What exactly is are the purposes for the Articles of Confederation and the Constitution? The Articles of Confederation was written by the Continental Congress during the Revolutionary War, to basically give the colonies some sense of a unified government. On the other hand, the Constitution was created by the founding fathers to establish a federal government for United States of America, and assign to federal government certain powers. Both documents had similar purpose, but one was more stronger and efficient. There were many reasons why the Constitution was stronger than the Articles of Confederation, and it’s simply because the Articles of Confederation had too many weaknesses.
Summary Shakela Bryant is special education teacher for middle school grades sixth through eighth at Carrington Middle School in Durham, North Carolina. This is Ms. Bryant’s third year at Carrington and her fourth year teaching. Ms. Bryant is an inclusion (co-teacher) and resource 6th grade teacher. An inclusion teacher provides support to students’ with disability in the general education setting. As an inclusion teacher, Ms. Bryant takes turns teaching English/Language Arts (ELA) with the three general education teachers she has been assigned to and also carries out other duties.
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
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
Lavancia Lindo, I concur specific learners does need additional help in achieving literacy. Moreover, important multiple resources are available for students with disabilities considering their challenges. Therefore, educators will adhere to individual’s constitutional rights when distinctive issues arise.
Team-building activities that engender trust and collaboration will pave the way for a culture based climate change within the walls of the school. Since the faculty is diverse and with generational gaps, a way to bridge those gaps and the inherent disconnect caused by the generational gaps must be found. Professional learning communities should be formed which represent the best combination of skills each teacher can contribute to the whole. In a collaborative effort, motivation and management plans should be created, communicated, and implemented which nurture student growth and progress. Once approved, they should be explained orally to the parents and students and then placed all throughout the school both in English and in the ELL student’s native
Schools across the country should have this mentality when it comes to the general education curriculum. In the article, Best Practices for ELL’s by Judith Rance-Roney, she addresses the difficult challenges teachers face when teaching the growing population of ELL students in public schools. This article discusses the best ways to educate and include ELL students in mainstream classes. One of the first changes the author thinks needs changing is simply the attitude towards ELL students.
I observed the ELL class on Friday October 11th, 2015. The observation was done at Strawberry Point School in the Mill Valley District for 30 minutes with three English Learners from Kindergarten, which one child is Danish and two children are Koreans. I spoke with Monica who is the person responsible for the ELL program at this school. • What placement options are available to ELLs in the district?
“The FL Consent Decree provides a structure for compliance with all the jurisprudence ensuring the rights of ELL students in Florida and equality in educational opportunities as afforded to all native-English-speaking students” (20). Non-native English speakers allow a sense of diversity in the classrooms. Diversity drives innovations, and creativity and builds on communities. The reality of community and diversity in a school environment entails that one must keep an open-mind and be willing to cooperate with others- specifically those having difficulty communicating with other students and educators because of the language barrier- and also to expand their insights on a broader scale from others indifferent to themselves rather than what they are used to encountering every day, in order to become more worldly. I completely agree with the programs that LEP students are entitled to in addition to ESOL, as they are provided to ensure equality in educational opportunities.
The Functionalist Perspective seeks to understand the role that religion plays in society, and is premised on how religion satisfies basic needs. One basic need for people is a meaning system. Religion provides a worldview and meaning system for the followers of the faith. But the ideals that a religion encompass alone are often not enough to compel one to follow the religion. Symbols and rituals are vital for helping the believer to take beliefs and make them understood internally in a way that compels them to follow the religion’s rules.
Through implement activities in this classroom, I observed that children have capacity to use materials in variety of ways to learn and explore base on their experiences and interests. Even though I have planned my activity and image how children might approach to the materials, I restrain instructions and let children express how they play and learn. I stay beside to observe and assist when children needed. It is treasure to see how children excited to learn and be creative. In the classroom, I’m sensitive to individual differences and abilities.
The assessment summarizes key features of the PLDs in terms of how well ELLs can understand and/or use English in social and academic settings at each of four levels. These key features are beginning (little or no English ability); intermediate (limited ability, simple language structures, high frequency vocabulary, routine contexts); advanced (grade appropriate, with second language acquisition support); and advanced high (grade appropriate, with minimal second language acquisition support). Students at the beginning level have little or no ability to understand/use English. They may know a little English but not enough to function meaningfully in social and academic interactions. Intermediate students do have some ability to understand and use English.
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
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
English-language learners (ELLs) with special needs belong to a minority group and require specific direction for educators on how to help these students in the school context and how to help to improve their educational outcomes. This is one of the most important topics in the field of education in the USA. The main issue of the teachers is to decrease the achievement gap between ELLs and their peers. Though, the educational needs of ELLs are diverse and rather complicated. English language learners face many obstacles due to their cultural and linguistic diversity.
