Category: Writing

In
Sheltered Content Instruction: Teaching English Learners with Diverse Abilities
, cognitive, metacognitive, and language learning strategies are reviewed. Choose one strategy from each you would utilize to teach vocabulary. Explain why each strategy would be effective for an English language learner. Min 50 words or more

I am not sure exactly what grade I would like to teach, but if I had to choose, I would say either 1
st
or 2
nd
grade. The content area I would choose to teach is reading. There are different sorting activities that I would have students complete in order to teach them language. I would have them sort short sentences that are written on sentence strips, they could sort by the type of sentence (declarative, question, exclamation). When the students are sorting the short sentences, they could work with a partner. Sorting the sentences will give them a better idea of how sentences are written and how they should look. When the students are sorting, I would also have them read each of the sentences out loud. For the second activity, I would sort the words from the word wall in the classroom by beginning, ending, or vowel sounds as well as by parts of speech, meaning, or the number of syllables (Herrell & Jordan, 2011). As the students become more proficient with language, I would have them sort the words from the word wall themselves. Sorting the words on the word wall will help to teach the students’ language. Sorting the words on the word wall by category will make it so the students look at words more carefully and will allow them to think about the different ways in which the words are similar or different (Herrell & Jordan, 2011). I would have the students read the words from the word wall out loud so they can get a better idea as to how each of the words sound and how they should pronounce them. Comments as you see fit. Min 50 words or more.
Reference
Herrell, A. L., & Jordan, M. L. (2011).
50 Strategies for Teaching English Language Learners
(5
th
ed.). Boston, MA: Pearson.

Format & Mechanics
The paper employs a variety of sentence structures correctly and uses appropriate word choice for college level writing. Language is not only correct but interesting and strongly communicative. The writer’s personality and presence are apparent. Uses MLA formatting correctly (heading, headers, title format, double spacing, 1 inch margins, font, etc.) The paper exhibits VERY FEW errors in spelling, grammar, and punctuation.
The paper employs sentence structures that are MOSTLY correct and MOSTLY uses appropriate word choice for college level writing. The language is at least clear and correct, if rather ordinary. There may be a tendency toward wordiness or technical language over which the writer may not exercise good control. MOSTLY uses MLA formatting correctly (heading, headers, title format, double spacing, 1 inch margins, font, etc.) The paper exhibits FEW errors in spelling, grammar, and punctuation.
The paper employs a FEW sentence structures correctly and MARGINALLY uses appropriate word choice for college level writing. The language is for the most part correct, though it may imitate a highly “generic” voice. There may be problems with word choice, levels of diction, and awkward wording. MARGINALLY USES MLA Formatting (heading, headers, title format, double spacing, 1 inch margins, font, etc.) The paper exhibits SOME errors in spelling, grammar, and punctuation.
The paper DOES NOT employ sentence structures correctly and DOES NOT use appropriate word choice for college level writing. The language may be peppered with errors, unidiomatic phrases, frustrating vagueness and other infelicities that impede comprehension. DOES NOT USE MLA Formatting (heading, headers, title format, double spacing, 1 inch margins, font, etc.) The paper exhibits MANY errors in spelling, grammar, and punctuation.
Attachments:
5585029_1_Mapping-the-Issue–english-.docx