Sei 301 sei301 sei 301 education for service uopstudy.com

1. SEI/301
Advanced Structured English Immersion Methods
The Latest Version A+ Study Guide
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SEI 301 Entire Course Link
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SEI 301 Wk 1 - SignatureAssignment:Lesson Objectives and
Outline
Preview the Lesson Plan With UDL in Mind assignment due in Week 6.
Determine the elementary grade level and content area that you will target in your lesson
plan.
Create a table that includes the following:
 A content area academic standard you will address in your lesson (refer to the
Arizona K-12 Standards or your state K-12 standards)
 The English Language Proficiency (ELP) Standard(s)you will address in your
lesson (refer to the Arizona ELP Standards or your state ELP standards)
 A measurable content objective and language objective for your lesson
Outline a draft of the main sequence of your lesson plan. Refer to "Top 10 UDL Tips for
Developing Learning Goals" as you draft your objectives and lesson plan activity.
Refer to the grading rubric for details on assignment expectations.
Submit your assignment.

2. SEI 301 Wk 1 - SEI Models Quiz
Review the Structured English Immersion Models.
Complete the SEI Models Quiz.
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SEI 301 Wk 2 - EmergentLevelReading Activity
Scenario: You have 4 students in your 2nd-grade class who scored Emergent level in
reading after taking the Arizona English Language Learner Assessment (AZELLA). You
will be working with these students in a small group and focusing on Fluency. Your goal is
to work with them to get them to Basic level or higher.
Note: For a refresher on AZELLA, review the AZELLA Module.
Access the English Language Proficiency Standards on the Arizona Department of
Education website. To locate the 2nd-grade Reading Domain standards, click Stage II,
Grades 1-2 under (CURRENT)-2010 English Language Proficiency Standards. Then click
Reading Domain.
Review Standard 3: Fluency, and compare the Emergent, Basic, Low Intermediate, and
High Intermediate level performance indicators.
Choose 1 or more performance indicators to focus on and create a 30-minute small
group activity that will assess those indicators.
Note: Consider using teaching strategies from the 50 Strategies for Teaching English
Language Learners textbook.
Incorporate skills and strategies including technology (if applicable) that would apply to
this group of learners.
Explain how your activity balances the students’ language needs and content needs with
age-appropriate instruction.
Submit your assignment.
SEI 301 Wk 3 Team - Writing Lesson Plan Critique

3. Access an elementary grade level writing lesson plan. This can be a lesson you created
or one from the Internet.
Evaluate the lesson and look for evidence of writing strategies and differentiated learning
for EL students.
Write a 260- to 350-word critique on the lesson plan and address the following:
 Identification of English Language Proficiency (ELP) Standards that apply to the
lesson
 A description of the evidence you found within the lesson that reflects the 3 UDL
guidelines and differentiated learning strategies
 Any modifications you would include in the lesson to make it more
comprehensible for EL students and your rationale for these modifications
 Any instructional strategies you would use to adapt the content and/or the
materials (including technology) for students at different English language proficiency
levels
 Any online writing tools that foster communication and learning locally and globally
Include the lesson plan with your critique.
Submit the team assignment.
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SEI 301 Wk 4 - Basic LevelListening and Speaking Activity
Scenario: You have 4 students in your 3rd-grade class who scored Basic level in
Listening and Speaking after taking the Arizona English Language Learner Assessment
(AZELLA). You will be working with these students in a small group and focusing on
Comprehension. Your goal is to help them get to Intermediate level or higher.
Access the English Language Proficiency Standards and find the 3rd-grade Listening and
Speaking Domain standards.
Review Standard 1: Comprehension of Oral Communications and compare the Emergent,
Basic, Low Intermediate, and High Intermediate level performance indicators.
Choose 1 or more performance indicators to focus on and create a 30-minute small group
activity that will assess those indicators.

4. Note: Consider using teaching strategies from the 50 Strategies for Teaching English
Language Learners textbook.
Incorporate skills and strategies including technology (if applicable), that would apply to
this group of learners.
Explain how your activity balances the students’ language needs and content needs with
age-appropriate instruction.
Submit your assignment.
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SEI 301 Wk 4 - EL Teacher Interview
Interview an elementary level EL teacher or specialist.
Select and ask at least 10 interview questions from the EL Teacher Interview Questions
document. You may reword questions slightly if necessary or add additional clarifying
questions during the interview. Record the teacher's responses.
Write a 525- to 700-word summary that includes: ·
 A brief introductory paragraph that describes the teacher and the environment
where he/she works
 An explanation of the number of EL students the teacher works with and their
English proficiency levels
 An overview of the questions and responses posed in the interview
 A conclusion that explains what you learned from the interview and the
implications for working with elementary level EL students
Document your interviewtime on My Time Log.
Submit your assignment.
SEI 301 Wk 5 - SignatureAssignment:EL ResourcesBinder
Create an online binder of English learner (EL) resources using LiveBinders.
This binder will serve as a "living" resource manual for you to reference and use in
your current or future classroom. The materials you incorporate in this online

5. binder can be updated with additional materials and information as time passes to
keep it current and relevant.
Review the Create/Edit a Binder Tutorial from LiveBinders to familiarize yourself
with how to create an online binder.
Create a free account with LiveBinders before starting your online binder.
Refer to the grading rubric for details on assignment expectations.
Part 1 – EL Reading Resources
Create an "EL Reading Resources" tab in your online binder. Resources may
include web links, media tools, articles, video links, graphics, etc. Provide brief
descriptions of each of your resources and how they can be used to support
English learners. Consider incorporating resources geared toward multiple
elementary content areas such as math, science, social studies, etc.
Include the following on your EL Reading Resources page:
 Reading foundational and comprehension skills for elementary level EL
students
 Reading instructional strategies for elementary level EL students
 Reading technology tools and resources appropriate for elementary EL
students at different proficiency levels
 Grouping techniques and cooperative learning strategies conducive to
elementary grade levels
Part 2 – EL Writing Resources
Create an “EL Writing Resources” tab in your online binder. Resources may
include web links, media tools, articles, video links, graphics, etc. Provide brief
descriptions of each of your resources and how they can be used to support
English learners. Consider incorporating resources geared toward multiple
elementary content areas such as math, science, social studies, etc.
Include the following on your EL Writing Resources page:
 Writing skills for elementary level EL students
 Writing instructional strategies that help elementary level EL students
develop written language complexity
 Writing technology tools and resources appropriate for elementary level EL
students at different proficiency levels
 Strategies for providing comprehensible input, feedback, building
background, and student engagement
Part 3 – EL Listening and Speaking Resources
Create an “EL Listening and Speaking Resources” tab in your online binder.
Resources may include web links, media tools, articles, video links, graphics, etc.
Provide brief descriptions of each of your resources and how they can be used to

6. support English learners. Consider incorporating resources geared toward
multiple elementary content areas such as math, science, social studies, etc.
Include the following on your EL Listening and Speaking Resources page:
 Listening and speaking skills for elementary level EL students
 Listening and speaking instructional strategies that help elementary level
EL students engage in academic discourse
 Listening and speaking technology tools and resources appropriate for
elementary level EL students at different proficiency levels
Part 4 – EL Grammar and Vocabulary Resources
Create an “EL Grammar and Vocabulary Resources” tab in your online binder.
Resources may include web links, media tools, articles, video links, graphics, etc.
Provide brief descriptions of each of your resources and how they can be used to
support English learners. Consider incorporating resources geared toward
multiple elementary content areas such as math, science, social studies, etc.
Include the following on your EL Grammar and Vocabulary Resources page:
 Grammatical and word study skills for elementary level EL students
 Grammatical instructional strategies that help elementary level EL students
apply their knowledge of syntax to create and understand communication in
various contexts
 Vocabulary instructional strategies to help elementary level EL students
utilize academic vocabulary in multiple contexts
 Grammatical and word study technology tools and resources appropriate
for elementary level EL students at different proficiency levels
Provide your instructor with a link to your completed online binder.
Note: Set your binder settings to public so your instructor may access it.
Include APA-formatted citations and a references page.
Submit your assignment.
SEI 301 Wk 5 Team - LanguageLesson Plan Critique
Access an elementary grade level language (grammar or vocabulary) lesson plan.
This can be a lesson you created or one from the Internet.
Evaluate the lesson. Look for evidence of grammar or academic vocabulary
strategies and differentiated learning for EL students.
Write a 260- to 350-word critique on the lesson plan and address the following:

7.  Identification of English Language Proficiency (ELP)Standards that apply
to the lesson
 A description of the evidence you found within the lesson that reflects the 3
UDL guidelines and differentiated learning strategies
 Any evidence of opportunities for academic vocabulary
 Any modifications you would include in the lesson to make it more
comprehensible for EL students and your rationale for those modifications
 Any instructional strategies you would use to adapt the content or materials
(including technology) for students at different English language proficiency levels
Include the lesson plan with your critique.
Submit the team assignment.
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SEI 301 Wk 6 - Signature Assignment: Lesson Plan with UDL in
Mind
Scenario: You are an educator in an elementary mainstream class with a diverse
population of students. Your class population includes a variety of academic and
language proficiency levels including 2 students at the Emergent level, 2 students
at the Basic level, 2 students at Intermediate level, and 2 students who have
recently been reclassified as Fluent English Proficient according to the Arizona
English Language Learner Assessment (AZELLA).
Part 1: Lesson Plan
Use the Lesson Plan Template to develop a 30- to 45-minute lesson plan for an
elementary grade level and content area of your choice. Be sure to align your
lesson to the English Language Proficiency (ELP) Standards.
Note: Consider using your Wk 1 – Lesson Plan Objectives and Outline assignment
as a resource.
Include opportunities for reading, writing, listening, speaking, and
language (grammar & vocabulary) in your lesson plan. Incorporate skills and
strategies that address each of those domains.
Integrate the 3 UDL guidelines in your lesson plan:
1. Multiple Means of Representation (What)

8. 2. Multiple Means of Action and Expression (How)
3. Multiple Means of Engagement (Why)
Part 2: Reflection
Write a 350- to 525-word reflection on your lesson plan that includes a rationale
for the following:
 Selection of ELP standards for the lesson
 Modifications for comprehensible input for the proficiency levels
represented in the class (Pre-Emergent, Emergent, Basic, Intermediate, Fluent
English Proficient)
 Instructional strategies and technology integration to promote a high level
of student engagement and interaction
 Modifications for students' affective needs, cultural backgrounds, and
learning styles (including timely provisions for individual students with learning
needs)
Submit your assignment.