Tag: Essay

Joining the classroom of 25 sixth graders who are proficient in the English language, is definitely going to be challenging and confusing for Josefina. Josefina did not start the school year with the other sixth graders which leaves her to learn and adjust to ways of the classroom after her classmates. To make this transition welcoming and beneficial for her education the teacher will have to make some serious adjustments within the classroom environment and throughout her lessons. The teacher must be the bridge to the unknown school for Josefina. To make changes to the core content so the learning objectives are more accessible for the student the teacher should provide extended wait time, modeling, visuals such as labels and pictures, sentence starters or frames, frequent breaks, and simplified verbal and written directions. In helping Josefina feel comfortable in the already established classroom culture, the teacher should first prepare the students who are already in the classroom for her arrival. This will give them a little background knowledge on their new peer and feel comfortable with a new student as well. According to Penn State College of Education (n.d.), “In addition to helping a new student feel comfortable through pattern and predictability, it is important to help other students to welcome the ELL into the classroom. Reminding them that as a class the main goal is to make her feel the warm welcome they are giving. The teacher can also give her help with establishing a daily routine such as taping a visual schedule of her day on her desk. Appointing a daily buddy to help Josefina get accustomed to the classroom and transitions. Before appointing someone the teacher can make sure to ask discretely if they are comfortable with being a buddy for the day. While helping Josefina become more adjusted to her new classroom the teacher must still continue to make all her students feel equal and welcomed.
Comment to post as you see fit. Min 50 words or more.
Reference
Penn State College of Education. (n.d.). How can I support ELLs in my classroom? Retrieved from https://ed.psu.edu/pds/elementary/intern-resources/esl-handbook/supporting-ells

If I was teaching intermediate English Proficiency Children the guidelines I would consider when planning a lesson is the following: I would make sure that I identify the language objectives for each of the children. This could be formulated by using a checklist of things that they say regularly that you can adjust lessons to help them elaborate on things that they say simply like the boots is outside. You May want to have them build on that sentance and describe the boots or say why the boots is outside. Like the Wet boots is outside drying. As time goes by they may add more as they get better at speaking and explaining. Along with identifying the languages objectives we also need to Identify and model problematic structures. We may need to talk to the students and see how we can help them by giving them opportunities to speak and express their feelings or thoughts. Doing so will help is see how their thought process and explanations we can help them with problem shooting and developing plans to advance their language functions, structures and vocabulary modeled by having an instructional sequence. When that is complete we would need to make sure that the students progress is documented and assessed by having antecdotal notes and checklists that shows evidence of their learning. These steps are so crucial because It helps them achieve their goals and objectives that are set with the ELL program. Comment as you see fit to this post. Min 50 words or more

If I was teaching a learning strategy to students with intermediate English proficiency, the guidelines I would consider crucial are pacing, clarification, and independence. Students must understand what the strategy is for and to be easy to understand. The best way to ensure students know what the teacher is talking about is to speak slowly and clearly as well as the strategy being easy to recall. When the teacher paces the lesson and doesn’t rush through it, the students can better understand. ELL students take longer to process new information due to the language barrier, so they need more time to learn (Echevarría, & Graves, 2014). Teachers need to ensure the students clearly understand the lesson without confusion so they can recall the learning strategies that are taught. Lastly, students should be able to work on the strategy independently after they have learned them so that they can use the strategies throughout their learning experience and cross over to other subjects. By ensuring students understand the learning strategies, teachers better equip students to succeed. Comment as you see fit. Min 50 words or more.
Echevarria, J. J., & Graves, A. (2014). Sheltered Content Instruction: Teaching English Learners with Diverse Abilities (5 ed.). Boston, MA: Pearson

When it comes to Josefina starting in the new class in the United states there are a few things that the teacher will have to do to help her learn the language and learn how to communicate. One thing the teacher can do to help the student is to have visual pictures or motions for the student to use to communicate (Teaching Strategies for Students Who Don’t Speak English, 2020 April 21). Another thing the teacher will have to add to the lesson is making sure the student is exposed to the English language (Teaching Strategies for Students Who Don’t Speak English, 2020 April 21). To help Josefina to feel comfortable in the classroom the teacher can let her introduce herself and have her classmates introduce their selves too. Also, to help Josefina feel comfortable the teacher can have things that have to do with Josefina’s culture, so she has some of her culture around. To help the other students be comfortable they can be taught some of Josefina’s language before she starts or when she starts. Also, the class can be told about Josefina before she enters, so they know what to expect before she comes. Comment as you see fit. Min 50 words or more.
References
Teaching Strategies for Students Who Don’t Speak English. (2020, April 21). Retrieved November 05, 2020, from https://blog.ixl.com/2015/12/01/teaching-strategies-for-students-who-dont-speak-english/

Contrast the internal and external processes shaping Earth’s surface.
On-point, well-organized response – up to 8 points
Grammar/spelling – up to 2 points
1 page only, no works cited and resources required

The professor Diana Deutsch is a member of the faculty at the University of California. She is a world-famous personality when it comes to the expansion of the music related terms and expansions. The considerations which are developed in the alignment of different procedures of music are the considerations which are easily expanded by her. She is providing the grounds of performance in the music industry and laying out the measures which are associated with the different assessments in regards to music. In her book the “Psychology and Music” she is laying out the bases of different considerations which are associated with the expansion of different scientific disciplines and bases of considerations in the music coverage. The expansions associated with the music theory are also expanded by her
Attachments:
5598825_1_Annotated-Bibliography.pdf

How will you implement formative assessment in your classroom to support the Common Core State Standards and the ongoing, formative assessment of ELL students? 40 words or more

How will you implement formative assessment in your classroom to support the Common Core State Standards and the ongoing, formative assessment of ELL students? Min 50 words or more.

Provide an example of a project, assignment, or in-class activity that could be used as a means of employing multiple assessments of ELLs. Why are multiple assessments important? Min 50 words or more

Mathematical tasks (1500) word equivalent.
Students complete a series of tasks related to their investigation of their mathematical content knowledge in relation to teaching mathematical concepts to pre-school children aged 2 to 5.
Tasks to investigate:
1. Creating a mathematically rich learning environment designed to encourage children to learn about math and gain a deeper understanding of concepts such as: Problem Solving, Language, One-to-One Correspondence, Number Sense, Shapes, Spatial Sense, Sets and Classifying.
2. Creating opportunities for problem solving during free play activities both indoors and outdoors.
3. Various kinds of group time activities to encourage concepts of numeracy including stories, music and games.