English Language Learners because the student are learning a new language and skills. As well the teacher should use a diverse instruction because not all the children learn the same and require the same needs. Needless, to say every teacher should incorporate different learning concepts and instructions that tailor the classroom. The teacher should have lessons and instructions that teach the students communication ranging to understanding skills. Meanwhile, teachers should have several strategies that will keep their student focus on learning so when it comes to taking assessments the student will comprehend and pass without struggling. Today society considers America to be like the Melting Pot because America has so much to offer and have a blend of different cultures. Instructional Strategies I think teachers know that English Language Learners need specific instructions while in school, class, or the learning environment period. I truly believe that there are multiple strategies or teaching methods that can be used to teach English Language Learners. The paper will discuss some components for teaching instructional strategies for English Language Learners within the classroom. The first component we will look at will be comprehensible input. The next one will be the ongoing, specific, and the immediate feedback. Thirdly, we will review the grouping structures and the techniques along with the background and vocabulary development....
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...that a child can learn is vocabulary. According to the Miriam Webster dictionary, vocabulary is defined as 1.) the words that make up a language, and 2.) all of the words known and used by a person. In light of the importance of learning vocabulary, teachers will use a variety of strategies geared towards promoting the use and growth of a large vocabulary. These strategies include using word walls and storybook or shared reading. For English Language Learners some different strategies may be applied, such as the use of various approaches that...
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...Classroom Scenario Analysis Rachel Hammer ELL240: Linguistically & Culturally Diverse Learners (ACV1340A) Instructor: Jessica Vargas November 4, 2013 In today’s classrooms, throughout America, there are a number of students who speak another language other than English. In fact, a majority of our classrooms consists primarily of English language learner students. For these students, interacting and participating in daily tasks, socially and academically, can at times be challenging. This added pressure and stress can wreak havoc for ELLs and can result in feelings of not belonging or loss of identity, their culture, family, or friends. They may also feel they lack the ability to fully express themselves through their native language. As teachers we need to take extra time and effort to understand that these students originate from diverse backgrounds, and some ELL students will have the learning skills that will enable them to pick up the English language at a more rapid pace than others. The reason for this seldom coincides with the student’s intelligence or motivation levels. Instead, we need to consider all the various learning strategies that can potentially help shape ELLs in becoming more confident in learning and speaking English. Throughout this assignment, I will thoroughly identify the different strategies that are presented throughout the classroom scenario, explain whether or not they are effective, describe how instructional input and scaffolding are used...
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...Reading and Second Language Learners Research Report May 1999 This report prepared by Magda Costantino, Ph.D. The Evergreen Center for Education Improvement The Evergreen State College Olympia, Washington 98505 With assistance from: Joe St. Charles Susan Tepper Edlamae Baird Acknowledgment to Gary Burris and Lynne Adair For their invaluable assistance with the project This material is available in alternative format by request. Contact Bilingual Education at 360-753-2573, TDD 360-664-3631. The Office of the Superintendent of Public Instruction complies with all federal and state rules and regulations and does not discriminate on the basis of race, color, national origin, sex, disability, age or marital status. Table of Contents (click on page number for access) Introduction......................................................................................................................... 1 Executive Summary ............................................................................................................ 3 Chapter One Language Acquisition and the Language Learner .......................................................... 7 Section One: How Does First Language Develop? .................................................... 7 Section Two: How Does Second Language Develop? ............................................... 9 Foundational Theories ...............................................................................................
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...Review of “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force Stephen Krashen University of Southern California Kellie Rolstad Arizona State University Jeff MacSwan Arizona State University The “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force purports to present a scholarly and balanced review of current scientific knowledge regarding effective programs for English Language Learners (ELLs) in general and Structured English Immersion (SEI) in particular. However, we find that the review neglects to reference significant research bearing on the questions raised, and frequently draws inappropriate conclusions from the research presented. Perhaps most disappointing is the tendency in the review to neglect important conceptual distinctions which could have usefully guided the research summary. Below we address each area of literature review in turn, pointing out significant limitations and incorrect interpretations as they arise. 1. What is the current state of scientific research in the area of effective instruction for English Learners? The review cites references to make the point that there are relatively few high quality studies regarding program effectiveness for English Language Learners, with estimates ranging from five (Gersten & Baker, 2000) to fifty (Genesee, Lindholm-Leary, Saunders...
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...teachers have multiple tasks that are part of their daily work schedule. Among the daily work, lesson plans are essential in creating a successful learning environment for students. This is where the role of an instructional coach can be advantageous. The role of a coach is defined “with a narrower remit than mentoring, and relates to specific areas of performance and job outcomes” (Lord, Atkinson, & Mitchell, 2008). Furthermore, coaches that are in of an assistance to a classroom teacher must be able to identify “individual’s strengths and limitations, degree and elements of motivation, work ethic, beliefs, interests, vision, educational background, formative experiences, and professional goals” (Kise, 2006). Therefore, when a teacher is brainstorming a lesson plan, a coach can be a vital role in building teaching effectiveness. Purpose of the Lesson The purpose of this lesson is to build appropriate content concepts and build background knowledge of the unit, “The Gold Rush” in the fourth grade classroom. As part of the fourth-grade social studies curriculum, the teacher will be using the social studies series by incorporating other primary source materials, literature, and realia. The content topics for the Gold Rush unit includes the westward expansion, routes and trails to the West, the people who sought their fortunes, hardships, settlements, the discovery of gold, the life of miners, methods for extracting gold, and the impact of the Gold...
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...Running head: FIVE ELEMENTS OF READING Five Elements of Reading: Scaffolding from Phonics and Phonemic Awareness Justine Leigh Saavedra Grand Canyon University: EDU 470 June 2012 Five Elements of Reading |Phonemic Awareness |Phonics |Fluency |Vocabulary |Comprehension | |Phonemic awareness is the |Phonics is defined as the |Fluency is the ability to read |Vocabulary is the understanding|Comprehension refers to | |“ability to notice, think |relationship between letters and |text with ease and flow. The |of the meanings of words in |understanding what one is reading| |about, and work with discrete|sounds. It is identifying the |reader can quickly group words |other words their definitions. |and applying meaning from | |sounds in spoken |symbol of the letter with its |into groups and use the phonemic |This is a precursor to |personal experience or | |language.”(nhpirc.org) |sounds. |and phonic awareness to place |comprehension, single words are|understanding information which | | | |emphasis and punctuation |comprehended. |is factual. | | | |correctly...
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...PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS Arlene E. Silva, Master of Arts, 2005 Thesis Directed by: Professor Sylvia Rosenfield Department of Counseling and Personnel Services University of Maryland, College Park The present study serves as an examination and documentation of referral and placement outcomes of English Language Learner (ELL) cases in Instructional Consultation (IC) Teams schools. Archival data from 838 cases (12% of which were ELL cases) within five mid-Atlantic public school districts implementing IC Teams were analyzed for outcomes using logistic regression. Results included statistically significant differences in ELL versus non-ELL student initial team referral (IC or other prereferral intervention team) and ultimate IEP Team referrals. Initial referral concerns also differed significantly between ELL and non-ELL students. IC Teams were found to be more effective than existing prereferral intervention teams in decreasing the special education referrals of ELL and non-ELL students. The results of the present study serve as a foundation for future research in the areas of at-risk ELL students and their referrals to prereferral intervention teams and special education. ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS by Arlene E. Silva Thesis submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements...
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...the effectiveness of these strategies in assisting English Language Learners (ELL) to construct meaning from texts. However, little research has been done in The Bahamas to determine what Bahamian educators can do to support second language learners in their classrooms. This paper assesses: 1. The impact of Sustained Silent Reading on comprehension for ELLs 2. The impact of Think Aloud and Read Aloud on reading comprehension for ELLs. This research suggests that the use of these strategies can play an important role in students’ abilities to read and comprehend texts on their own. Direct instruction and modeling of the think aloud strategies increased the students’ confidence levels and the likelihood that they will use the strategies on their own. Key words: English Language Learners, Sustained Silent Reading, Teacher Think Aloud, Comprehension, Scaffolding, Schema, Prior Knowledge Reading Strategies for English Language Learners In the past ten years, The Bahamas has seen a significant increase in the number of immigrants coming to its shores. In fact, Fielding, Balance, Scriven, McDonald & Johnson (2008) assert that in 1963, the Haitian community accounted for 3.2% of the population; while in 2000 it represented 7.1% and was numerically the largest migrant group in The Bahamas. Because Haitian migrants are frequently associated with poor education, classroom teachers can no longer...
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...fit the requirements of the New York State Standards and the Common Core, which also reflects my contribution as a teacher to the classroom. I have a strong understanding of student development and have been consistently recognized by my cooperating teacher and her administrators for the relationships I create with my students in conjunction to the functionality of the classroom. My purpose in the classroom is to create a free space where students can engage in critical thinking, making inferences and supporting their ideas and opinions with primary and secondary sources. I believe it is important to utilize up to date pieces of information to engross the student’s attention and participation in the classroom. Being that our students are technologically savvy I also believe it is important to incorporate technology into lesson planning. I am also fluent in Greek and am to communicate with students and parents from Greek-speaking households in hopes to promote their parents in the student’s education. In conjunction I make sure that I accommodate the ELL students by providing them the sources in both English and in their native language to ensure that all the students not only understand and comprehend the content but also be capable to draw their own ideas and thoughts from the sources. I believe that culture is a major factor in the classroom as well and it...
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...Mary Lou Merdan, Ph.D., who dedicated her career to reading literacy through the education of children and teachers. ii TABLE OF CONTENTS Chapter One: Introduction……………………………………………………………….1 Folk Songs………………………………………………………………………...1 Background of the Research………………………………………………………3 Benefits of Music Education……………………………………………………...4 Conclusion………………………………………………………………………...5 Chapter Two: Literature Review…………………………………………………………7 Music, Motivation, Language, and Reading Fluency……………………………..7 Music and Language…………………………………………………………..…..8 Music and Motivation……………………………………………………………10 Oral Language……………………………………………………………………15 Reading Fluency…………………………………………………………………17 Strategies for Enhancing Reading Fluency………………………………………21 Fluency and ELLs…………………………………………………...…………...24 Fluency Assessment……………………………………………………………...25 Conclusion……………………………………………………………………….29 Chapter Three: Methodology…………………………………………….……………...31 Participants and Research Design………………………………………………..31 Research Paradigm…………………………………………….………………....31 Setting………………………….………………………………………………...32 iii Participants……………………………………………………………………….32 Procedure………………………………………………………………………...33 Pre-Tests……………………………………….………………………………...34 Scoring……………………………………………………………………...……35 Daily Instructional Procedures…………………………………………………..36 Week 1 Lesson A………………………………………………………………...36 Week 1 Lesson B………………………………………..……………………….38 Week 2 Lesson A……………………………………………..………………….40 Week 2 Lesson B……………………………………..………………………….42...
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... Introduction The Civil Rights Movement reached its peak in the 1950s and 1960s. An abundance of unfair events created a desire to secure equality for all Americans. Numerous historical leaders poured their lives into fighting for the basic privileges and rights of U.S. citizenship. Many African-American men and women, along with whites, organized and led the movement to fight against injustice. The eight resources below provide information about several historical leaders that made an impact on the Civil Rights Movement. These resources may be used to create assignments to help students develop a deeper understanding of the Civil Rights Movement. Furthermore, students will benefit from meaningful classroom discussions about these heroic leaders. Important People There are numerous well-known historical figures that influenced the Civil Rights Movement leading up to the signing of the Civil Rights Act of 1964 by President Lyndon B. Johnson. Dr. Martin Luther King Jr. is probably one of the most powerful leaders involved in the fight for civil rights. Coretta Scott King worked and marched alongside her husband, Dr. King and continued his fight for justice after his death. In addition, Thurgood Marshall became the first African-American judge on the Supreme Court appointed by President Lyndon B. Johnson. In 1947, Jackie Robinson became the first African-American to play Major League Baseball which contributed significantly to the Civil...
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...English Language Proficiency Assessment in the Nation: CURRENT STATUS AND FUTURE PRACTICE Edited by Jamal Abedi U N I V E R S I T Y O F C A L I F O R N I A , D AV I S • S C H O O L O F E D U C A T I O N Copyright © 2007 The Regents of the University of California The work reported herein was supported in part by the National Research and Development Centers, PR/Award Number R305A050004, as administered by the U.S. Department of Education’s Institute of Education Sciences (IES). The findings and opinions expressed in this report are those of the author(s) and do not necessarily reflect the positions or policies of the Institute of Education Sciences, or the U.S. Department of Education. T his study required the participation of all fifty states, their assessment directors, particularly those involved with the NCLB Title III assessments. Their cooperation and patience is much appreciated, and their dedication to educating young people is greatly admired. We cannot thank the states enough for their collaboration with this project. Many people generously contributed to the development of this report. We are especially indebted to the chapter authors for their invaluable contributions and for their patience throughout this process. Sue Rigney from the U.S. Department of Education contributed greatly to the quality of this work by providing excellent comments and suggestions. We are so grateful for her support, advice and contribution to this report. Kathleen Leos of the U.S...
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...on a review of the following six components of an RTI service-delivery model: • School-wide screening. Screening is a type of assessment characterized by quick, low cost, repeatable testing of critical academic skills or behaviors and can be administered by individuals with minimal amounts of training. A screening measures whether a student should be judged at risk. If a student meets the criteria for at-risk status, he or she is considered for more in-depth assessment. Screenings can use either a criterion referenced or normative comparison standard for measuring student performance. Progress monitoring. Progress monitoring is a set of assessment procedures for determining the extent to which a student or students are benefiting from classroom instruction. When applied with rigor, progress monitoring addresses the federal stipulations that...
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