The WIDA ELD standards address the needs of current ELL students at South Fork Elementary. These standards are designed to support the language development of students who are learning English as an additional language, providing them with the necessary language skills to succeed academically. The WIDA ELD standards focus on various aspects of language development, including listening, speaking, reading, and writing, and they provide educators with a framework for assessing and supporting students' language proficiency levels. By implementing the WIDA ELD standards, educators can ensure that ELL students receive targeted instruction that meets their specific language needs, helping them achieve academic success and fully participate in classroom
In this scenario, when Johnny first asks Ken, “does your friend have to stay here all the time?” , he is coming off rather strong and it is catching Ken off guard since Johnny is not being fully clear about his question to Ken, therefore, Ken is more likely to respond negatively and defensively. After Ken responds, Johnny gives a vague response and does not provide and reasons why he changed his mind. Johnny’s reply is also a high level abstract language response and it makes it hard for Ken to understand how Johnny is feeling and what he is going through.
How does differentiation support or hinder pupils’ progress in writing? A study examining a school in Brent. Abstract: “We used to teach subjects and classes – now we teach students (Petty, 2004).” Differentiation is recognised as a key part of effective teaching in writing but there seems to be a little general agreement about what it implies, or what it might look like in the classroom.
In the three articles “Do you Speak American” by Robert Macneil, “Why Good English is Good for You” by John Simon, and “Lost in America” by Douglas McGray they all share the same theme that Americans lack the motivation to be culturally diverse and broaden their horizons outside of the American Culture due to the lack of funds. This basically means that Americans lack the motivation to learn more about their culture and other cultures because they focus more on fitting in and doing the same thing as all other Americans. They lose the drive to be different and to educate themselves based on where they came from. In “Do You Speak American”, Macneil emphasizes how even though we have different cultures within America, we are all “Americanized”
Module Response 5: Bilingual Education Programs & Teaching Bilingually 1 Based on your new, or perhaps revised, understanding of bilingual education programs and the rationale for teaching English learners in the U.S. bilingually, and maybe even based on your own experiences teaching in the schools, what do you believe is the best way to teach English learners a) the English language, b) academic language and content, c) critical thinking skills, d) skills that would prepare them for post-secondary education, e) experiences that would help them to lead productive lives in our global society? The Texas Education Agency (TEA) defines English Language Learner (ELL) as a “Student of limited English proficiency” means a student whose primary language
Heading One: Artifacts This program gave me various opportunities to put into practice my professional understandings on what it is to teach students who are learning English as a second language. The program allowed me to grow as an educator through the implementation of the various program outcomes since thoughtful planning and articulation of such planning was done by our artifacts. The focus was on six program outcomes and each artifact was aligned to one of the outcome. Program Outcome One: Two assignments completed in the course Linguistics for TESOL fulfilled this program outcome.
Equal Protection for English Language Learners Any student migrating from another country or lives in a home where English is not a first language or no English is spoken faces many problems. Even in the United States where the population of immigrants is in millions. There are many students who considered as English language learners (ELL). Sometimes, these students are treated unfairly in the school environment and are at a disadvantage due to language barriers.
Additionally, as I began to design the program, I also became a resource for teachers and administrators who were pursuing the SEI endorsement. For example, I conducted a “SEI Crash Course” Professional Development where I presented key ideas and strategies provided by the RETELL course for all of the departments in my district. Through this presentation, I was able to share my goals for the ELL students entering the building as well as my aims for my position as the ELL teacher in the middle school. In short, with this new role, I was able to provide support for staff and students in my school and establish a new program to ensure the success of the English Language Learners in my
In the writing, Jake Jamieson introduced and explained an argument about English using for immigrants. In first paragraph, the author introduced that the melting pot system is not working truly. Many people think the U.S. is famous for melting pot because of many immigrants. These people view the melting pot as a pot which contains many melted cultures and living styles inside. But he argues that these people lose their culture by adapting to new culture and only thing left is discrimination.
This standard documentation gave an in-depth analysis of all the areas of the English section; reading literacy, reading information, reading foundational, writing, speaking & listening, and language. This documentation reveals what students are expected to learn, how they will learn it, and the direction they are heading in as they continue to reach their goals. This portion of the document examines every aspect of the English/Language Arts components, with given pointers as how to ensure that they are all followed correctly. Looking at this documentation shows that all 2nd grade students of the Language Arts will know how to do such given goals prior to moving on to 3rd grade English/ Language Arts, The only weakness that was fond in this section was the expectations from the teacher. When conducting and analyzing strategies, it is very imperative to ensure that the expectation of the instructor is given.
A language sample analysis (LSA) is a tool that generates the coding and transcriptions of a language sample to document the language used every day in various speaking situations (Miller, Andriacchi, & Nockerts, 2016). Language samples are typically 50-100 words in length and are voice-recorded and then transcribed by the clinician. Language samples are done using spontaneous speech, such as typical conversation, or narrative contexts, such as story or event recalls (Miller, Andriacchi, & Nockerts, 2016). The speech-language pathologist (SLP) will take the recording and write out, in the exact words of the child and clinician, every utterance (Bowen, 2011). The SLP will then "code" the sample.
The United States is a place of freedom. We are a mixing pot that unifies as one. Many religions, cultures, and languages make their home in the Unites States. Many foreigners see the U.S. as an opportunity to seek better lives and education, but when it comes to foreigners and native-born non-English speakers that do not yet know English, it becomes a little more difficult to go about an average day let alone make a better future. Children in school often become English Language Learners, or ELL, to assimilate to the American standards.
Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.
2.0 INTRODUCTION Language development happens both inside the classroom (as part of a formal establishment, school or institute) and outside it. The classroom is generally considered a formal setting, and most other environments informal, with respect to language learning. “In environments where informal language development is adequate, it is possible to regard the formal classroom as supplemental, complementary, facilitating and consolidating”(Van Lier, 1988: 20). For second-language development in such environments the informal settings can be regarded as primary and the formal classroom as ancillary. The L2 lesson then becomes a language arts lesson, focusing on special language skills and cognitive/academic growth, much in the same way
Differentiated instruction is a support or concept for effective teaching that involves showing students with different ways to learning. According to Bearne (1996). “ differentiated instruction corresponds to an innovative approach through which educators whatever their subject area, are able to bring modification to curricula, teaching methods, usage of educational sources and resources, learning events or activities as well as assessment and evaluation methods.” Differentiation in simple words means tailoring instruction to meet individuals needs that is student needs in the school context. Differentiated instruction is the way a teacher anticipates and responds to a variey of students need in class.
