Duval Reads First Grade Anthology Summary

General education classroom teachers are responsible for providing the primary instruction for English Language Learners (ELLs) development in English literacy skills (Thompson, 2004). Supplying ample resources to accommodate ELLs inside and outside of the classroom are essential as the number of ELL students has grown steadily. According to research, “one out of four of all children in the United States are from immigrant families, and in most cases these children speak a language other than English at home” (Samson & Collins, 2012 p. 4). Further research suggests, “students from a non-English speaking home and background account for the fastest growing population of children in the kindergarten through twelfth grade setting (Short &

When an educator walks into her classroom for the first time, she needs to be prepared to encounter students that come from a variety of backgrounds. The children will be in different stages of language development, and the educator must accommodate for each of these students. Magruder, Hayslip, Espinosa, and Matera (2013) state, “The US Census Bureau projects that by the 2030s, children whose home language is other than English will increase from roughly 22 percent to 40 percent of the school-age population” (p. 9). This increase in second language learners will cause the educator to accommodate for those needs. Second language learners “need teachers who welcome them and recognize their unique abilities, what they know, and what they need to learn” (Magruder, Hayslip, Espinosa, and Matera, 2013, p. 10).

English learners are currently the fastest developing student population in schools today. This makes it extremely important to provide these students with the programs and services they deserve. Providing a strong education for ELL students is what I personally believe to be an asset in America’s future. Today there are many challenges I believe teachers and students face when it comes to instruction and assessments.

The article discussed the changes in many habitats due to anthropogenic activity. Anthropogenic is an adjective that describes changes in nature due to the people. Next, this article discussed climate change and the impact that it is having on species like clams, and fish due to ocean temperatures rising. The article also addressed carbon dating of fossils to look for cause of extinctions. Human development and agriculture have had a tremendous impact on the population of many species that are terrestrial. Deforestation is a big problem that has caused a decline in the bird species. Commercial fishing in many areas has led to a decline in fish populations. Furthermore this article

I researched the Everglades in Florida. There have been many negative changes in this habitat both from humans and other species. The region’s water resources are being depleted by invasions of exotic plants such as the Australian Melaluca. The Australian Melaluca also affected the native species of which the rest of the ecosystem depends. Another effect on the water is the runoff from agricultural operations, which gets into the water and pollutes it. Development pressures from agriculture, industry, and urban areas have destroyed more than half of the original Everglades

School board members across the country want to better serve the students who are English language learners. Because countless English language learner students spend part of their academic day in a regular classroom, the general education teachers need to be trained to understand instructional strategies and techniques to aid in advancing this population of students (Stover, 2015). Consequently, it would also be beneficial for school board members to support the bilingual and English Language Learner Specialist in training all teachers in the district on ways to better serve this population.

It is essential to understand English language learners’ needs because ELL students face the combined challenge of learning all the academic content as other students, while also learning the language of instruction. With the rapid growth in the size of the ELL student population in the U.S., teachers who are effective recognizes ELL students unique academic needs, unique background experience, culture, language, personality, interests and attitudes toward learning for the purpose to adjust, or differentiate, their instruction to meet students’ needs.

In our Change Project, we collected a sufficient amount of data and learned information on a endangered species, the Ridgway’s Rail. This environmental issue is not very well-known, which explains the lack of help and volunteering. In this service project, our Change group went to Don Edward and help improved the habit of Ridgway’s Rail. Throughout this project, we tried to spread awareness about endangered species and find ways we can enhance their surroundings. My Change group used this opportunity to not only help prevent the extinction of Ridgway’s Rails, but also to help other species that are living in the same habitat. In order to help the Rails, we tried to figure out the reason behind the destruction of the marsh. Through an experienced volunteer, June Smith, we learned that invasive plants are the culprit of the extinction of the Ridgway’s Rails.

The first region is the Appalachian region, which is found in the Appalachian Mountains but is not only mountainous. This region is a great to find natural resources with a climate that is affected from two different oceans. The larger animal species would survive mainly on trees and shrubs that produce cones. The next region is the Coastal Plains, a low flat lying area near a seacoast. The climate here does not stay at a steady level it fluctuates between cold temperatures in the winter and hot temperatures in the summer. The Costal Plains are subjective to hurricanes, which are useful to biodiversity. The major problem happening to Costal Plains are the rising sea levels and the eroding shoreline. The third region is the Great Lakes-St.

Doctors Ana Iddings and Mary Combs are Associate Professors from the University of Arizona who conducted research on how to help English language learners become successful in grades Kindergarten through 12 along with Dr. Luis Moll who is a Professor Emeritus from the named university. Dr. Iddings has conducted individual research on many topics, one being the education and professional development of teachers to work with English language learners (ELLs) and their families. Dr. Combs currently teaches courses in bilingual and English as a Second Language (ESL) courses on the graduate and undergraduate levels. Dr. Moll’s main research was conducted in education of Latino children in the United States.

It has been estimated that by the year 2025, approximately one out of every public school student will be identified as an ESL/ELL student in the United States. ESL stands for English as a Second Language and ELL stands for English Language Learner. An ESL/ELL student can be defined as a student whose predominant language or languages at home, is other than English, and would require additional English language support to develop reading, writing, listening and speaking skills. The difference between an ESL student and ELL student is minor; An ESL student participates in programs that are customarily specialized while an ELL student partakes in a traditional educational classroom. English Language Learners have surpassed other subgroups in becoming the fastest growing of the public school population. Despite the common misjudgement of some people towards the ESL/ELL population, 76% of the ESL/ELL students in elementary schools and 56% of the ESL/ELL students in secondary schools are native-born. The highest percentages of ELL/ESL students in public schools are found in the west of the United States. Taking the average of both bigger and smaller cities, ELL students make an average of 14% of the total public school enrollment and in suburban areas, ELL students make up an average of 8.5% of public school enrollment. The ESL/ELL population has more than doubled over the past 15 years and more than half of those students struggle with their academic performance. An ESL/ELL

The populations of each habitat vary, as they would be dependent on abiotic factors such as: light, temperature, water and soil.

Students attend class twice weekly for 1 1/2 hours a day, Mondays and Wednesdays from 9:30-10:45.

In recent decades, the United States has seen a dramatic increase in the diverse population, especially with English-language learners in the education system. English-language learners are students who are unable to communicate fluently or learn effectively in English. These students come from a non-English speaking home or background and require specialized instruction in the English language and their academic courses. Educators use a number of terms when referring to English-language learners, limited English proficient (LEP) students, non-native English speakers, language-minority students, and either bilingual students or emerging bilingual students (York, 2008). As

ESL students are students that speak English as a second language. Presently, there is many different system to characterize this type of students (qtd in Shi, Steen 63). For example, they can be seen as “English Language Learners (ELL), English for Speakers of Other Languages (ESOL), English Language Development (ELD), English Language Service (ELS), and