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APA Reflective Essay

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ELA I find I need to come up with multiple instructional strategies prior to instructing my lessons. When it comes to ELA, you really need to know your students learning needs in order to prepare for any modifications in advance. When I was placed in a first grade class, children were working on basic literary skills. I found this easy to teach to students and found that providing additional support was all students in the class needed. However, with third grade the curriculum is more advanced and goes beyond literary skills. At this age, students are using what they’ve learned in the previous years and not only building on those skills but applying them to new skills. Once you become aware of what instructional strategies work best for your students you will be able to prepare modifications on lessons for independent work. I have learned that there are two main components for ELA, reading and writing. In one aspect, these two components go hand in hand. On the contrary, they are very different. Just because a student is strong in reading does not mean that this same student is strong in writing. However, writing can be based off of reading and if students are having a hard time understanding what they are reading, most likely they will have a …show more content…

This helped me form a clear understanding of what strategies I needed to build during LIA time. LIA (literacy instruction for all) became one of my favorite times during the day. This really gave me a chance to analyze the data and rescue skills needed in the classes I worked with. There are also very limited curriculums in place for LIA time which really allows you to take the interests of your students and apply them in your lessons. What I really love about LIA time, is you can have student’s complete different tasks to individualize the lessons they are working

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Ells Chapter 3 Summary

474 Words | 2 Pages

Summary Pulling from the experience of successful strategies and accommodations used by educators, chapter 3 outlines how English language learners can be supported in the classroom. Strategies for enhancing instruction through planning, supporting student involvement, building vocabulary and fluency, as well as comprehension are discussed. In regards to planning, it is recommended that educators plan with high expectations in mind and not underestimate the knowledge and abilities of ELLs. Higher order thinking such as creating, synthesizing, evaluating, analysis, and application are encouraged as approaches to instruction that is combined with engagement traits such as personal response, clearly modeled expectations, emotional and intellectual

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Reflective Essay: AP Scholar With Honor Award

59 Words | 1 Pages

AP Scholar with Honor Award, it was presented to me for having completed a rigorous series of college-level courses and exams. President 's Education Award Program was awarded to me during ninth grade for my outstanding academic achievements. University Interscholastic League Scholar Award was presented to me for the Number Sense competition where my team won second place over all.

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Junior's Grandmothers Wake Analysis

110 Words | 1 Pages

The events at Junior’s Grandmother’s wake are ironic because at the end, as the guests lowered her casket into the ground, the thousands of people who gathered at the field to grieve the Grandmother’s life laughed as they did so. This action is considered ironic because funerals are meant to be sad and full of sorrow, yet, it is full of laughter. “Two thousands Indians laughed at the same time. We kept laughing. It was the most glorious noise I'd ever heard” (Alexie 166).

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The Pros And Cons Of Stevenson High Schools

671 Words | 3 Pages

A lot of what Stevenson High School ELL curriculum currently focuses on is based on text and for medic units, and ELL teacher uses those units to construct the rest of our curriculum. For example, based on the conversation I had with our ELL teacher if she is teaching the novel Night by Elie Wiesel, not only is she talking about the Holocaust, but she is also talking about the history of the WW2, genocide and human prejudice. A lot of what Stevenson High School teachers teach with their texts has to do with a bigger picture, and they use their novels as the foundation to help guide the conversations and lessons. They construct grammar and writing activities, so that they are being applied in context of this theme and are not learning grammar and writing separately, but

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Differentiated Instruction For English Language Learners: Article Analysis

562 Words | 3 Pages

Implications for ELs In the article “Differentiated Instruction for English Language Learners” which was written by Karen Ford the author discusses how teachers can best support English Language Learners (ELL) through differentiated instruction. The author explains that differentiated instruction is an approach to teaching in which teachers and/or educators teach all students the same material just in different ways. “The goal of differentiated instruction is to create learning opportunities that make allowances for differences in how individual students learn in order to ensure equal access to important academic content” (Long, 2018). Students in today’s classroom come to school with different experiences, cultures, language, personalities, interests, and attitudes and the way in which instruction is presented must be differentiated to ensure all students’ diverse needs are being met.

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Your Post Talks About The Importance Of Communication Between The ELL Student

138 Words | 1 Pages

Hello. Your post talks about the importance of communication between the ELL (English Language Learner) student and their teacher, and how communicating with pre-production and early production student can be challenging. I agree with you, finding appropriate leaning material is essential to helping ELL aquire English as well as stay interested in learning class content. I believe the most challenging aspect of an ELL teacher is helping students become proficient in English, while teaching the student grade level content.

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Sample ELL Community Report

1083 Words | 5 Pages

According to Jim Cummins’ theory of common underlying proficiency, literacy skills do not need to be taught twice (de Jong, 2009). Therefore, for optimal results, any and all literacy skills the student has in their first language should be built upon and later bridged into English.   In the middle and high school ELL programs, every student will have one period per day that is taught by a certified ELL teacher who is also fluent in Spanish. This helps to ensure that students are getting at least some comprehensible input each day they come to

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Summary Of The Focal Problem

579 Words | 3 Pages

Teachers are already supporting their ELL and native English speakers in their classroom but what else can be done for ELLs who are struggling with reading and understanding the text? What are methods that teachers can learn to add to their daily lessons that will improve students’ academic growth in the classroom? Context of focal problem

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Ell Education Advantages And Disadvantages

1032 Words | 5 Pages

Parents can also help their child by participating in collaborative assessment assignments. I think the collaborative assessment assignments are important because they get the parents involved in the child’s school life, and they also help the child better understand English literacy (Lenski. 2006, P. 31). I learned from this article that it is important to use alternate assignments to assess an ELL. I think alternate assignments will be a more effective tool for me to use in my classroom to assess ELL’s because it effectively shows what the child is learning.

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Personal Narrative: My Experience With ELL Students

481 Words | 2 Pages

I think this study is so important for teachers to be aware about, knowing about it and keeping it in mind while planning the materials for the class will include all students in the lessons. Also I think being aware of those students who need that help and this study can make it easier for the teacher to conduct lesson and present materials for the ELL students. As the teacher I worked with, she had a few ELL students right in her classroom, she had to work around them, but of course not exclude them from the lessons and activities. She had extras, she had extra materials for these students, she is aware of their learning levels, she is aware of their learning capacity, she is aware of how they learn. The teacher who is teaching ELL student in an integrated classroom needs to know that these students are capable of doing same things as the other students, they just might need more and a substantial amount of

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Booker T Washington Essay

665 Words | 3 Pages

BOOKER T WASHINGTON was one of the most famous and accalaimed writers who wrote about marginalized community of the Afro –american people. He was an author,educator and orator. Like everyone else he was also born into slavery but later he became the one of greatest leaders of the slaves and also their descendans. It was his biggest dream to upgrade or progress his community and he made it through education and entrepreneurship and was not interested in segregation. Booker t Washington also dominated in political arena during the late 19th century and also raised a lot of money from it,strategize and distributed money to those people who were against his plans of uplifting the blacks.

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ELL Strategies Essay

517 Words | 3 Pages

There is a total of 15 students. Many of the students are middle class, with a few being of lower economic status. ELL students will need to develop the understanding of opposites, describing words, and how to describe familiar people. This will also help in vocabulary development for all students, along with the skills being developed for ELL students. Students in kindergarten are still learning language so some concepts will be new to them as well.

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Secondary English/Language Arts Classroom Analysis

1798 Words | 8 Pages

Contrasting from other content areas such as math and science, the secondary English/language arts classroom revolves around the study of literature and writing itself as opposed to strategically implementing reading and writing strategies into content-area classrooms. Reading and reading processes are two blocks that help make up the foundation of all forms of education. Therefore, it is essential that educators understand how to effectively model both their content and classrooms after the many different literacy practices and learning styles their vast array of students will possess. Being literate could mean many things, but in the case of the classroom it could be defined as the proper comprehension of material. It is essential that educators

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Reflection On Current Practice

561 Words | 3 Pages

Reflection on Current Practice Currently in my classroom I focus on teaching specific comprehension skills in small groups or in whole group mini lessons. My students spend a lot of time working with other students to discuss and apply strategies taught in class. When reading a text, most of the time I read aloud a piece and have students highlight important vocabulary or important features in the story. We focused a lot last quarter on making predictions and elements of literature such as author’s purpose, theme, mood, plot structure and summarizing. Students are still mastering these skills, so I have also been reteaching them in small remediation groups.

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Literature Review: Multisensory Instruction In Education

737 Words | 3 Pages

Literature Review “Children know how to learn in more ways than we know how to teach them.” —Ronald Edmonds (1991) Each child learns in a different way, therefore if teachers are mainly focused on instructing the majority auditory/visual learners; the students who have different learning styles needs aren’t being met, which results in lack of basic skills moving forward. The idea of one instructional strategy fitting all is creating a void in classrooms; which in turn is failing to help those students struggling the most. Campbell, Helf, and Cooke, (2008) suggests a reason for some students’ ongoing lack of achievements that, “too often, students are instructed indirectly, watching and listening to the teacher or other students with little or no opportunity to actually read” (p. 268).

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