Differentiating for Diverse Students ChartStuden

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Differentiating for Diverse Students Chart Student: Carmen, Kindergarten English Language Learner: No Socioeconomic Status: Mid SES Ethnicity: Native American/Pacific Islander Gender: Female IEP/504: No Other: None Reading Performance Level: At 1st grade level Parental Involvement: Med Text Selection and Rationale ELA Strategy or Activity and Rationale References Student: Eduardo, 2nd grade English Language Learner: Yes Socioeconomic Status: Mid SES Ethnicity: Hispanic Gender: Male IEP/504: No Other: Tier 2 RTI for Reading Reading Performance Level: One year below student’s 2nd grade level Parental Involvement: Low Text Selection and Rationale ELA Strategy or Activity and Rationale References Student: Jade, 4th grade English Language Learner: No Socioeconomic Status: High SES Ethnicity: African American Gender: Female IEP/504: No Other: None Reading Performance Level: At 4th grade level Parental Involvement: High Text Selection and Rationale ELA Strategy or Activity and Rationale References Student: Ines, 7th grade English Language Learner: No Socioeconomic Status: Low SES Ethnicity: Hispanic Gender: Female IEP/504: Learning Disabled Other: Tier 2 RTI for Math Reading Performance Level: One year below student’s 7th grade level Parental Involvement: Low Text Selection and Rationale ELA Strategy or Activity and Rationale References Student: Kent, 8th grade English Language Learner: No Socioeconomic Status: High SES Ethnicity: White Gender: Male IEP/504: Emotion-ally Disabled Other: None Reading Performance Level: At 8th grade level Parental Involvement: Med Text Selection and Rationale ELA Strategy or Activity and Rationale References © 2019. Grand Canyon University. All Rights Reserved. © 2019. Grand Canyon University. All Rights Reserved. Top of Form Criteria Carmen, Kindergarten 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Eduardo, 2nd Grade 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Jade, 4th Grade 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Ines, 7th Grade 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Kent, 8th Grade 15.0 Selected text is creative for the student and rationale compellingly justifies the selection. ELA strategy or activity is well-crafted for the student and skillfully rationalized. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 15.0 Sources are complete ...

Student:
Eduardo, 2nd grade
English Language Learner:
Yes
Socioeconomic Status:
Mid SES
Ethnicity:
Hispanic
Gender:
Male
IEP/504:
No
Other:
Tier 2 RTI for Reading
Reading Performance Level:
One year below student’s 2nd grade level
Parental Involvement:
Low
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
Student:
Jade, 4th grade
English Language Learner:
No
Socioeconomic Status:

High SES
Ethnicity:
African American
Gender:
Female
IEP/504:
No
Other:
None
Reading Performance Level:
At 4th grade level
Parental Involvement:
High
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
Student:
Ines, 7th grade
English Language Learner:
No
Socioeconomic Status:
Low SES
Ethnicity:
Hispanic
Gender:
Female
IEP/504:
Learning Disabled
Other:
Tier 2 RTI for Math

Reading Performance Level:
One year below student’s 7th grade level
Parental Involvement:
Low
Text Selection and Rationale
ELA Strategy or Activity and Rationale
References
Student:
Kent, 8th grade
English Language Learner:
No
Socioeconomic Status:
High SES
Ethnicity:
White
Gender:
Male
IEP/504:
Emotion-ally Disabled
Other:
None
Reading Performance Level:
At 8th grade level
Parental Involvement:
Med
Text Selection and Rationale
ELA Strategy or Activity and Rationale

References
© 2019. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved.
Top of Form
Criteria
Carmen, Kindergarten
15.0
Selected text is creative for the student and rationale
compellingly justifies the selection. ELA strategy or activity is
well-crafted for the student and skillfully rationalized.
Eduardo, 2nd Grade
15.0
Selected text is creative for the student and rationale
compellingly justifies the selection. ELA strategy or activity is
well-crafted for the student and skillfully rationalized.
Jade, 4th Grade
15.0
Selected text is creative for the student and rationale
compellingly justifies the selection. ELA strategy or activity is
well-crafted for the student and skillfully rationalized.
Ines, 7th Grade
15.0
Selected text is creative for the student and rationale
compellingly justifies the selection. ELA strategy or activity is
well-crafted for the student and skillfully rationalized.
Kent, 8th Grade
15.0
Selected text is creative for the student and rationale
compellingly justifies the selection. ELA strategy or activity is

well-crafted for the student and skillfully rationalized.
Documentation of Sources (citations, footnotes, references,
bibliography, etc., as appropriate to assignment and style)
15.0
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of error.
Mechanics of Writing (includes spelling, punctuation, grammar,
language use)
10.0
Writer is clearly in command of standard, written, academic
English.
Total Percentage 100
Bottom of Form

CRITERIA DESCRIPTION YES NEEDS REVISION NO COMMENTS Introduction (7 points) Effectively summarizes the article Author’s position (7 points) Position is clearly stated and reflects careful thought and analysis. Literature is cited to strengthen the author’s position, as opposed to being simply opinionated. Clarity of Explanation (2 points) Follows excellent flow and uses language that maintains interest. Explanations are clear and factually correct. Writing Style (2 points) Uses appropriate academic style and correct grammar APA (2 points) Follows APA standards (in-text citations, and reference entry) RECOMMENDATION Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Island.

Reading With English Language Learners

Susan Rutledge

The document provides information and strategies for teachers to help English Language Learners (ELLs) with reading. It discusses who ELL students are, the challenges they face with English reading, and strategies teachers can use at the word, text, and whole-classroom level to support their reading development in English. These include utilizing students' native language skills, incorporating their cultures, using multicultural literature and videos, and providing multiple opportunities for oral language practice.

SIOP® Lesson Plan Template 2STANDARDSTHEMELESSON TOP.docx

maoanderton

SIOP® Lesson Plan Template 2 STANDARDS: THEME: LESSON TOPIC: OBJECTIVES: Language: Content: LEARNING STRATEGIES: KEY VOCABULARY: MATERIALS: MOTIVATION: (Building background) PRESENTATION: (Language and content objectives, comprehensible input, strategies, interaction, feedback) PRACTICE AND APPLICATION: (Meaningful activities, interaction, strategies, practice and application, feedback) REVIEW AND ASSESSMENT: (Review objectives and vocabulary, assess learning) EXTENSION: (Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP® Model.) © 2008 Pearson Education, Inc. Module 3 Assignment National Council of Teachers of Mathematics (NCTM) Standards: Website Lesson Plans Student Grand Canyon University: EED 364 Date (Insert EEI Lesson or other COE Lesson Plan) Instructor note: Remember this lesson plan needs to be original, but based on the 3 online lesson plans you found for inspiration Instructor note: The use of a reference in each section is a good way to demonstrate full competency in each area-though is it not required. Rationale The created lesson plan meaningfully incorporates the research-based instructional strategy of XXXXXX to promote communication, inquiry, and engagement among the students. Research on the use of the strategy shows… PLANNING: Instructional Script and Materials The lesson plan demonstrates well-developed and skillful use of effective, student-centered verbal, nonverbal and electronic media communication tools and techniques to create opportunities for active inquiry, collaboration and supportive interaction. This is demonstrated by… PLANNING: Meeting the Varied Learning Needs of Students The lesson plan has creative, well-developed differentiated instructional activities and supports clearly designed to meet the needs of specific individuals or groups with similar needs. This is demonstrated by… PLANNING: Meeting the Language Needs of Students The lesson plan clearly and comprehensively incorporates content-based vocabulary, targeted instructional support for the use of vocabulary, and additional language demands associated with the language function of the class. This is demonstrated by… PLANNING: Assessments to Monitor Student Learning The lesson plan creatively allows for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content area throughout and at the end of the lesson. They are well aligned with the stated learning targets and standards and include well-crafted modifications for individual students’ needs. This is demonstrated by… Reference Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level O.

InstructionTeacher CandidateGrade LevelDateUn.docx

normanibarber20063

Instruction Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title: Learning Objective: Informational Text: What is the title and author of the informational text you have selected? Grouping: Identify grouping strategies that will support your students’ learning needs. II. Instruction A. Opening Prior Knowledge Connection: Identify how this lesson connects to previous lessons/learning (prior knowledge of students) and students’ lives. Anticipatory Set: Identify how this lesson is meaningful to the students and connects to their lives. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Students Do Differentiation “I Do” instructional procedures should include: The teaching strategy you will use to teach each step that includes modeling and formative assessment; transition statements you will make throughout your lesson and essential questions you will ask; and academic language of vocabulary, function, and form. Script detailed, step-by-step instructions on how you will implement the instructional plan. Use a numbered list of each step; bold every example of modeling; and italicize every formative assessment. “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.” Please use a corresponding numbered list. Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally, and motivationally challenged students. Please use a corresponding numbered list. Also include extension activities: What will students who finish early do? © 2016 Grand Canyon University. All Rights Reserved. Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Read.

Final action research_a-ming

Ming Yuan Chen

This document summarizes an action research paper about the difficulties Asian graduate students face in learning English. The paper explores challenges in listening, speaking, reading and writing. Through a literature review, it was found that writing is the most difficult skill and that Asian students have a passive learning style focused on exams, due to their educational backgrounds. Their culture and lack of prior English speaking environment inhibits development of speaking and writing abilities. The intended audiences are Asian students studying in the US and their teachers.

Assignment 2 Week 7 Practicum Journal Checkpoint for Certificati.docx

salmonpybus

The document contains instructions for students to evaluate their progress on certification plans by reporting what they have done to prepare and if they have completed scheduled tasks. It provides examples of lesson plan templates that include state standards, learning objectives, activities, and differentiation. It also includes a class profile chart that lists student information like name, demographics, performance levels, services received, and parental involvement.

LTELL Presentation at AERA

nelflores

This document summarizes a study on long-term English language learners (LTELLs) in New York City schools. It finds that most LTELLs fell into categories of transnational students or experiencing inconsistent schooling. LTELLs showed strong oral bilingualism but limited academic literacy skills. The study conducted further research in two schools, finding subtractive schooling models decreased Spanish literacy and many LTELLs resisted academic Spanish. Programs are needed to explicitly teach literacy across subjects and improve both English and Spanish academic skills for LTELLs.

Clinical Field Experience B Social Studies Pre- Assessment.docx

bartholomeocoombs

Clinical Field Experience B: Social Studies Pre- Assessment Clinical Field Experience B: Social Studies Pre-Assessment 1 No Submission 0.00% 2 Insufficient 69.00% 3 Approaching 74.00% 4 Acceptable 87.00% 5 Target 100.00% 100.0 %Content 30.0 %Pre-Assessment Not addressed. Pre-assessment is incomplete and is poorly developed in the social studies content area, with weak alignment to standards. Pre-assessment does not determine learning gaps and needs of students. Pre-assessment is complete, but is underdeveloped in the social studies content area, somewhat aligned to appropriate standards. Pre-assessment inadequately determines learning gaps and needs of students. Pre-assessment is adequately developed in the social studies content area, aligned to appropriate standards, in order to determine learning gaps and needs of students. Pre-assessment is expertly and thoughtfully developed in the social studies content area, proficiently aligned to appropriate standards, in order to determine learning gaps and needs of students. 30.0 %Reflection Not addressed. Reflection includes a poor and unrelated description of how the pre-assessment provides data to determine learning gaps and needs. Explanation of the challenges in developing and delivering the pre-assessment is unfocused and missing key details. Reflection includes a rudimentary description of how the pre-assessment provides data to determine learning gaps and needs. Explanation of the challenges in developing and delivering the pre-assessment could include more details. Reflection is sound and competent with basic description of how the pre-assessment provides data to determine learning gaps and needs, including a relevant explanation of the challenges in developing and delivering the pre-assessment. Reflection is thorough and comprehensive with detailed description of how the pre-assessment provides data to determine learning gaps and needs, including a thoughtful explanation of the challenges in developing and delivering the pre-assessment. 10.0 %Future Professional Implications Not addressed. Conclusions and applications to future practice are poor and do not reflect growth and development as a professional. Conclusions and applications to future practice are entry level and minimally reflect growth and development as a professional. Conclusions and applications to future practice are direct and reflect growth and development as a professional. Conclusions and applications to future practice are insightful and thoughtfully reflect growth and development as a professional. 30.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. Submission includes .

Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid White Female No None Grade level At grade level At grade level Low Yes Enrique No Low Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low White Female No None Grade level At grade level At grade level High No Fredrick No Low White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid African American Female No None Grade level At grade level One year above grade level High Yes Kent No High White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low White Male No None Grade level At grade level At grade level Med Yes Nick No Low White Male No None Grade level One year above grade level At grade level Med No Noah No Low White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid White Female No None Grade level On ...

Mythbusters of second language acquisition

Carla Huck

Phil-IRI-SLIDE.ppt

Department of Education - Philippines

The document discusses the Phil-IRI, a classroom-based reading assessment tool used in the Philippines. It assesses students' reading abilities through oral reading, listening comprehension, and silent reading tests. The Phil-IRI identifies reading difficulties and informs teachers to design appropriate interventions. It analyzes reading skills like decoding, fluency, and comprehension. Results are used to determine students' independent, instructional, or frustration reading levels to guide instruction.

English Learners (ELs) in School

Megan Berger

This document discusses key terms related to English language learners (ELLs), including Limited English Proficient, English Learner, English as a Second Language, and others. It also provides information about the demographic backgrounds of ELLs, classroom activities teachers can use, cultural considerations, and challenges ELLs may face in adjusting to a new classroom culture. It outlines federal and state academic standards and assessments for ELLs in Texas.

TESOL Staff Development PowerPoint

goodoogasteve

Changing lives: Teaching English and literature to ESL students

ainur_shahida

This document discusses strategies for teaching English as a Second Language (ESL) students in secondary classrooms. It begins by providing background on the growing population of ESL students in U.S. schools and outlines key principles for effective ESL instruction. These include recognizing the important role of students' first language, building on what students already know, understanding that language acquisition takes time, and promoting interaction and literacy development. The document also describes common ESL program models and the stages of linguistic and cultural development ESL students experience. Throughout, effective instructional activities are suggested to support students at different stages of English proficiency.

A descriptive study on the effects of the personal characteristics of 6th gra...

UNIVERSIDAD MAGISTER (Sitio Oficial)

Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.

English Language Learners in School Module 4 Presentation

Megan Berger

This document discusses key terms related to English language learners (ELLs), including limited English proficient, English learner, English as a second language, and more. It provides information about the demographic backgrounds of most ELL students in the US and why their families immigrated. The document also outlines important considerations for teachers in getting to know their ELL students, designing classroom activities, understanding sociocultural interactions, and helping students adjust to a new classroom culture and feel a sense of belonging. It discusses academic standards and assessments for ELLs in Texas specifically.

A Self Narrative of An EFL Learner’s Experience about Learner Beliefs and L...

Rudi Haryono

9722609 Betty

kdlsldn

This document summarizes a research study on the cultural differences between Taiwanese graduate students and American teachers at Penn State University. The study interviewed 8 Taiwanese graduate students about their expectations of teaching and learning styles, the differences they perceived, and problems they encountered. It found differences in views of teacher authority, student autonomy, and participation. Students struggled with assignments, blending into American culture, and feeling anxious sharing opinions. The summary suggests discussing adjustments to differences more and including participants from both cultures.

Penn State7

betty122508

This document summarizes a case study on the academic cultural differences between Taiwanese graduate students and American teachers at Penn State University. It discusses the expectations of learning and teaching between the two cultures, and the perceived differences. It also examines the problems Taiwanese students encountered, such as difficulties with writing papers, blending into American culture, and participating in class. The study used interviews of 8 Taiwanese graduate students to understand these issues and how the students adjusted to the cultural differences between the education systems in Taiwan and the United States.

Comments AAAL SLIFE Colloquium 2014

Andrea DeCapua

The document summarizes four presentations on the characteristics of SIFE (Students with Interrupted Formal Education) students and their experiences in language classrooms. Browder's presentation found that low English proficiency on arrival, below grade-level math skills, and low L2 literacy correlated with low English gains for SIFE students. Years of schooling alone was not a reliable predictor. Young's study observed limited opportunities for an oral SIFE student to interact with peers or answer open questions, as she spent most of her time copying from the board. Bigelow & King found that a SIFE student brought strong task focus and completion skills to paired reading activities, helping

Teacher Guide_FINAL

Shei Sanchez

This document provides guidance for teachers of online English language classes through the 801 Education program in China. It discusses expectations for student levels and skills, as well as the goals and objectives of the 801 classes. It offers suggestions for methods and approaches to use, such as speaking slowly, simplifying language, and modeling. It also addresses evaluating students and adapting materials to be appropriate for the online environment and levels. The guide aims to help teachers create engaging lessons to improve students' English skills while building confidence.

Protocolo gabriela buenfil

Gabriela Buenfil Nevárez

This thesis project examines the relationship between English proficiency and academic performance for students in the Lengua Inglesa (English Language) major at Universidad de Quintana Roo. The student researcher noticed that many classmates struggled in their Philosophy of Education course, which is taught in English, likely due to insufficient English skills from their previous language courses. Through interviews and analysis of student grades and course syllabi, the researcher aims to determine if and how English proficiency affects academic performance in this core course. The results could help improve the language program and support English language learners.

(文化研究第2組)Final Report.Ppt..R

rushpen123

This document summarizes the key aspects of a term paper project conducted by two students. It includes interviews with two American English teachers currently teaching in Taiwan. The interviews focused on the teachers' expectations of Taiwanese students, the students' learning traits and attitudes, and any cultural conflicts experienced. The interviews were analyzed and findings were organized into tables and conceptual maps. The students reflected on lessons learned from conducting the research project.

Week 6 class 1 - ell - ruth

rmcquirter

The document provides information about an English language learners class, including a news article about a chicken crossing the road and causing traffic issues. It then discusses an activity where students estimate statistics about English as a non-official language, immigration rates, and top countries of origin for immigrants in Canada. Finally, it outlines an activity where students take on roles with certain speaking limitations to simulate being English language learners and discuss strategies for a cricket tournament.

Final Paper 1

Elly Lin

The document summarizes interviews with two American teachers about their perceptions of American and Taiwanese students' learning attitudes and styles. Both teachers observed that student participation depends on their motivation, with younger students being less engaged. While American teachers try more hands-on activities, Taiwanese and American classes are often teacher-centered. Additionally, both noted Taiwanese students are more studious due to cultural values like Confucianism, and worry more about losing face by making mistakes.

Class ProfileStudent NameEnglish Language LearnerSocio-e.docx

mccormicknadine86

Class Profile Student Name English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES Whit ...

English language learners in school

HDMcWhorter

This document discusses key terms related to English language learners (ELLs), including limited English proficient, English learner, English as a second language, and more. It provides information about the demographic backgrounds of ELL students and considerations for teachers, such as learning about students' home cultures and literacy experiences. It also outlines common stages of culture shock that ELL students may experience and strategies to promote safety, belonging, and adjustment.

English language learners in school

HDMcWhorter

This document discusses key terms related to English language learners (ELLs), including limited English proficient, English learner, English as a second language, and more. It provides information about the demographic backgrounds of ELL students and considerations for teachers, such as learning about students' home cultures and literacy experiences. It also outlines common stages of culture shock that ELL students may experience and strategies to promote safety, belonging, and adjustment.

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