This document provides details and instructions for several assignments for an ESL 433N course. It includes assignments related to English language proficiency standards, developing objectives for ELL students, analyzing student proficiency levels, observing ELL classrooms using SIOP, building vocabulary for ELLs, creating graphic organizers of language strategies, interviewing ELL instructors about assessment, and creating a SIOP lesson plan integrating SEI strategies. Students are to complete charts, essays, reflections, and lesson plans on topics related to assessing, grouping, and instructing English language learners based on language proficiency levels.
Esl 433 n Enhance teaching / snaptutorial.comHarrisGeorg56
This document contains information about assignments for an ESL 433 class, including assignment details and discussion questions. It provides instructions for several assignments that involve analyzing English language proficiency standards, developing language and content objectives for English language learners, observing an ELL classroom to evaluate instructional strategies, creating graphic organizers of strategies for different proficiency levels, and discussing guidelines for teaching learning strategies to intermediate English learners.
ESL 433 N Education Organization -- snaptutorial.comDavisMurphyC3
This document provides details and instructions for 8 weekly assignments for an ESL teaching course. It includes assignments on topics like achieving ELL goals, cultivating home-school partnerships, assessing ELL proficiency levels, observing ELL classrooms using SIOP, building vocabulary for ELLs, using graphic organizers for ELL strategies, interviewing an ELL instructor about assessment, and creating a SIOP lesson plan integrating ELL standards. Students are to complete short essays, presentations, observations and reflections on working with English language learners based on course readings and materials.
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This document provides details and instructions for several assignments related to teaching English language learners (ELLs) for an education course. It includes details on assignments to create language objectives for ELLs at different proficiency levels, analyze student proficiency data and group students, observe an ELL classroom and assess it using a protocol, and create a graphic organizer of oral, reading, and writing strategies for different proficiency levels with justifications. It also provides sample student data and discussion questions.
ESL 433 N Education Specialist / snaptutorial.comMcdonaldRyan144
This document provides details and instructions for various assignments in an ESL 433N course. It includes assignments related to developing language objectives, observing ELL classrooms using SIOP, building vocabulary for ELL students, creating graphic organizers of language strategies, interviewing an ELL instructor about assessment, and creating a SIOP lesson plan integrating language and content objectives. Students are instructed to write summaries, essays, and reflections applying concepts from their readings and to consider ELL language proficiency levels and needs in their work.
Esl 433 n Education Organization / snaptutorial.comBaileya131
This document provides details for several assignments for an ESL 433 course. It includes instructions for assignments analyzing English language proficiency standards, developing content and language objectives for English language learners, observing an ELL classroom to assess instruction using SIOP, and creating a graphic organizer of oral, reading, and writing strategies for different ELL proficiency levels with justifications. It also provides sample discussion questions and texts from required course readings.
Esl 433 n Effective Communication / snaptutorial.comBaileyar
This document provides details and instructions for weekly assignments in an ESL teaching course. It includes assignments related to developing language and content objectives for ELL students, analyzing student proficiency levels, observing ELL classrooms, developing vocabulary strategies, and creating a SIOP lesson plan integrating SEI strategies. Students are instructed to write summaries, essays, and reflections applying concepts from required readings on ELL teaching methods and assessment.
Esl 433 n Enhance teaching / snaptutorial.comHarrisGeorg56
This document contains information about assignments for an ESL 433 class, including assignment details and discussion questions. It provides instructions for several assignments that involve analyzing English language proficiency standards, developing language and content objectives for English language learners, observing an ELL classroom to evaluate instructional strategies, creating graphic organizers of strategies for different proficiency levels, and discussing guidelines for teaching learning strategies to intermediate English learners.
ESL 433 N Education Organization -- snaptutorial.comDavisMurphyC3
This document provides details and instructions for 8 weekly assignments for an ESL teaching course. It includes assignments on topics like achieving ELL goals, cultivating home-school partnerships, assessing ELL proficiency levels, observing ELL classrooms using SIOP, building vocabulary for ELLs, using graphic organizers for ELL strategies, interviewing an ELL instructor about assessment, and creating a SIOP lesson plan integrating ELL standards. Students are to complete short essays, presentations, observations and reflections on working with English language learners based on course readings and materials.
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This document provides details and instructions for several assignments related to teaching English language learners (ELLs) for an education course. It includes details on assignments to create language objectives for ELLs at different proficiency levels, analyze student proficiency data and group students, observe an ELL classroom and assess it using a protocol, and create a graphic organizer of oral, reading, and writing strategies for different proficiency levels with justifications. It also provides sample student data and discussion questions.
ESL 433 N Education Specialist / snaptutorial.comMcdonaldRyan144
This document provides details and instructions for various assignments in an ESL 433N course. It includes assignments related to developing language objectives, observing ELL classrooms using SIOP, building vocabulary for ELL students, creating graphic organizers of language strategies, interviewing an ELL instructor about assessment, and creating a SIOP lesson plan integrating language and content objectives. Students are instructed to write summaries, essays, and reflections applying concepts from their readings and to consider ELL language proficiency levels and needs in their work.
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This document provides details for several assignments for an ESL 433 course. It includes instructions for assignments analyzing English language proficiency standards, developing content and language objectives for English language learners, observing an ELL classroom to assess instruction using SIOP, and creating a graphic organizer of oral, reading, and writing strategies for different ELL proficiency levels with justifications. It also provides sample discussion questions and texts from required course readings.
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This document provides details and instructions for weekly assignments in an ESL teaching course. It includes assignments related to developing language and content objectives for ELL students, analyzing student proficiency levels, observing ELL classrooms, developing vocabulary strategies, and creating a SIOP lesson plan integrating SEI strategies. Students are instructed to write summaries, essays, and reflections applying concepts from required readings on ELL teaching methods and assessment.
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Which event in the history of teaching reading has had the most significant impact on reading in the United States? Explain your answe
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SEI 300 Week 3 Learning Team Assignment Rough Draft of Instructional Unit 2
This document provides instructions for several assignments for an ESL course. It includes details for assignments on English language proficiency standards, cultivating home-school partnerships, classroom observations, and lesson planning. Students are asked to complete tasks such as creating language and content objectives for ELL students, developing a PowerPoint on home-school partnerships, observing ELL classrooms using the SIOP protocol, and designing SIOP lesson plans that integrate language and content standards. The document also provides discussion questions and links to online tutorials and guidelines to support students in completing the assignments.
The document provides information about skills-building activities for speaking in a KS3 (key stage 3) language classroom. It includes a student reflection sheet where students can evaluate their participation and language used during speaking tasks. The document also includes tables to track student progress in listening, speaking, reading and writing skills and language levels over the course of year 7.
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This document outlines the weekly discussion requirements for an online course on structured English immersion (SEI 301). Each week focuses on a different instructional element and requires students to post an initial response to a discussion question and reply to two classmates. Topics include universal design for learning, the role of background knowledge and guided reading in comprehension, writing activities that foster global learning, language development strategies, vocabulary instruction, and differentiating instruction for different English proficiency levels. Students are expected to support their responses with examples from assigned readings and post a minimum of three substantive responses over two days each week.
The document provides guidelines and marking schemes for assessing student responses. It consists of 3 sections:
Section 1 outlines the assessment objectives for 3 questions - constructing sentences, transferring information from a text, and expressing ideas in sentences and paragraphs.
Section 2 describes the marking criteria for question 1, dividing responses into bands based on how well the task is fulfilled and language used.
Section 3 presents the marking schemes for questions 2 and 3, including band descriptors and point values for excellent, credit, achievement and low achievement responses. Symbols to mark errors are also defined.
Eed 475 Effective Communication / snaptutorial.comHarrisGeorg16
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional
English for academic purposes: General writing skillsThe Free School
This week discusses general writing skills for those who speak English as a Foreign Language and use English for Academic Purposes (EAP). This course is free for those who cannot access quality education from their own funds. For further details, please see
http://www.thefreeschool.education/free-diploma.html
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The Four Domains. There are four domains in English Language Development (ELD): reading, writing, listening, and speaking. In this assignment, you will research the four domains and find effective instructional strategies utilized to facilitate ELD. Write a paper that includes the following:
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ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
The document contains an exam paper for the English subject in the Malaysian public examination PMR (Penilaian Menengah Rendah, or Lower Secondary Assessment). The exam paper tests students' reading, writing and literature comprehension abilities. It consists of three sections - Section A involves writing a guided letter, Section B contains literature questions, and Section C requires students to write a summary. Various marking criteria and bands are provided to assess students' performance in the different sections.
The document is a score report for Jacqueline Strebe who took an English proficiency exam. She scored 500 out of 500 in overall English abilities as well as in each sub-section of speaking, listening, reading and writing. This places her at the highest level of English mastery, with native-like abilities in all areas. The report also provides sample responses and descriptions of her language skills based on the test results.
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The secretary of the Environment Club wrote a report to the principal about the successful Environment Week organized in the school from 3rd to 7th March 2011. The report outlined the objectives of raising awareness and beautifying the school, activities such as painting murals, planting trees and a poster competition, and advantages like creating a conducive learning environment and instilling a love of nature. The secretary hoped the event would become an annual programme.
SACE Stage 2 ESL and ESL Studies Subject Information Session, February 2012.
Focuses on applying the assessment design criteria through task design, based on lessons from moderation and marking in 2011.
This document provides information about assessments for the World Languages Department of the New Haven Public Schools. It outlines the assessment plan for levels I and II, including quarterly exams, performance tasks, and rubrics. The quarterly exams assess interpretive listening and reading skills, while performance tasks evaluate interpersonal speaking, writing, and presentational skills. Data from assessments will be used to track student progress, department goals, and identify areas for improvement. Middle and high school have different assessment schedules. The document provides details on preparing and administering each assessment type.
Eng 121 Education Organization-snaptutorial.comrobertlesew9
For more classes visit
www.snaptutorial.com
ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
ENG 121 Week 2 DQ 2 Outlining and Planning the Personal Essay
ENG 121 Week 1 Assignment Practice Essay
ENG 121 Week 2 Journal Quotes
ENG 121 Week 2 Quiz (3 Sets)
Esl 433 n advanced methodologies of structured english immersionYolanda Stacey
This document provides an overview of the course ESL 433N Advanced Methodologies of Structured English Immersion. It includes descriptions of weekly discussion questions, assignments, and readings that focus on strategies for teaching English to language learners. Some of the key topics covered include the differences between social and academic language, barriers to meeting educational goals for English language learners, methods for developing language skills in four domains, and strategies for assessment and differentiation to meet varied language proficiency levels. The document aims to help teachers strengthen their skills in structured English immersion through research-based practices.
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This document provides an overview of the course ESL 433N Advanced Methodologies of Structured English Immersion. It includes a link to download the course tutorial, contact information, and descriptions of the weekly discussions, assignments, and readings that make up the course. The course covers topics like language acquisition principles, factors that affect English language learners, cultivating home-school partnerships, differentiated instruction, and strategies for teaching specific English proficiency levels. The assignments involve analyzing standards, creating lesson plans and presentations, observing English language classes, and identifying instructional strategies appropriate for each proficiency level.
This document outlines the weekly assignments for an ESL 433N course. It includes assignments on achieving ELL goals, English language proficiency standards, cultivating home-school partnerships, analyzing student proficiency levels, observing an ELL classroom using SIOP, building vocabulary for ELLs, using graphic organizers to identify strategies for each proficiency level, interviewing an ELL instructor about assessment and placement, evaluating assessments, creating a SIOP lesson plan, and reflecting on integrating academic vocabulary strategies. Details and requirements are provided for each weekly assignment.
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This document provides an overview of course materials for an online SEI 301 Advanced Structured English Immersion Methods course. It outlines the weekly assignments, which include creating lesson plans targeting different English language proficiency levels, critiquing example lesson plans, conducting an interview with an EL teacher, and building an online binder of English learner resources. The assignments focus on integrating reading, writing, listening, speaking, language and UDL principles into lesson planning for elementary English learners. Students are provided with example activities, assessment tools and instructional strategies to support English learners at various proficiency levels.
Eed 470 Effective Communication - snaptutorial.comHarrisGeorg15
EED 470 Topic 1 Discussion Question 1
Which event in the history of teaching reading has had the most significant impact on reading in the United States? Explain your answe
Sei 300 Education Redefined - snaptutorial.comDavisMurphyD1
For more classes visit
www.snaptutorial.com
SEI 300 Week 1 Individual Assignment Chapter 1 Summary
SEI 300 Week 2 Learning Team Assignment Rough Draft of Instructional Unit 1
SEI 300 Week 3 Learning Team Assignment Rough Draft of Instructional Unit 2
This document provides instructions for several assignments for an ESL course. It includes details for assignments on English language proficiency standards, cultivating home-school partnerships, classroom observations, and lesson planning. Students are asked to complete tasks such as creating language and content objectives for ELL students, developing a PowerPoint on home-school partnerships, observing ELL classrooms using the SIOP protocol, and designing SIOP lesson plans that integrate language and content standards. The document also provides discussion questions and links to online tutorials and guidelines to support students in completing the assignments.
The document provides information about skills-building activities for speaking in a KS3 (key stage 3) language classroom. It includes a student reflection sheet where students can evaluate their participation and language used during speaking tasks. The document also includes tables to track student progress in listening, speaking, reading and writing skills and language levels over the course of year 7.
Sei 301 sei301 sei 301 discussions uopstudy.comssuserd9bf9e
This document outlines the weekly discussion requirements for an online course on structured English immersion (SEI 301). Each week focuses on a different instructional element and requires students to post an initial response to a discussion question and reply to two classmates. Topics include universal design for learning, the role of background knowledge and guided reading in comprehension, writing activities that foster global learning, language development strategies, vocabulary instruction, and differentiating instruction for different English proficiency levels. Students are expected to support their responses with examples from assigned readings and post a minimum of three substantive responses over two days each week.
The document provides guidelines and marking schemes for assessing student responses. It consists of 3 sections:
Section 1 outlines the assessment objectives for 3 questions - constructing sentences, transferring information from a text, and expressing ideas in sentences and paragraphs.
Section 2 describes the marking criteria for question 1, dividing responses into bands based on how well the task is fulfilled and language used.
Section 3 presents the marking schemes for questions 2 and 3, including band descriptors and point values for excellent, credit, achievement and low achievement responses. Symbols to mark errors are also defined.
Eed 475 Effective Communication / snaptutorial.comHarrisGeorg16
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional
English for academic purposes: General writing skillsThe Free School
This week discusses general writing skills for those who speak English as a Foreign Language and use English for Academic Purposes (EAP). This course is free for those who cannot access quality education from their own funds. For further details, please see
http://www.thefreeschool.education/free-diploma.html
Ell 240 Enthusiastic Study / snaptutorial.comStephenson47
The Four Domains. There are four domains in English Language Development (ELD): reading, writing, listening, and speaking. In this assignment, you will research the four domains and find effective instructional strategies utilized to facilitate ELD. Write a paper that includes the following:
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Speakout Intermediate Second Edition is a six-level English course that incorporates authentic BBC video content. It has been updated with new visuals, reading and listening texts, additional video clips, and extra practice material. Speakout Extra provides downloadable worksheets for additional grammar, vocabulary, pronunciation and skills practice, as well as activities to exploit the BBC video clips. The Pearson Test of English General (PTE General) is a six-level English proficiency test that assesses communication ability through integrated skills tasks based on everyday situations. It is recognized globally and accepted as proof of English ability. Speakout Intermediate correlates to PTE General Level 2 in teaching the skills needed to communicate clearly in English at a basic functional level.
ENG 121 Enhance teaching / snaptutorial.comBaileyab1
For more classes visit
www.snaptutorial.com
ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
The document contains an exam paper for the English subject in the Malaysian public examination PMR (Penilaian Menengah Rendah, or Lower Secondary Assessment). The exam paper tests students' reading, writing and literature comprehension abilities. It consists of three sections - Section A involves writing a guided letter, Section B contains literature questions, and Section C requires students to write a summary. Various marking criteria and bands are provided to assess students' performance in the different sections.
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SACE Stage 2 ESL and ESL Studies Subject Information Session, February 2012.
Focuses on applying the assessment design criteria through task design, based on lessons from moderation and marking in 2011.
This document provides information about assessments for the World Languages Department of the New Haven Public Schools. It outlines the assessment plan for levels I and II, including quarterly exams, performance tasks, and rubrics. The quarterly exams assess interpretive listening and reading skills, while performance tasks evaluate interpersonal speaking, writing, and presentational skills. Data from assessments will be used to track student progress, department goals, and identify areas for improvement. Middle and high school have different assessment schedules. The document provides details on preparing and administering each assessment type.
Eng 121 Education Organization-snaptutorial.comrobertlesew9
For more classes visit
www.snaptutorial.com
ENG 121 Week 1 Pre Quiz
ENG 121 Week 1 Quiz Grammar Assessment
ENG 121 Week 1 DQ 1 Reading Strategies
ENG 121 Week 1 DQ 2 Generating Ideas for Writing
ENG 121 Week 2 DQ 1 Strengths and Weaknesses in Writing
ENG 121 Week 2 DQ 2 Outlining and Planning the Personal Essay
ENG 121 Week 1 Assignment Practice Essay
ENG 121 Week 2 Journal Quotes
ENG 121 Week 2 Quiz (3 Sets)
Esl 433 n advanced methodologies of structured english immersionYolanda Stacey
This document provides an overview of the course ESL 433N Advanced Methodologies of Structured English Immersion. It includes descriptions of weekly discussion questions, assignments, and readings that focus on strategies for teaching English to language learners. Some of the key topics covered include the differences between social and academic language, barriers to meeting educational goals for English language learners, methods for developing language skills in four domains, and strategies for assessment and differentiation to meet varied language proficiency levels. The document aims to help teachers strengthen their skills in structured English immersion through research-based practices.
Esl 433 n advanced methodologies of structured english immersionThelmaSneed
This document provides an overview of the course ESL 433N Advanced Methodologies of Structured English Immersion. It includes a link to download the course tutorial, contact information, and descriptions of the weekly discussions, assignments, and readings that make up the course. The course covers topics like language acquisition principles, factors that affect English language learners, cultivating home-school partnerships, differentiated instruction, and strategies for teaching specific English proficiency levels. The assignments involve analyzing standards, creating lesson plans and presentations, observing English language classes, and identifying instructional strategies appropriate for each proficiency level.
This document outlines the weekly assignments for an ESL 433N course. It includes assignments on achieving ELL goals, English language proficiency standards, cultivating home-school partnerships, analyzing student proficiency levels, observing an ELL classroom using SIOP, building vocabulary for ELLs, using graphic organizers to identify strategies for each proficiency level, interviewing an ELL instructor about assessment and placement, evaluating assessments, creating a SIOP lesson plan, and reflecting on integrating academic vocabulary strategies. Details and requirements are provided for each weekly assignment.
Sei 301 sei301 sei 301 education for service uopstudy.comUOPCourseHelp
This document provides an overview of course materials for an online SEI 301 Advanced Structured English Immersion Methods course. It outlines the weekly assignments, which include creating lesson plans targeting different English language proficiency levels, critiquing example lesson plans, conducting an interview with an EL teacher, and building an online binder of English learner resources. The assignments focus on integrating reading, writing, listening, speaking, language and UDL principles into lesson planning for elementary English learners. Students are provided with example activities, assessment tools and instructional strategies to support English learners at various proficiency levels.
For more classes visit
www.snaptutorial.com
The Four Domains. There are four domains in English Language Development (ELD): reading, writing, listening, and speaking. In this assignment, you will research the four domains and find effective instructional strategies utilized to facilitate ELD. Write a paper that includes the following:
The Four Domains. There are four domains in English Language Development (ELD): reading, writing, listening, and speaking. In this assignment, you will research the four domains and find effective instructional strategies utilized to facilitate ELD. Write a paper that includes the following:
• §Identify at least five strategies
Hi here are the assignments that I need to get done. They are not wo.docxjeniihykdevara
Hi here are the assignments that I need to get done. They are not worth much, but I have not turned them in. I am willing to pay 50 dollars for all of them.
ELL Proficiency Standards assignment
Using the English Language Proficiency Standards (ELP) from Texas, select a stage (10th grade level) for a group of students you define. Create a content objective and a language objective using the TX College & Career Ready Standards and the ELA Standards for your group of ELLs at the Basic Proficiency Level for each of the following domains:
Listening and Speaking
Reading
Writing
Include a 500-750-word summary below the chart (within the same document) that contains rationales for each of the three domains that describes how the objectives you wrote address the characteristics of a basic ELL level and accounts for the theoretical language acquisition principles mentioned in your required reading.
In this summary, explain how content area teachers can write lesson plans in which all of the standards (ELP and content) support one another and actually provide scaffolding opportunities for students.
ELL Proficiency Standards Assignment Template
Language
Domain
ELP Standard
(Basic Level)
Content Standard
Performance Objectives
Listening
and Speaking
Content
:
Language
:
Reading
Content
:
Language
:
Writing
Content
:
Language
:
2
nd
Assignment
Ms. Jensen's 7
th
Grade Class AZELLA Scores
Student Name
Reading Label
Writing Label
Listening Label
Speaking Label
Aryanna
Proficient
Intermediate
Intermediate
Proficient
Carlos
Intermediate
Basic
Basic
Intermediate
Corynn
Basic
Basic
Emergent
Basic
Desiree
Basic
Intermediate
Basic
Intermediate
Gabriel
Proficient
Intermediate
Intermediate
Proficient
Hailey
Basic
Emergent
Emergent
Basic
Jade
Basic
Basic
Intermediate
Intermediate
Jakob
Intermediate
Basic
Intermediate
Intermediate
Jerry
Intermediate
Intermediate
Intermediate
Intermediate
Michael
Intermediate
Proficient
Intermediate
Proficient
Noah
Basic
Intermediate
Intermediate
Intermediate
Petie
Proficient
Intermediate
Intermediate
Intermediate
Ramon
Emergent
Emergent
Pre-Emergent
Emergent
Rebecca
Basic
Emergent
Basic
Basic
Suzanne
Proficient
intermediate
Intermediate
Proficient
Analyze the proficiency levels of the students in Ms. Jensen’s class to place them into appropriate groups.
In a 250-word essay describe how you would group these students for in-class English language arts activities. The essay should include a rationale of placement, citing at least one source from your research to support the placement.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. A title page is not required.
3
rd
Assignment
From your required reading and other sources, write a 500-750-word persuasive essay to your fel.
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EED 470 Topic 1 Discussion Question 1
Which event in the history of teaching reading has had the most significant impact on reading in the United States? Explain your answe
Sei 300 sei300 sei 300 education for service uopstudy.comssuserd9bf9e
This document provides information and assignments for an online course on Structured English Immersion (SEI). It outlines six weekly assignments that involve analyzing laws and court decisions impacting English learners, comparing English language proficiency standards, examining the differences between basic interpersonal communication skills and cognitive academic language proficiency, creating a presentation on language acquisition for parents, and analyzing a sample student's AZELLA assessment scores to modify an English lesson. Students are asked to complete charts, reflections, presentations, and analyze documents to demonstrate their understanding of key concepts around English language instruction.
Sei 300 sei300 sei 300 best tutorials guide uopstudy.comssuserd9bf9e
This document provides information about an online course on structured English immersion (SEI). It outlines the weekly course content and assignments. In week 2, students are asked to write a memo on the historical and legal foundations of English language education, focusing on a key law or court case. They must discuss how it has influenced policy and their English learner program. Week 3 involves comparing basic interpersonal communication skills and cognitive academic language proficiency. Students create a visual and reflect on supporting both skills. Later weeks address presenting on language elements, analyzing student assessment data to modify lessons, and determining English learner eligibility. The course emphasizes applying linguistic concepts and using technology to support English learners.
For more course tutorials visit
www.tutorialrank.com
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
Within the presentation, describe how parents can support your literacy efforts for their child at home. These
EED 475 Effective Communication - tutorialrank.comBartholomew31
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Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
ITL 520 Week Three Assignment: Content Area Thinking, Language, and LiteracyAustinFox15
This document discusses scaffolding strategies for different types of students when teaching content literacy based on a Common Core standard. It identifies appropriate scaffolding methods for basic English speakers, proficient English speakers, emerging English language learners, bridging English language learners, proficient standard English learners, and students with dyslexia. These include content, material, and task scaffolding. It also reflects on how learning about scaffolding techniques will help the educator effectively teach content literacy at the secondary level.
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Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
For more classes visit
www.snaptutorial.com
Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
Create a PowerPoint presentation of no less than 10-15 slides that explains what literacy will look like in your classroom, keeping in mind the instructional shifts.
This document provides instructions for a benchmark assignment in an education course. Students are asked to observe reading classrooms, design and teach a week-long literacy unit plan focusing on areas like vocabulary, phonics, fluency and comprehension. They must write a reflection on how the observations influenced their unit plan and what they learned from teaching it. Feedback from a mentor teacher is also required.
===============================================
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Details:
Select a grade level. You are preparing a workshop for parents that focuses on literacy and the Common Core standards for your selected grade level.
The document provides guidance on planning and implementing English language development (ELD) instruction according to the Arizona English Language Proficiency Standards. It includes information on how to structure ELD time allocations based on students' proficiency levels, determine language objectives, and code lessons to target specific standards. Sample language objectives and examples of coding ELD lessons are also provided.
Teaching exam strategies to ielts studentsStephen Cloak
This document summarizes a teacher's presentation on their pedagogical strategies for teaching IELTS exam preparation classes. The teacher focuses on developing students' reading skills like skimming and scanning. They emphasize practicing reading strategies independently and with peers over simply copying instructions. The teacher also considers student factors like first language, previous education levels, and academic experiences to tailor their instruction and error correction. There is diversity in the class with students from six nationalities speaking four languages, so the teacher must be aware of how these backgrounds could influence exam performance.
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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For more information about PECB:
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. ESL 433 N Week 1 Assignment Achieving ELL
Goals
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ESL 433N Week 1 Assignment Achieving ELL Goals
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ESL 433 N Week 1 Assignment English
Language Proficiency Standards
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ESL 433N Week 1 Assignment English Language Proficiency
Standards
Details:
Using the English Language Proficiency Standards (ELP) from
Arizona or from your state, select a stage (grade level) for a group of
students of your choosing. Create a content objective and a language
objective using the English Language Arts Standards from AZ or
2. from your state for your group of ELLs at the Basic Proficiency Level
for each of the following domains:
1. Listening and Speaking
2. Reading
3. Writing
Include a 500-750-word summary below the chart (within the same
document) that contains rationales for each of the three domains that
describes how the objectives you wrote address the characteristics of
a basic ELL level and accounts for the theoretical language
acquisition principles mentioned in your required reading.
In this summary, explain how content area teachers can write lesson
plans in which all of the standards (ELP and content) support one
another and actually provide scaffolding opportunities for students.
While APA format is not required for the body of this assignment,
solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines,
which can be found in the APA Style Guide, located in the Student
Success Center.
You are required to submit this assignment to Turnitin.
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ESL 433 N Week 1 Discussion Question 1
For more classes visit
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3. ESL 433N Week 1 Discussion Question 1
According to Jim Cummins, social language (BICS) takes 1-3 years
while academic language (CALP) is more difficult and takes 5-8
years to develop. Describe the differences between BICS and CALP.
How can teachers help English language learners develop academic
language?
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ESL 433 N Week 2 Assignment Cultivating
Home and School Partnerships
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ESL 433N Week 2 Assignment Cultivating Home and School
Partnerships
Details:
After watching the “Immersion” and “ELL Parent Involvement”
videos, create a 10-15 slide PowerPoint that addresses the following
questions.
1. What are some cultural factors that might affect English language
learning for native English speakers as well as those students for
whom English is an additional language?
4. 2. What are significant issues to consider regarding the instruction and
the classroom environment for all students?
3. How would home and school partnerships facilitate learning?
4. What could be done to cultivate home and school partnerships?
APA format is not required, but solid academic writing is expected.
You are required to submit this assignment to Turnitin.
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ESL 433 N Week 2 Discussion Question 2
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ESL 433N Week 2 Discussion Question 2
What are some of the potential effects of bilingualism and home
language use for a student attending classes that are delivered in
English? How might these effects differ based on the age of the
student?
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ESL 433 N Week 3 Assignment Proficiency
Level Analysis
5. For more classes visit
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ESL 433N Week 3 Assignment Proficiency Level Analysis
Details:
Analyze the proficiency levels of the students in Ms. Jensen’s class to
place them into appropriate groups.
In a 250-word essay describe how you would group these students for
in-class English language arts activities. The essay should include a
rationale of placement, citing at least one source from your research
to support the placement.
While APA format is not required for the body of this assignment,
solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines,
which can be found in the APA Style Guide, located in the Student
Success Center. A title page is not required.
You are not required to submit this assignment to Turnitin.
Ms. Jensen’s 7th Grade Class AZELLA Scores
Student Name
Reading Label Writing Label Listening Label Speaking Label
Aryanna Proficient Intermediate Intermediate Proficient
Carlos Intermediate Basic Basic Intermediate
Corynn Basic Basic Emergent Basic
Desiree Basic Intermediate Basic Intermediate
Gabriel Proficient Intermediate Intermediate Proficient
6. Hailey Basic Emergent Emergent Basic
Jade Basic Basic Intermediate Intermediate
Jakob Intermediate Basic Intermediate Intermediate
Jerry Intermediate Intermediate Intermediate Intermediate
Michael Intermediate Proficient Intermediate Proficient
Noah Basic Intermediate Intermediate Intermediate
Petie Proficient Intermediate Intermediate Intermediate
Ramon Emergent Emergent Pre-Emergent Emergent
Rebecca Basic Emergent Basic Basic
Suzanne Proficient intermediate Intermediate Proficient
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ESL 433 N Week 4 Assignment ELL
Classroom Observation Using SIOP
For more classes visit
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ESL 433N Week 4 Assignment ELL Classroom Observation Using
SIOP
Details:
For this assignment, observe, and assess at least one lesson involving
ELLs using the Sheltered Instruction Observation Protocol (SIOP)
checklist in Sheltered Content Instruction: Teaching English Learners
with Diverse Abilities.
7. Submit a copy of the checklist with a 250-word reflection on this
experience. Address the following questions in your reflection:
Were the students aware of the class language and content objectives?
How did the teacher instruct the content and language objectives?
What type of student group configurations were used? How many
different types of student configurations were used?
How did the teacher accommodate for different ELP levels?
Log the time that you spend on-site on the appropriate form.
You are not required to submit this assignment to Turnitin.
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ESL 433 N Week 4 Building Vocabulary for
ELLs in the Pre-production and Early
Production Stages
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ESL 433N Week 4 Building Vocabulary for ELLs in the Pre-
production and Early Production Stages
Details:
From your required reading and other sources, write a 500-750 word
persuasive essay to your fellow teachers describing the benefits of
strategies that encourage vocabulary development within the pre-
production and early production stages of language acquisition. These
8. strategies should transcend all content areas. Describe the Silent
Period and how it affects vocabulary development. How could this be
accounted for within your teaching?
Prepare this assignment according to the guidelines found in the APA
Style Guide, located in the Student Success Center. An abstract is not
required.
You are required to submit this assignment to Turnitin.
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ESL 433 N Week 4 Discussion Question 1
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ESL 433N Week 4 Discussion Question 1
After reading chapter 17 in 50 Strategies for Teaching English
Language Learners, choose a curriculum area and a grade level you
hope to teach. Using the steps listed in the text regarding the
implementation of sorting activities; explain how you would use these
sorting activities to teach language.
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ESL 433 N Week 4 Discussion Question 2
9. For more classes visit
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ESL 433N Week 4 Discussion Question 2
In Sheltered Content Instruction: Teaching English Learners with
Diverse Abilities, cognitive, met cognitive, 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.
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ESL 433 N Week 5 Assignment Graphic
Organizer
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ESL 433N Week 5 Assignment Graphic Organizer
Details:
Create a graphic organizer, or complete the table attached, to identify
and describe oral, reading, and writing strategies appropriate for each
ELL proficiency level. You may use strategies from your required
readings or your research. Include a justification as to why each
10. strategy is applicable to the specific ELL proficiency label, citing
references.
While APA format is not required for the body of this assignment,
solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines,
which can be found in the APA Style Guide, located in the Student
Success Center.
You are not required to submit this assignment to Turnitin.
Pre-Emergent Instructional Strategies
Content Area Strategy and Description Justification
Speaking and Listening
Reading
Writing
Emergent Instructional Strategies
Content Area Strategy and Description Justification
Speaking and Listening
Reading
Writing
Basic Instructional Strategies
Content Area Strategy and Description Justification
Speaking and Listening
Reading
Writing
Intermediate Instructional Strategies
11. Content Area Strategy and Description Justification
Speaking and Listening
Reading
Writing
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ESL 433 N Week 5 Discussion Question 1
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ESL 433N Week 5 Discussion Question 1
If you were teaching a learning strategy to students with intermediate
English proficiency, what specific guidelines would be critical for you
to consider when planning the lesson?
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ESL 433 N Week 5 Discussion Question 2
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12. ESL 433N Week 5 Discussion Question 2
A teacher starts the beginning of the school year with 25 sixth
graders, all of whom are proficient in the English language. By the
fourth month of school, Josefina joins the classroom. She has just
entered the United States and does not speak a word of English. How
does this teacher modify her lessons for this student? How does the
teacher make Josefina feel comfortable in the established classroom
culture? How can the teacher make other students feel comfortable
within the classroom?
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ESL 433 N Week 6 Assignment ELL Instructor
Interview
For more classes visit
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ESL 433N Week 6 Assignment ELL Instructor Interview
Details:
Interview an ELL instructor from a Title I school about how
assessment is used for placement. You may interview one of the
instructors that you have observed during your observations for this
course. Inquire also about how placement is determined for both
special education and gifted ELLs. Your questions might include (but
should not be limited to) the following:
13. 1. What are the indicators of exceptionality a classroom teacher
should look for when a student also has a language barrier?
2. How can informal as well as formal assessment results factor into
placement?
3. What role do parents and teachers have in placement?
4. What are some primary factors that are exhibited in
underachievement that may not necessarily signal special education
needs?
5. How are changes among individual ELL proficiency levels over the
course of the school year accounted for?
6. How are diagnostic, formative, and summative assessments
integrated for ELLs in mainstream classrooms?
7. What are the benefits of the SIOP protocol for native English
speakers as well as those for whom English is an additional language?
Consolidate your findings in a 750-word essay, supporting your
findings with at least three current sources from your readings and the
GCU Library to support your reasoning.
Log the time that you spend on-site on the appropriate form.
Prepare this assignment according to the guidelines found in the APA
Style Guide, located in the Student Success Center. An abstract is not
required.
This assignment uses a grading rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to Turnitin.
14. *******************************************************
ESL 433 N Week 6 Evaluating and Selecting
Assessments
For more classes visit
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ESL 433N Week 6 Evaluating and Selecting Assessments
Details:
Table 1 in the Smith article describes concepts, principles, and
checklist items that can be used to evaluate assessments.
Select two of the checklist items you think are important when
evaluating assessments for ELL students. In a 500-word essay
describe those items within a brief summary of the article to defend
why you believe the two items are of particular importance. Include at
least three sources from your reading to support your position.
Prepare this assignment according to the guidelines found in the APA
Style Guide, located in the Student Success Center.
You are required to submit this assignment to Turnitin.
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15. ESL 433 N Week 7 Assignment Benchmark
Using SEI Strategies in a SIOP Lesson Plan
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ESL 433N Week 7 Assignment Benchmark Using SEI Strategies in a
SIOP Lesson Plan
Details:
For this benchmark, create a SIOP lesson plan that integrates
students’ reading levels, cultural background, language objectives,
content objectives, and best instructional practices for ELLs, as well
as authentic assessment for a grade level and content area of your
choice.
Use the SIOP Lesson Plan Template, located on the College of
Education site in the Student Success Center, and the “Class Profile”
to complete this assignment.
From the “Class Profile,” specify a grade-level of your students.
Choose a performance objective from the ELA Common Core State
Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the needs
of your students. Consider applicable language acquisition stages of
development in designing your lesson plan.
Integrate the following:
16. 1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction Practice & Application
6. Lesson Delivery
7.Review & Assessment
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning
the assignment to become familiar with the expectations for
successful completion.
You are required to submit this assignment to Turnitin.
Submit this assignment to your instructor in LoudCloud.
You will also submit this assignment to Taskstream along with your
completed practicum/field experience log.
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ESL 433 N Week 8 Assignment Academic
Vocabulary Strategies
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ESL 433N Week 8 Assignment Academic Vocabulary Strategies
17. Details:
Based on the strategies that you learned about in this course and your
required readings, write a 250-word reflection about how you would
integrate academic vocabulary in the content areas.
Choose one strategy and explain how you would incorporate
academic vocabulary throughout the school day in multiple ways.
What resources would you need to best facilitate this strategy?
APA format is not required, but solid academic writing is expected.
You are required to submit this assignment to Turnitin.
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