Tutoring Reflection 4 Elizabeth is a self-directed low-proficiency ELL. However‚ her frustration in evident‚ when she comprehends English yet lacks the skill to articulate her thoughts in English. When queried on her grammar strengths and areas of need‚ Elizabeth had a difficult time conveying some responses. However‚ after a review of grammar topics‚ she identified article usage as a strength‚ effortlessly constructing examples‚ a chair‚ and the notebook. On the other hand‚ areas of need identified
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article Best Practice for ELLs: Vocabulary Instruction when teaching vocabulary‚ is that “teachers assume that English learners know a concept and the word for that concept in their primary language.” Often this is seen with “technical” terms in math‚ science‚ geography‚ and history. The article suggests that if the student doesn’t know the word in their primary language‚ it should be taught “directly in English.” By understanding this concept is why assessing the ELL before starting a lesson is
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Students learning a new language need as much language support as possible. Those who have taught students learning English as their second language know that any language support is helpful for their language acquisition. English language learner (ELL) students need a variety of language experiences. They need to hear language‚ write language‚ speak language and read language. Nowadays it is believe that computers and some other gadgets can play an integral part in providing ESL students with valuable
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curriculum concepts intended for the grade level in Spanish being sure to cover the points I was intending in my own lessons. In meeting the needs of English Language Learners (ELL)‚ I believe this lesson was too abstract. I wanted the lesson to be able to stand alone in case weather was not permitted to an actual outdoor walk‚ but with ELL students‚ a hands-on experience to incorporate language and sensory stimulation is a key to building the learning experience in a meaningful pattern. (Henry‚ Murry‚ and
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and understanding inequity as a product of poverty. 3. Multicultural Education (Curriculum) James A. Banks delivered this model as a tool to implement diversity into classroom curricula. 4. Biography-Driven Culturally Responsive Teaching (ELL) Socorro Herrera describes a teaching method for culturally and linguistically diverse students through the engagement of student’s lives and personal narratives. 5. Intercultural Development Continuum Used to measure Intercultural competence
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darker compared to his white skin. Gary is my enemy for life. He always contradicts me. I reluctantly put my fork down‚ and mom led the prayer. After the prayer‚ there was an awkward silence. “Let’s discuss some things‚” mom said after a while. “Ell‚ there will be some changes in your studies in the coming years.” There’s a long pause. I could see the hurt in her eyes as they stare at me‚ “Son‚ maybe next year you’ll have to stop going to school. You know your sister’s situation‚ right? I hope
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Phonics and Promote Phonemic Awareness In this essay the author wants you to understand what is phonics and phonemic awareness. Even though there may be many techniques‚ both of these have an importance in learning to read. Even when working with ELLs‚ special needs‚ and gifted students there are strategies that can help them be successful. Phonemic awareness Teaching phonemic awareness skills is when words are broken down into individual sounds (phonemes). The words are then joining the parts
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for the past two years. There are a total of 20 students in the class‚ which displays the following demographics: 50% Caucasian‚ 20% African-American‚ 20% Hispanic and 10% Asian. The class distribution includes 12 boys and 8 girls‚ and a total of 5 ELLs. Two students have an active IEP‚ and five students have been identified as gifted and talented. The language level of the students is classified as the elementary or intermediate level of English language proficiency. Description of Lesson: Lesson:
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with RSE-TASC (Regional Special Education Technical Assistance Center). Although the achievement gap is true for most student populations in NYC schools‚ the discrepancy is particularly daunting for the SWD and /ELL populations. In fact what we often find is that extraordinary numbers of ELL students are being referred to special education
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REMEDIAL READING DRILLS BY THORLEIF G. HEGGE‚ PH. D. SAMUEL A. KIRK‚ PH. D WINIFRED D. KIRK‚ M. A. Wayne County Training School‚ Northville Michigan With Directions by SAMUEL A. KIRK‚ PH. D. Previously Published by George Wahr Publishing Co. Ann Arbor‚ Michigan 1965 Internet Edition for Free Distribution by Donald L. Potter Odessa‚ TX 2005 Previous Copyright Information: Copyright 1940‚ George Wahr. Reprinted: 1943‚ 1944‚ 1945‚ 1947‚ 1948‚ 1950‚ 1955‚ and 1963 There is a 2007 highly revised 2
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