Clinical Field Experience B: Educational Goals   Allocate at least 4 hours in the field to support this field experience.   Review the “Student Personal Educational Goal Setting Form” to complete this assignment.   Modeling and guiding students through the goal setting process can be a time consuming, but extremely valuable experience. The deeper the understanding that students have, and the more practice they get, […]

Self-assessments are crucial in helping students to monitor their own academic progress and helping guide ownership of learning. As students are working through their self-assessments, the teacher can continuously engage students in their own progress and then adjust instruction in response to meet their learning needs. Along with the self-assessment, students need to know how they will be graded and how to monitor their progress, […]

DQ1 Select a math or ELA standard and grade level. Share the standard and create a learning objective that aligns with the standard. Review your fellow classmates’ learning objectives and provide feedback.   DQ2 What is the purpose of introducing the learning objective to students? Provide two examples of ways to communicate learning objectives. Why is it important to introduce the learning objectives prior to […]

Assessment Practices   There are various assessment strategies. One strategy, questioning, gives insight into students’ understandings and misconceptions and adjusts instruction accordingly. Assessing students before, during, and after instruction guides the teacher in how to modify and adjust instruction to meet the various learning needs of students. Teachers should use a variety of assessment strategies.   Part 1: Assessment Table   Using the math and […]

DQ1 How does self-direction of learning play a role in student success? What differences do you anticipate will be in a classroom where students take ownership of their learning versus a classroom where a teacher is fully in charge of the learning? What would a balance of this look like?   DQ2 What relationship, if any, do you think exists between student independence and self-esteem? […]

DQ1 The ability to communicate the learning objective is crucial to a students’ learning process. What happens when a student does not understand what he or she is learning? What are the affects? How can you make sure your future students understand their learning? Discuss the implications of students not understanding the learning objectives or what is to be learned from the teacher. How can […]

DQ1 A student not meeting a goal is a common situation you will encounter. How do you explain this to students in a way that maintains their confidence to continue working, but also shows them the reality of adjusting their goals and continuing to work hard? How will you encourage and motivate a student, in a loving way, who is struggling in meeting their educational […]

DQ1 How does evaluation play a role in fostering student independence in the classroom? What is the most significant part of evaluation in order to create student independence?   DQ2 Select a grade level and describe how you would explain the process of assessing and monitoring progress to the students? Why is this integral to the success of fostering student independence? smartcustomessays.com Plagiarism Free […]

DQ1 What are ways educators can promote critical and reflective thinking with students? How does this strengthen the students’ skills and ownership for their learning?   DQ2 How does the teacher play a role in engaging students and developing their independence through conversations and communication in order to promote independence with intention in order to develop the student? smartcustomessays.com Plagiarism Free Papers Are you […]

DQ1 Teachers are constantly collecting data. Sharing this data with families can be done in a variety of ways. Research and share at least two strategies on how you would ethically share data with families concerning their child.   DQ2 Why is it important to recognize the different needs of students to successfully foster student independence at different levels? How would this look in the […]

Drawing on one of the strategies for writing introductions outlined in your text or the lesson, post a draft of your introductory paragraph(s) of your profile essay as your first post. Then, provide helpful, constructive, and specific feedback to at least two of your fellow classmates. Scroll down through the posts and look for students who haven’t received any replies yet first. Note how or […]

Using the English Language Proficiency Standards (ELP) from Arizona or from your state, select a stage (grade level) for a group of students of your choosing. Create a content objective and a language objective using the English Language Arts Standards from AZ or from your state for your group of ELLs at the Basic Proficiency Level for each of the following domains:   1.    […]

Cultivating Home and School Partnerships   Details:   After watching the “Immersion” and “ELL Parent Involvement” videos, create a 10-15 slide PowerPoint that addresses the following questions.   1.    What are some cultural factors that might affect English language learning for native English speakers as well as those students for whom English is an additional language?   2.    What are significant issues to […]

Proficiency Level Analysis   Details:   Analyze the proficiency levels of the students in Ms. Jensen’s class to place them into appropriate groups.   In a 250-word essay describe how you would group these students for in-class English language arts activities. The essay should include a rationale of placement, citing at least one source from your research to support the placement.   While APA format […]

DQ1 What are some individual and sociocultural factors that may affect ELL students? How might these factors affect their success in meeting learning goals in the classroom setting?   DQ2 What are some of the potential effects of bilingualism and home language use for a student attending classes that are delivered in English? How might these effects differ based on the age of the student? […]

Based on key legislation pertaining to English language learners (ELLs) from your state and from your readings, create a brochure, newsletter, or Glogster to be used to inform parents in your community about English immersion policies and programs. Include the following:   1.    Historical developments that led to the policies regarding the role of English in their children’s classrooms.   2.    Pros for […]

Cultural Diversity and Classroom Learning   Details:   Use resources from the required readings or the GCU Library to create a 10-15 slide PowerPoint or Prezi presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.   Choose a culture to research. State the country or countries of origin of your chosen culture […]

Language Acquisition Factors   Details:   Each scenario in the “Language Acquisition Factors: Scenarios I and II” that includes at least three factors that affect the students’ language acquisition. Think of the language factors present for each student. Choose one scenario, and answer the following questions in a 500-word essay:   1.    Identify what you see as a positive or negative force in their […]

Your required practicum/field experience hours for this course will be spent observing, interviewing, and being mentored by ELL instructors or administrators in a Title I setting.   For this assignment, observe and assess at least one lesson involving ELLs using the SIOP checklist from Appendix A in the textbook.   Submit a copy of the checklist with a 250-word reflection on this experience. Address the […]

Using the Office of English Language Acquisition Services (OELAS) website or the department of education website in your state, choose one ELL proficiency standard from each of the following sections:   1.    Listening and speaking   2.    Reading   3.    Writing   For each standard, complete the attached chart by including the following:   1.    The ELP standard   2.    […]

Instructional Strategies in the Virtual Classroom   Details:   Review the ESL “Virtual Classroom.” Explore the learning environment and observe the lesson. Complete the “Adapted Lesson Plan Worksheet” based on what you observed in the lesson in the virtual classroom.   GCU style is not required, but solid academic writing is expected.   You are not required to submit this assignment to Turnitin. smartcustomessays.com […]

Create an engaging vocabulary game to be used to teach key vocabulary words to ELLs in your selected content area. Your vocabulary words should address Tier One, Tier Two, and Three Tier words from your required reading which include:   1.    Common words, which most children acquire in daily conversations in their first language;   2.    Content specific technical words, which may be […]

Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels. After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the worksheet.   In addition, record on your worksheet how the teacher used the following within this lesson: […]

For this benchmark, create an in-depth, 15-20 slide PowerPoint presentation to inform other teachers in your school district of the benefits of using the SIOP model as a teaching framework. This presentation should elaborate on the empirical research that shows the benefits of the SIOP framework when used with general education students as well as with ELLs. Your presentation should include:   1.    A […]

Create a lesson plan that integrates language objectives, content objectives, and best instructional practices for ELLs, as well as a method for authentic assessment. In this assignment you will complete a SIOP Lesson Plan based on the Background Information below and your own grade level selection and content area of choice.   Background Information   You are the teacher of a class of 10 ELL […]

Review the achievement mandates for ELLs in Arizona or in your state. In your opinion, are these mandates beneficial to ELLs? Explain.   DQ2 How can you meet the mandates of the Common Core Standards when teaching ELLs? smartcustomessays.com Plagiarism Free Papers Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and […]

DQ1 Effective teachers do more than just go through the motions of writing their lesson content and language objectives on the board. Getting the students involved in thinking about the objectives is important.  How would you get students involved in students’ past learning and new learning in the classroom.   3.    Students must learn new key vocabulary words for each lesson.   How would […]

DQ1 Effective SIOP teachers provide scaffolding for their students to acquire academic success. Select a content subject and a topic you will teach to students who are English language learners.  List and describe the type of scaffolds that you must put in place for your students to achieve their content and language objectives.   DQ2 Select a content subject and a topic that you are […]

DQ1 Review the information found in “Key Terms” on the “ESL Database.” Choose two terms from the database to paraphrase. How are these terms used in relation to English language learners or education in general?   DQ2 Review the “Introduction to BICS/CALP” and “Basic Interpersonal Communicative Skills and Cognitive Academic Language Proficiency” in this topic. Explain why the distinction between BICS and CALP is important. […]

DQ1 How do state ELL proficiency tests, such as the AZELLA (AZ) or the WIDA (other states), guide data-informed decision making? How do these test results affect lesson planning?   DQ2 When assessing ELLs, teachers must use a variety of assessments in order to get the most accurate snapshot of academic and language progress. What are some ways teachers can assess students in the classroom […]