Comparing Bilinguals Pre-Test

Students had previously covered the topic of developing fluency in multiplication by 2-digit numbers. After that topic students moved on to cover number sense, dividing by 1-digit divisors using mental math to prepare them for the following topic of my learning segment. The topic of my learning segment consists of developing fluency, dividing by 1-digit divisors. I designed my lesson as a three-day unit focusing on long division by modeling division with place-value blocks, dividing 2-digit by 1-digit numbers, and dividing 3-digit by 1-digit numbers. Students were introduced to division prior to my learning segment but the struggled to understand and comprehend division because students were only introduced to the division algorithm and were not provided with a mnemonic to help them recall the steps. Students also weren’t introduced to division with manipulatives or drawings. Therefore, I

I was expecting for the student to have a few difficulties solving the harder fraction problems. Angel, however, was having a very difficult time answering addition problems. He continuously solved addition and subtraction problems different ways. There were moments he added numbers starting from the left and other times he started at the right. In the end, Angel almost never got a question correct and when he did, his explanation showed that he did not understand the problem correctly.

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.

The reason as to why there are fewer children in the United States being raised bilingually than in other countries, is because certain countries have more than one language established. Certain large countries have their main language but also have languages that have become standard in their country, raising children bilingually. For example, there are many countries who have both English and their native language as the main languages of the country. We have countries like Nigeria, who’s main language is English, but have a series of other major languages like Yoruba or Igbo. Now when it comes to the United States, this trend might change because we have a growing population of multi-diverse groups. This country is becoming such a melting

Jaclyn’s grade 8 math focused on mixed numbers to improper fractions. Jaclyn’s tone of voice was clear and welcoming to all students. Jaclyn used the Smartboard and OneNote to show examples of dividing fractions and simplifying fractions. Students were engaged and focused on the questions that were given to them as practice questions in OneNote software. Jacqueline also used instructional strategies and classroom management to refocus students on the task by asking students to put down their pencils while she taught certain math steps and she asked for student feedback while proceeding through each step. Jaclyn encouraged students to work in groups of five students at each table and she monitored each group by prompting questions with each

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

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.

One of the classes which I observed was a first/second grade spilt classroom. For mathematics they separated all the first grader (ESL, SPED, and mainstream) into one classes which consisted of 10 students. First the teacher linked the vocabulary she had written on the board about graphing to prior knowledge they had been learning by asking questions. The students responded by raising their hands. The new vocabulary word she introduced to the class was compare. Since the majority of the students were wearing red for a drug awareness campaign she had the student compare the number of students wearing read to the number who were not wearing red. Initially she had all those who had red on stand up and form a line. Then those who were not

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.

I identify primarily as an American but I am of African and Indian descent. Growing up in these cultures makes me uniquely able to offer a deeper understanding of people from similar backgrounds and to add diversity to the medical school class. I am conscious of what coming from a diverse background entails and how this shapes one’s life and experiences. Physicians serve a similarly diverse population and their practice should reflect this diversity- something I am prepared to do.

“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.

Until I reached high school, I had never noticed how I was constantly surrounded by white people, and white people only. As an adopted Asian girl who grew up in a white family and community, I have come to learn that the ways strangers perceive me is completely different from my identity. My physical appearance is Asian, however, my connection to my Chinese background is nonexistent. I have never been back to China, I do not know Chinese, and I know virtually nothing about Chinese culture. In social and academic settings, people automatically see my physical appearance, making assumptions about my background and ultimately arriving at the conclusion that I am an immigrant who did not grow up in America. Contrary to this assumption, I was adopted

The greatest obstacle I have ever faced in my life has been, and will always be: language barriers. When I was approximately six years old, my family decided it was time for me to attend an afternoon English school in addition to my morning education in Spanish. At the time I was still in Bolivia and the process for my family's documentation had just started. I did my best to learn the content that I could memorize, however, I never put the same effort in the spoken part of the course. My lack of effort in the spoken field affected me greatly six years later when our paperwork had been approved and my siblings and I moved to the U.S. As much as I bragged about being bilingual to my family, I realized shortly after my arrival to the United States that it wasn't true; I understood what people said, but it was in vain if I couldn't respond and express myself to those around me.

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.