Edu 659 week 5 complete (discussion, journal, assignment)

Week 5 – Discussion 1

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“Education is simply the soul of a society as it passes from one generation to another.”

G.K. Chesterton (writer & philosopher)

Mr. Hicks has been a high school instructor in Spring Valley, California for nine years. He is used to meeting the student’s extended family at the time of school enrollment. Frequently, the family knows little to no English language. Mr. Hicks looks forward to the challenge of teaching new students each year as he welcomes them into his class. He took it upon himself to learn basic conversational Arabic phrases, vocabulary terms specific for school, and cultural practice, feeling confident and prepared to teach his students and communicate with their families.

Mr. Hicks has had many successful years of ELL teaching as measured by students’ academic and language growth over the school year, along with their personal growth with American culture. Most recently, however, he encountered Kaamla, a 15 year old girl who moved to Spring Valley with her two siblings a year ago.  Although Kaamla was very social and seemed to truly enjoy school, she simply did not show any interest in academics or learning English. During class, instead of paying attention, Kaamla would draw elaborate pictures of her house in Morocco. Although her art work was very realistic and quite impressive, Mr. Hicks truly wished that Kaamla would put the same effort into academics and learning English that she put into her drawings. Despite Mr. Hicks’ effort at creating differentiated curriculum that met the needs of all his learners, including those ELL and those with learning disabilities, Kaamla was the only one he felt he was not reaching.  

Now that the school year is ending and it is time to reenroll for the next year, what steps can Mr. Hicks take, based on the information you learned during this week’s class, to ensure Kaamla doesn’t become a high school dropout statistic? Evaluate at least three strategies Mr. Hicks can implement in his classroom (make sure to cite where you found this information).

Guided Response: Review your classmates’ post and respond to at least three. Using the strategies shared by your classmates, explain for each one how an extension of this activity can incorporate Kaamla’s family to help her be more successful.

 

Week 5 – Journal

Best Practices Reflection

Reflect on the past five weeks of class including what you’ve learned about the population growth nation-wide and specific to your state and school district, also how to pre-assess, formatively assess, and summatively assess your ELL/ ESL students.  What advice would you give a new teacher who is thinking about becoming an ELL/ESL instructor?  Including the following in your response:

  • General advice
  • Any specific advice for a grade/ age/ content area
  • Pre-assessment/ post assessment strategies
  • English Language Learners who have learning disability

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

Week 5 – Assignment

Teaching ESL Adults

Unlike K – 12 ELLs, who attend school as part of either compulsory education laws or to earn a high school diploma, adults who are returning to Adult Basic Education (ABE) classes do so with the intention learning to speak and/or write English.  Some reasons for becoming English proficient include earning a GED (High School Equivalency Degree), seeking employment, career advancement, and socialization opportunities just to name a few.  

However, just like public education programs, Adult programs for ESL students also have State Standards and expected outcomes for their students. . There are several websites where you can find standards-based initiatives:

  • English Language Proficiency Standards for Adult Education is a website that will provide you with information about English language standards and proficiencies for adult education.  The language standards are then presented in conjunction with College and Career Readiness (CCR) standards for higher education to align the language demands needed for Math, Science, Engineering, and English Language Arts.
  • ESL New Teacher Resource Guide is a website that provides many resources to help understand adult ELLs, plan lessons based on proficiency levels or multi-level classes,  and contains a list of resources for teachers of adult ELLs.
  • CAL Center for Applied Linguistics provides links to standards, ESL lesson plans, current research findings, and a host of other resources geared towards adults who are ESL.

Your assignment this week is to assume the role of an instructor for an ABE course that is offered for two-hours, twice a week for eight weeks. The class is titled, “Finding a Job:  An Introduction to Applying for Entry Level Positions”. Your class has 15 adult students of varying ages, origins and language proficiency who are interested in learning what it takes to find employment.

Referencing the web pages listed above or other resources included in this week’s lesson:

  1. Create three measurable mastery goals that are expected at the conclusion of the 8-week course
  2. Identify two content standards from your state (or another state you may be interested in researching) and explain their align with your mastery goals
  3. Develop benchmark standards
  • Two for each state content standard
  • The weeks where the benchmarks will be measured (with an explanation of why that week was chosen)
  • Describe at least five best teaching practices specific for Adult ESL learners you will implement to help them achieve mastery of the set goal. To help you start your research, visit:
  • Each of the best teaching practices listed must include:

    • At least one webpage or peer-reviewed article cited (five in total)
    • An explanation of how you will relate the teaching strategy to achieving mastery of your content standard and benchmarks?
    • An explanation of how you will differentiate the practice to make it accessible to various learning styles (visual, kinesthetic, auditory, tactile…)?

    The assignment must be two to four pages in length, excluding the title and reference pages. The paper should include an introduction to let the reader know the purpose of the paper and a conclusion. The paper should include at least 2 additional resources in addition to the course text)(s) and should be written in APA format throughout, with citations and references. Each part (Part A, Part B, Part C and Part D) should have it’s own subheading within the body of the paper.

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

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