Edu 659 week 2 complete (discussion 1, discussion 2, & assignment)

Week 2 – Discussion 1

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“To have another language is to possess a second soul”
‒Charlemagne

Before a student can master writing, there has to first be some level of oral language proficiency. Therefore, teaching and assessing English Language Learners on oral language is the first step in assimilating into the traditional American classroom. Review the Student Oral Language Observation Matrix (SOLOM) article as well as the assigned textbook reading, then explain how you would use this information to drive instruction and continual informal, formative assessment  in your current language arts classroom or a language arts classroom you can see yourself teaching in the near future.

Guided Response: Review your classmates’ posts and respond to at least three. After reading their responses, do your own independent research and include two additional suggestions for incorporating oral language development and informal, formative assessment into the classroom environment posted. Be sure to include the APA citation where you found this information for your classmate to use for future reference.

Week 2 – Discussion 2


Nine year old Anton recently moved to the United States from Russia where he learned to speak Russian and English; however, his family shared with the teacher and school principal that they are unfamiliar the “American way” of life. They are very proud of their heritage and cultural traditions, and have opted to continue speaking only Russian at home.

Anton has always struggled with learning to read and write English while in Russia and is hoping that now being in a traditional American classroom, it will become easier, but is concerned that being unable to fully understand his classmates will make it difficult to make friends.  His classroom teacher, Ms. Cantu, believes it best to ignore his fears and insecurities and continues to teach class without any accommodations for Anton using the “total language immersion’ approach.

After a few weeks in his new school Anton is feeling completely lost and depressed with his inability to keep up in class and make friends. His teacher gives up and decides to refer Anton for special education services because, in her words, “Anton is simply not picking up anything I’m trying to teach him. He sits in the back of the class with his head on his desk, refusing to even try.”

  1. Was total language immersion what Anton needed? Why or why not?
  2. What interventions could Anton’s teacher implement before talking with the special educator?
  3. Using your textbook as a reference tool, what assessments could have been used to help Ms. Cantu make informed educational decisions for Anton?


Guided Response: Review your classmates posts and respond to at least three. Take the standpoint of the ELL teacher when replying to posts to address how the listed assessment tools and interventions are, or are not, appropriate for Anton. Finally justify your response by citing one source in addition to your textbook to support your post.

 

Week 2 – Assignment

ELL Director

According to the National Assessment of Educational Progress (2005) only 29% of English Language Learners (ELL) scored at or above the basic level in reading, compared with 75% of non-ELLs (as cited in NEA, 2008). The National Education Association (NEA) further explains that there is no continuity in assessment or accommodation procedures when determining ELL language proficiency.

Assuming the role of “Director of ELL” for your school’s district read the article English Language Learners Face Unique Challenges. Then, in an action plan that you create for your school’s district (see below), you will address the challenges noted in the article relating to assessing the language domains before and during content-based instruction.

The purpose of the action plan is to assess the language proficiency of ELLs in order to build academic proficiency and content accountability. Your action plan must contain the following:

  1. Identify and describes at least three goals addressing different content areas.
  • Example: ELL students will be able to solve basic multiplication and division equations that are either written in symbols or written in words.
  • Explain your rationale for each goal. Your rational must be supported with at least one research-based strategy.
    • Example: This skill will be used as a foundation for more advanced math skills with content-specific terminology.
  • A statement describing how each goal will be accomplished. You must include a detailed explanation of how each goal will be accomplished as well as an approximate time frame for goal completion.
    • Example: Teaching specific math skills and terminology- each skill will be scaffolded, beginning with math manipulatives, and building to more challenging levels as students master each skill set and necessary vocabulary.
  • A description of the necessary resources for achieving each goal.
    • Example: Math manipulatives, vocabulary words written on Velcro strips, math worksheets,
    • Multiplication & division bingo…
  • A statement regarding how each goal will be monitored (what on-going FORMATIVE evidence will be gathered to show this plan is improving language proficiency)? You must include at least three formative-based assessments that will provide evidence of improved language proficiency per goal.
    • Example: Through peer tutoring, teacher observation, exit tickets, homework review, and traditional worksheet assessment
  • A statement describing how you will you know when the student has achieved the goal? What will be your evidence?
    • Example: Student will complete word problems that require students to solve basic multiplication and division equations.

    The “Action Plan” may be written in the format of your choosing including traditional paper, or PowerPoint, with APA standards being followed which included a title page or cover slide and concluding with references. A written paper must be three to five pages in length (not including title and reference pages) and a PowerPoint presentation must be 10-15 slides in length(not including title and reference slides).

    Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

     

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