Comparing Bilinguals Pre-Test

When the denominator is the same he is able to partition and see what fraction is needed to make the whole. When comparing fraction pairs, Adam is using gap thinking of the fractions 5/6 and 7/8 “both need 1 of their fraction to make a whole” understanding that each numerator needs one more part to make it a whole. In saying that, when comparing ¾ to 7/9 that have more than 1 to the whole, Adam said ¾ is larger, “1 more ¼ to make 1. 2 more 9ths to make a whole” He tried to apply gap thinking, incorrectly not understanding the unit of fractions. Adam has limitations surrounding improper fractions, not recognizing that 4/2 is larger than 1 whole and is equal to 2. He has misconceptions when comparing fractions with proportional reasoning is limited. When asked to draw a fraction he automatically swaps the numerator and denominator (6/3 to 3/6) when the numerator is larger than the denominator, when considering improper fractions, rather than converting to a mixed number fraction or whole number.. This displays Adams misconceptions of the understanding of the

Many students get confused when learning about fractions. At our grade level we teach about parts of a whole, equal shares, and partitioning.

This report presents an interview with a bilingual called H.D . H.D. is a daughter of a Turkish immigrant family who lived in Australia for 12 years .H.D. gives examples from her personal life about how she became bilingual background , the challenges of second language acquisition , benefits and the role of languages in her life.

As the number of English language learners (ELLs) in U.S. classrooms has grown, an analysis reveals many strengths and downfalls in regards to how assessment can best be used to support learning for this populations of students. This paper will take a brief look at current ELL policies, discuss No Child Left Behind (NCLB) assessment requirements for ELLs, provide information on assessment validity and value-added measures for ELL educators, and will address critical issues of how to properly assess and place ELLs. Just as with any other population or sub-group of students, ELLs have policies and procedures put into place to protect their rights to an education at both the

One time in a discussion about the Vietnam War, my friend exclaimed, “Vietnamese is the ugliest language!” I couldn’t disagree because she was right. The kiks kak noises of Vietnamese aren’t like the soft nahs and pahs of her Korean mother tongue; however, these harsh sounds of Vietnamese have never made me feel any less proud of the imperfect language of my parents and culture. After speaking a totally alien language my whole life, I entered kindergarten and was told to speak only English. Although I still spoke Vietnamese at home, I only spoke in basic phrases to communicate my everyday needs. Finally, at the age of 10—when I could no longer handle the shame of my broken Vietnamese—I started attending a Vietnamese grammar school to mend the cracks of my native tongue calloused by the English language. Nevertheless, in their essays, Richard Rodriguez and Martin Espada discuss their experiences with bilingualism and their ideologies on bilingualism in the United States. Although I relate more to Rodriguez’s experiences, I do not agree with his belief that individuals only posses room for one language; moreover, I side with Espada for his idea that language is an integral part to an individual's identity and culture.

Students are given a pre and post- assessment to determine the growth and understanding of proportional reasoning. Students need to grasp the information, so they may go on in Unit 2 and be successful at solving for the percent. Solving proportions is crucial information they need to obtain to be successful in this unit. The questions are the same for the pre assessment and post assessment. The wording and numbers in the problems have changed slightly, but this will allow my students to be assessed with fairness. The students are required to show their work to get credit for their answer. This will allow me to see where they went wrong, and prevent them from making up an answer. The problems from the assessments were pulled from their homework sheets that they are to complete weekly. This will allow the students to be familiar with the types of problems, and how they are worded.

“This is not me and what you're saying isn't you.” (Stepford Wives, 1975). Every school system has its own belief system that it imposes upon the students. Some students, however, do not agree with the belief systems that are placed upon them. I am one of those students and my objections to these beliefs made me an outcast.

This investigation discusses the question of “Is the brain organized differently in bilingual individuals?”. This question was brought upon living in a bilingual community at school, with both Arabic and English speakers. This essay will demonstrate the brain imaging techniques used to differentiate the monolingual brain from a bilingual brain, research studies, and the positive and negative outcomes toward a bilingual brain. Language constructs our relationship with the world arounds us in the ways we express ourselves, therefore what does it mean to be bilingual and monolingual? Bilingualism refers to an individual’s ability to speak two or more languages fluently even if one language is learned later on in life. However, monolinguals are

However, it was a much needed lesson. I saw many lights go off when Ms. Marquez was asking them questions like, “How many feet are in 48 inches?” Many students were engaged and raising their hands. Most students remembered how to do their conversions. They were able to explain with words how 1 foot was equal to 12 inches and therefore 12 times 4 was 48. They then had to make the make division problem when we said 5/6 year = x months. One student was even able to identify that she could find the lowest common denominator and multiply both the numerator and the denominator to get 10/12. She then said that the answer was 10 months because 10 was the part and 12 was the whole. This student was able to share her thinking with the class and was praised by the teacher. As part of their motivation for learning the teacher showed the students a video about a teacher that makes math lessons fun and solves math application problems with his

As a middle school ESL teacher in one of the states which has legally mandated the pedagogically questionable supported English immersion (SEI) as the preferred manner of instruction for English language learners, I have not yet been persuaded by those who insist that the elimination of bilingual education has been a disaster. I concede that my perspective is impacted by having seen the results of perhaps an uncommonly low-quality bilingual program in my own district. When I first started teaching in Fitchburg, Massachusetts in 2006, the middle school students who had been in a district dual language program were shockingly lower in their English proficiency than the students who had attended elementary schools with predominately English

The students within the class observed had not been introduced to the concept of ratios and proportions. The teacher explained that he would be teaching the material on ratios and proportions later into the school year. At the beginning of the assessment

“What are you?” This is one of the toughest questions for me to answer, and probably the one I get asked the most by strangers. It’s completely understandable- to strangers my outward appearance is confusing and startling- African-American facial features accompanied with a very light complexion and huge, curly hair. I wouldn’t know what to think either.

The learning objective of the lesson Comparing Fractions was to demonstrate to students that fractions are everywhere we go and the importance of being able to identify fractions with greater or less value when comparing fractions.

Prior to researching teaching strategies that are effective with EBD students, I taught equivalent ratios using formulas and mathematical processes. Students frequently confused steps or demonstrated confusion in conceptual ideas while working with ratios and needed frequent correction. My research guided me to choosing the JUMP Math curriculum. JUMP Math utilizes teacher -directed instruction and graduated instructional sequence to break lessons down into incremental steps. I realize I was not introducing material in a way that accounted for the wide variety of learning gaps my students can have when I compare the lessons I gave last year to the lessons in the JUMP Math teacher’s guide. It was difficult for students to connect what they knew with what I was introducing. I anticipate utilizing specific teacher-directed instruction lessons in the JUMP Math curriculum will help my students understand foundational concepts which were difficult to comprehend. While the curriculum has built in extensions and challenges, I will still need to monitor students for engagement and be conscious of students who are working at grade level or who grasp mathematical concepts easily. Students who feel the lesson is too easy will be prone to disengaging or refusing to participate in the lesson. Pre-assessment of skills will be essential in this area.

There are a number of teaching strategies a teacher can employ when teaching year 6 fractions including whole class discussion, lectures, brainstorming and questioning. Coupled with tailored instruction to suit differing abilities, it is possible for the teacher to cater for students with low, average and high ability. This essay will explore these strategies and approaches to demonstrate how a class of 24 year 6 students with ranging abilities can learn fractions in same ability groups. The essay will highlight evidence to demonstrate the effectiveness of same ability groupings and the importance of group size and identify and explain different teaching strategies that will facilitate student learning and encourage students from all ability groups. The essay will end with a detailed timeline where activities and lessons related to teaching fractions are explored demonstrating how each group is catered for.