Elena Observation

Some pupils may find the activity either too easy or too difficult therefore the activity may need to be adapted to suit the needs of these pupils. Also additional activities may be included for those pupils who finish quicker than others. The teaching assistant must take each pupil’s learning needs into consideration.

Many of their learning needs are similar to those of other children and young people learning in our schools. However, these learners also have distinct and different needs from other learners by virtue of the fact that they are learning in and through another language, and that they come from cultural backgrounds and communities with different understandings and expectations of education, language and learning”. (NALDIC, 1999).

According to Mirasol Eating Disorder Recovery Center, 20% of people with anorexia nervosa die if they do not get treatment or professional help. This eating disorder is 12 times higher than any cause of death for females 15-24 years old. Furthermore, 10-15% of males have anorexia, so it is not only women who have it. How would you feel? Wanting to know a certain number and maintaining that number so you can feel great about yourself, but slowly hurting or maybe killing yourself by doing it? Elena Dunkle goes through this everyday; knowing that a certain number on a scale will make her feel beautiful. In Elena Dunkle’s memoir, Elena Vanishing, Elena, who has anorexia nervosa, shows the reader the struggles, the fighting and the demons that

Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student.

Over the past six months I have mentored Sonya in a religious setting and in a group therapy setting. In the beginning the product displayed no evidence of the establishment and the use of referents and signs were often used when classifiers should have been used. In addition, some sign were produced inaccurately structurally and conceptually and it was evident that the ASL syntax conveyed a limited range of grammatical structures and the vocabulary depicted in the product was limited.

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.

Eighty-five percent of Miss Kane’s class is considered English Language Learner (ELL) and Brian Hernandez, the student studied, is one of these children. ELL specialists and math specialists assist Brian in his

This study will require almost 40 children, aged 6, to participate. The reason for this is many children at this age they are on the ongoing process of learning and are on the verge to still develop their English vocabulary as well as the capacity to hold large amounts of vocabulary. Participants will be put into two groups, those who have English as a second language and those that have English as their native language. It is essential to have 20 participants in each group to avoid any biases.

She also notes the difference between academia language also known as CALPS: cognitive academic language proficiency and meaningful language - BICS: basic interpersonal communication skills. She mentions how academic language requires more comprehension of the language than interpersonal language; which is more informal and contextual. She also illustrates the importance of treating students for who they are going to become, not the by the fact that they are struggling. A methodology that is represented throughout the book that illustrates the ways teachers can accommodate their language learning students is with scaffolding. Scaffolding is a variety of instructional techniques that are used to assist students to move towards a better understanding of the content and towards independence when it comes to their learning processes. The teacher provides a form of temporary support that will assist the students reach increased levels of understanding and skills acquisition that would not be achievable without aid. All in all, this book will be great for all K-12 teachers and professors; but, I did not review this book because I already did a book review for this book in a different course and it would not widen my prospects of learning more about special

For my learners profile I have decided to pick Gabriela Reyes. She is a very sweet 7-year-old girl that came from Dominican Republic. She has been in the United States about 2 year. She migrated with her mother to the South Bronx and her father still lives in Dominican Republic. Gabriela is able to listen and speak in Spanish well. However, she is unable to read or write in Spanish. Her mother mentioned placing her in school in Dominican Republic before moving to the United States. Gabriela attends the public school 35, which is in district 9. District 9 is known as the poorest and very diverse neighborhood in the South Bronx. ENL classrooms since her arrival and her proficiency level at this moment are emerging. This year I had Gabriela in

In this case study I will introduce my student, his language background; his exposure to English before coming to Australia and his current level of English based on the ESL scales after analysing his speaking, reading and writing work samples. I will assess John’s proficiency in speaking, listening, reading and responding and writing and I will make a detailed profile of the reading and responding aspect.

students. She sets out to learn how to effectively teach and provide an interesting, stimulating,

Jayden is an ESOL student who has strong speaking, listening, and writing skills but is considered intermediate with his reading skills. He has problems decoding reading and even greater problems with getting a deeper understanding from reading, for instance, making inferences. He approaches language for its socially informative aspect. He prefers social interaction to solve problems and to make clarifications on something he does not understand. If he doesn’t understand a text or a word he will usually ask a friend first or the teacher, depending on who is more accessible at the time. He is also motivated by the social aspect of learning and therefore benefits from learning in cooperative learning environments rather than individual ones. He also leans toward looking for answers via oral communication first, rather than looking back at the text and reading for the information. Jayden lacks personal strategies for learning, especially in regards to reading and writing. His strategies have

The learner I have chosen has a general level of education from her native country, having attended nursery, primary and secondary schools. In her period of education in secondary school, she managed studied the English language for approximately 5 years.

* Try to create a sense of community where the students feel more comfortable in front of each other. One suggestion made was to have the students sit in a circle.