For more course tutorials visit www.newtonhelp.com SEI 300 Assignment Academic Vocabulary Assessments (14 Slides)

1. SEI 300 Assignment Academic Vocabulary Assessments (14
Slides)
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SEI 300 Assignment Academic Vocabulary Assessments (14 Slides)
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SEI 300 Assignment Compare and Contrast Graphic Organizer
Presentation (16 slides)
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SEI 300 Assignment Compare and Contrast Graphic Organizer
Presentation (16 slides)
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SEI 300 Assignment Family Connection (1 Page)
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SEI 300 Assignment Family Connection (1 Page)
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SEI 300 Assignment Lesson plan strategy summary Presentation
(12 Slides)
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SEI 300 Assignment Lesson plan strategy summary Presentation (12
Slides)
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SEI 300 Assignment sociocultural discussion (3.5 Page)
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SEI 300 Assignment sociocultural discussion (3.5 Page)
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3. SEI 300 Assignment Strength and weakness Presentation (12
slides)
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SEI 300 Assignment Strength and weakness Presentation (12 slides)
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SEI 300 Week 1 SEI Historical and Legal Foundations Memo
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SEI 300 Week 1 SEI Historical and Legal Foundations Memo
Review the laws and court decisions below which have provided an
important foundation for current policies regarding the education of
English learners.
Select a law or court decision from the list that you feel has had the
greatest impact on English language education:
Lau v. Nichols (1974)
Castañeda v. Pickard (1981)
Plyler v. Doe (1982)

4. Flores v. Arizona
Every Student Succeeds Act (ESSA)
Title III
Title VI
Proposition 203
House Bill 2010
House Bill 2064
Imagine you are the administrator of the EL program on your campus.
Write a 1-page memo to the staff on the topic of the law or court
decision you selected. Include the following:
An overview of the historical background of the law or court decision
An explanation of how the law or court decision has influenced current
trends and issues in English language education
An explanation of the implications that the law or court decision may
present to your EL program
At least two web links for the staff to access concerning the law or court
decision
Incorporate vocabulary from the SEI/EL Terminology document in your
memo.
Submit your assignment.
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SEI 300 Week 2 ELP Standard Comparison Chart
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5. SEI 300 Week 2 ELP Standard Comparison Chart
Review the English Language Proficiency Standards and the English
Language Proficiency Standards Guidance Document on the Arizona
Department of Education website.
Complete the ELP Standard Comparison Chart.
Submit your assignment.
ELP Standard Comparison Chart
Complete Parts 1 and 2 below.
Part 1: Charts
Complete the charts below.
E-5: organizing the letters of the alphabet in order with a visual
model. B-5: alphabetizing a series of words to the first letter with
instructional support. LI-5: alphabetizing a series of words to the
first letter. HI-5: alphabetizing a series of words to the second
letter with instructional support.
Part 2: Reflection
Write a 350- to 525-word reflection that describes examples of how a
teacher can meet the needs of students in each proficiency level for the
ELP Standard you selected. Consider the fact that during a lesson, the
teacher may need to adjust one or more portions of the lesson for
students who are at different proficiency levels.
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SEI 300 Week 3 BICS and CALP Visual Organizer
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SEI 300 Week 3 BICS and CALP Visual Organizer
Create a visual organizer (e.g., chart, diagram, etc.) that compares the
differences between BICS and CALP. Provide examples of each.
Include one or more links to videos that demonstrate an EL student who
has acquired BICS and/or CALP. Teachertube or Youtube are good sites
to search for videos.
Write a 350- to 525-word reflection addressing the following questions:
How does this video(s) demonstrate an example of BICS and/or CALP?
Why is it important for teachers to know the difference between BICS
and CALP?
How long does it take for a student to acquire BICS? And CALP? Why
does it take longer for students to acquire CALP?
What are some ways to support EL students’ development of BICS and
CALP? How can you incorporate technology to help support that?
Submit your assignment.
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SEI 300 Week 3 Elements and Theories of Language
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7. SEI 300 Week 3 Elements and Theories of Language
Create a chart or diagram that defines the different elements of language
in English Language Development (ELD), including:
Phonology
Morphology
Syntax
Lexicon
Semantics
Pragmatics
Provide at least one detailed example for each element of language.
Explain why these elements of language are vital to an EL student’s
success in language proficiency.
Discuss with your team members the different theories of language
acquisition, and which theoretical perspective(s) you favor and why.
Write a 175- to 260-word summary about your team discussion and any
major takeaways from your discussion.
Submit the team assignment.
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SEI 300 Week 4 AZELLA Student Report Analysis
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SEI 300 Week 4 AZELLA Student Report Analysis
Complete the AZELLA Student Report Analysis.

8. Submit your assignment.
AZELLA Student Report Analysis
Scenario: You have a third-grade English learner (EL) student in your
class whose AZELLA scores are as follows:
AZELLA Domain Score Proficiency Level
Reading 235 Intermediate
Writing 229 Basic
Oral (Listening/Speaking) 287 Proficient
Total Combined Score 2489 Intermediate
Remember, to be considered overall proficient, students must achieve
Proficient in the Total Combined Score as well as the Reading and
Writing scores.
Create a diagram that includes the following information based on this
student’s report:
Areas this student is strong in and needs the most h
Write a 260- to 350-word narrative that highlights the information you
have gathered. Write your narrative in a tone that you would use with a
parent during a parent-teacher conference. Be mindful of the “sandwich”
method: start on a positive note, follow with the challenges, and end on a
positive note. Be sure to include ideas for supporting the student’s
growth both in class and at home.
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SEI 300 Week 4 EL Program Eligibility Presentation

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SEI 300 Week 4 EL Program Eligibility Presentation
Scenario: You are a team of elementary EL teachers at your campus
which receives Title III funds. You have been asked by the principal to
present to families and staff about the process for determining EL
eligibility.
Create a 8- to 10-slide presentation that addresses the following:
The procedures for identifying EL students
The assessment and reassessment procedures once the student is
identified as an EL student
The consent options available for families
The options available for teachers to refer EL students
Note: Refer to the Procedures for Identifying English Language Learner
(ELL) Students flowchart as a resource.
Submit the team assignment.
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SEI 300 Week 5 EL Presentation and Handout
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10. SEI 300 Week 5 EL Presentation and Handout
Scenario: Your elementary school has recently had an influx of EL
students. Your principal has asked you to prepare a presentation and an
informational handout about cultural competency, home and school
collaboration tips, and strategies for working with EL students. Your
audience contains teachers, staff, and parents.
Research tips and strategies about home and school collaboration for EL
students.
Create a 7- to 10-slide presentation that includes the following
information:
The role of cultural competency in English language instruction
Strategies on how to develop cultural responsiveness
The different populations that make up the EL student demographic
Sociocultural influences on EL students in the classroom
The cultural impact of bilingualism and home language use
Strategies and resources for cultivating family and community
engagement practices
Develop a 1-page handout that summarizes crucial points about your
presentation for your audience to take with them.
Cite your sources according to APA guidelines.
Submit your assignment.
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SEI 300 Week 6 UDL Lesson Modifications
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SEI 300 Week 6 UDL Lesson Modifications
Complete UDL Lesson Modifications.
Submit your assignment.
UDL Lesson Modifications
Scenario: At the beginning of the year, Ms. Hendrix, a fourth-grade
teacher, collected information about her students’ learning preferences
and learning needs. Of her 25 students, 12 prefer to learn visually, 8
prefer to learn through auditory means, and 5 prefer to learn
kinesthetically. Additionally, 10 of her students are English learners
(ELs) who struggle with reading and writing.
Using the table below, modify Ms. Hendrix’s traditional lesson about
Regions into a lesson that incorporates the three UDL guidelines:
Multiple Means of Representation Traditional Lesson Plan UDL
Lesson Plan
Goal: Students will read the “What is a Region?” chapter in their
textbook and answer the review questions at the end of the chapter in
handwritten responses. Goal: <insert text>
Focus: Understand what a region is Focus: <insert text>
Materials: Textbook, lecture, Microsoft© PowerPoint© presentation,
worksheet Materials: <insert text>
Instruction:
10:00–10:30 — Whole-group: Teacher summarizes the main ideas in the
textbook chapter using a Microsoft© PowerPoint© presentation and
lecture

12. 10:30–10:40 — Independent work: Students complete the True or False
worksheet that describes examples and non-examples of regions
10:40–10:50 — Independent work: Students start working on the
review questions at the end of the textbook chapter and will complete for
homework
Instruction: <insert text>
Assessment: Textbook review questions will be graded Assessment:
<insert text>
Write a 350- to 525-word rationale on your chosen modifications for
each section. Explain how your modifications support ELs and exhibit
the three UDL guidelines.
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