ESL 503 help A Guide to career/Snaptutorial

ESL 503 Week 2 Individual Assignment Strategy
Inventory Paper
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Refer to the Learning Strategies and Autonomy section in Ch. 4 of
Making it Happen for examples of strategy inventories.
Conduct an Internet search for a journal article published within the last
5 years related to one type of strategy:

Metacognitive
Cognitive
Social or affective
Write a 350 to 700 word paper summarizing the article.
Develop a strategy inventory that reflects a personal or professional
language learning goal.
Use formal, APA style for this assignment (though you may use first
person language to describe your language learning goal).
Navigate to the Assignments link on eCampus and locate the link to
submit your Strategy Inventory Paper as an attached MS Word
document on day 7 of Week Two.
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ESL 503 Week 2 Learning Team Assignment
Interactive Process Diagram and Paper

Create a diagram that conceptualizes reading or writing as an interactive
process. Refer to Figure 5.1 or 5.2 in the textbook for a sample
framework from which you will create a new diagram.
Create the Learning Team diagram by completing these steps:
Briefly describe possible activities that relate to each subcomponent. For
example, in the subcomponent dreamsin Figure 5.2, a possible activity
might be to write a personal experience narrative about a dream.
Because the interactive process is unique to the individual learner and
certain texts and writing assignments, it is not necessary to incorporate
all components listed in the figures. Each team may select components
that are most relevant. Include your team diagram within the paper’s
body or as an appendix.
Write a 1,050- to 1,400-word reflective paper and discuss the interactive
process by answering the following questions:

Based on this Learning Team experience, was it more helpful or more of
a hindrance to work as a team versus individually? In other words, how
do you rate this overall interactive process?
In your opinion, should the educator or student derive the activities
during the interactive process? Does the role of the educator or student
vary according to language proficiency level and other factors?
If students tend to write only poems or song lyrics, how can an educator
motivate them to develop products that are expository in nature?
Use formal, APA style for this assignment.
submit your Interactive Process Diagram and Paper as an attached MS
Word document on day 7 of Week Two.
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ESL 503 Week 3 Individual Assignment
Contrastive Table and Model Critique

Resource: University Material: Contrastive Table of Language
Acquisition Models
List and define the characteristics associated with each of the language
acquisition models proposed by Krashen, Levelt, and Ellis.
Write a 350 to 700 word critique by selecting one model from the table
and discussing those aspects with which you agree or disagree. Include
the contrastive table within the paper’s body or as an appendix.
Use formal, APA style for this assignment (though you may use first
person language when asked to agree/disagree with aspects of the
model).
submit your Contrastive Table and Model Critique as an attached MS
Word document on day 7 of Week Three.
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Analysis of Vignettes
Review each team member’s research findings from Week Two (see
syllabus).

Identify the three most appropriate research articles for vignette creation
and analysis. A vignette is a brief description of an event, similar to a
play or skit.
Collaborate to devise one vignette depicting effective interactions and
input between the instructor and student(s).
Develop a second vignette depicting non-effective interactions and input
between the instructor and student(s).
Write a 1,400 to 1,750 word paper analyzing each vignette and describe
why it is either effective or noneffective in terms of interactions and
input between the instructor and students. Baseyour analysis on the three
research articles your team chose for the creation of the vignettes.
submit your Analysis of Vignettes as an attached MS Word document on
day 7 of Week Three.
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ESL 503 Week 4 Individual Assignment Reading
T-Charts

Resource: University Material: Reading T-charts located on the student
website
Select a piece of literature (picture book, chapter book, poem, etc.) that a
learner will need to read for comprehension.
Create three T-charts describing pre-reading, during-reading, and post-
reading activities that could be used to foster reading comprehension in
relation to your selected literature.
Describe three activities within each chart and provide a rationale
explaining how each activity fosters comprehension.
Upon completion, you will have described a total of nine activities with
rationale: three pre-reading, three during reading, and three post-reading.

submit your Reading T-Charts as an attached MS Word document on
day 7 of Week Four.
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Language Proficiency Paper

Review the text to determine how it delineates four stages of language
proficiency:
Comprehension
Early speech production
Speech emergence
Intermediate fluency
Write a 1,400 to 1,750 word paper describing the characteristics of each
stage of language proficiency and at least five activities that are suitable
to use with students at each of the four stages.
Cite five additional sources that more fully explain the stages of
language proficiency.

submit your Language Proficiency Paper as an attached MS Word
document on day 7 of Week Four.
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ESL 503 Week 5 Individual Assignment Creative
Language Activity Paper

Select two articles that support the use of at least one or more of the
following language learning activities that foster English language
development:
Chants
Music
Poetry
Storytelling
Role-play
Drama
Games
Write a 700 to 1,050 word paper in which you briefly summarize, and
then critique, the research articles and discuss the potential benefits and
challenges concerning the implementation of these activities in the
educational or work setting.

submit your Creative Language Activity as an attached MS Word
document on day 7 of Week Five.
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Language Activity Lesson Plan

Create a Language Activity Lesson Plan using a chant, song, poem,
storytelling, role-play, drama, or game.
Review key language learning concepts as assigned in this week’s
readings, as applicable to the stages of language proficiency:
comprehension, early speech production, speech emergence, and
intermediate fluency.
Create a lesson plan that demonstrates how to use the selected activity
with students at a particular stage of language proficiency. For example,
you might develop a role-play targeted to students at the comprehension
level or proficiency.
Write a reflection paper of 1,050 to 1,400 words discussing the long-
term learning benefits from this type of collaborative learning activity.
Your lesson plan can either be incorporated within the reflection paper,

or included as an appendix that is referenced within your reflection
paper. The lesson plan does not count towards word count.
submit your Language Activity Lesson Plan as an attached MS Word
document on day 7 of Week Five.
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ESL 503 Week 6 Individual Assignment Creative
Language Activity Paper

Consider the three types of programs offered to ELLs: foreign language,
bilingual, and ESL.
Using a three-circle Venn Diagram,compare and contrast these programs
and include the following information:
Language goal
Consideration of culture
Faculty and staff needs
Materials and instructional techniques
submit your Language Program Venn Diagram as an attached MS Word
document on day 7 of Week Six.
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Rubric for Appropriate Academic Placement
Consider the following scenario:
Trong, a fifth grader, recently emigrated from Vietnam and is fluent in
Vietnamese; however, he lacks a formal education. His parents and
family immigrated with him. Prior to immigration, Trong helped his

parents at their market, and he seems to have well-developed math skills.
His writing skills, at this point, have not been determined. In terms of
this personality, Trong appears to be social and outgoing. Although he
has only been living in the United States for 2 months, he has some basic
interpersonal skills. Your team has been assigned to help place Trong in
the best-suited academic setting.
Create a rubric with at least four criteria that are not related to language
tests but will provide authentic information to guide Trong’s educational
placement. These may include: level of acculturation, home-life
situation, years in formal education, and so on.
Choose at least five criteria items (indicators) for each of your areas. For
instance if you included the criteria area of formal education in your
rubric, your five criteria indicators might be: education in home country,
education in US, mobility/interrupted education, time in ESL program,
parental attitudes towards formal education
Create a rank scale (low to high, 1-5, does not meet/meets/exceeds, etc.)
to measure your chosen indicators. The team may desire to first research
information related to authentic or alternative assessments.
Once completed the rubric will contain 20 different criteria indicators
with which to rank the student on (5 indicators for each of the 4 areas).
Determine Trong’s placement, using the rubric you created, in a 350 to
700 word placement recommendation. Describe his placement (ESL,
bilingual, mainstream, transition, etc.) with enough detail that if he were
to move to a new school they could continue with a similar placement.
Consider the level/types of support he will need throughout the day
(reading, math, writing, social studies, science, PE/health, recess,
transition times, etc.) and account for this in your placement and
recommendation. Make your recommendation as a team and clearly
convey your reasoning for the placement.
submit your Rubric for Appropriate Academic Placement as an attached
MS Word document on day 7 of Week Six
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