English Language Rationale

ELA-Literacy.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I am elated to have the opportunity to apply to California State University of Fullerton's Master of Literacy and Reading program. I graduated from Cal Poly, San Luis Obispo, in 2013. There, I received my Bachelor of Science in Liberal Studies, with an emphasis in Spanish, as well as my Multiple Subject Credential. After graduation, I taught Kindergarten for two years in Greenfield, California. It was there that I learned my passion for teaching reading skills to English Language Learners. I soon realized the joy and cohesiveness literacy can bring into a classroom. For the past three years I have taught first grade at a small rural school in Shandon, California. I was extremely honored to be chosen to travel to Kansas City in July 2017, to

One example of this can be wherever Prose gathers the reading lists from eighty-some schools round the country. She notes which works are read most frequently, therefore providing factual knowledge to support her claim regarding what styles of things high school students are reading. Another example of this comes once Prose tells America the way literature is being instructed. She cites, as an example, the San Francisco Board of Education's demand that literature be tutored in a very manner that may mirror the range of the community. By telling America this, she lays the premise for her argument that literature is being tutored in the wrong manner, which this type of teaching is a frightening student from serious literature. Her claim regarding what styles of things high school students are

Good, M. E., Masewicz, S., & Vogel, L. (2010). Latino English language learners: Bridging achievement and cultural gaps between schools and families. Journal of Latinos & Education, 9(4), 321-39. doi: 10.1080/15348431.2010.491048

According to (),“English language learners face many obstacles when reading literature in English. Most literature is culture bound. We expect students to have prior knowledge of literary genres such as fairy tales, myths, legends, and tall tales. If the teacher has not activated prior knowledge or built background information, knowing the vocabulary will not solve the problem. ELLs may be able to read the words but it doesn 't mean they will understand the text. They are not aware of information that the author left unsaid; the information that "everyone knows."

The Hispanic population is one of the fastest-growing minority populations in the United States. Despite their growing number and the great strides taken to narrow the academic gap, students learning English as a second language remain among the most educationally disadvantaged groups in the country. Madrid states that, “poor academic achievement of Latino students is indicative of a complex, multifaceted problem that must be addressed because as the Latino student population continues to grow, their poor achievement especially in mathematics and reading has significant implications not only for California’s public educational system, but also for the state’s and nation’s social, political, and economic future.”(2011). Schools across the country, both those that have served Hispanic students for many years and those that have new and growing populations, must take steps to improve the likelihood that Hispanic students reach the same high standards expected of all students.

Some believe that the minimum grade requirement for high school athletes should stay 60 percent, but I do not agree. 60 percent is not high enough and it should be raised to a minimum of 70 percent. 70 percent is an easily achievable goal. This would not only increase the chances of these student athletes receiving financial aid for college, but it would also better prepare them for life.

Purpose: To improve a testing experience for our students to increase the percentage of students meeting the standards of the standardized test.

These types of services might be of special interest to the LEALES members considering, that Latino students because of their racial and socio-economic background tend to come largely from under-resourced, understaffed, underperforming, and inadequately funded schools. (Saenz & Ponjuan, 2009) This often means that the teachers at the schools were underprepared and had a high turnover rate. This might be one of the reasons that 41% of Latino students require remediation courses and only 13% of Hispanics met the ACT readiness benchmark for all 4 subjects: English, reading, math, and science. (National Conference of State Legislators, n.d.) Therefore, the tutoring services might be very beneficial to some LEALES members. Additionally, as first-generation college students LEALES members are also more likely to lack study and time management skill (Engle, Bermeo, & O 'Brien, 2006), something which LARC could also help address.

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

Throughout all my years of High School junior year has been the most stressful, I’m in a lot of extracurricular activites such as varsity chorale, Theater Arts ,and Softball ; yet I still strive to do my best in all my classes. I believe I am a hard worker and the ten point increase would help motivate me to keep working to reach my goals.Last year I

ELs’ equality and language programs have developed through time. Today, the fundamental role of educators is to teach all students, regardless of their skin color, national origin, native language, and other characteristics that make each student unique. Nevertheless, it took laws such as constitutional, statutes, judicial, and administrative laws to enable all students such as ELs to receive an adequate education. The laws enacted impact the way our educational system is organized. Additionally, it also influences the way teachers instruct their curriculum. Educational reforms will continue to develop because of the constant changes in society. Thus, educators need to be aware of the new laws that are entitled to them, students, and students’

Textual evidence is a main part of many essays, providing and backing up your paper. Citations show where you received or learned your textual evidence. Citations have two forms, In- text and Works Cited, both are equally important.Textual evidence and proper citation are important because they provide intellect, are the backbone to your paper, and they show you know how to properly write a paper.

The highest Grade 8 is set at Policy 1 (10% of normal market line), as we think that jobs of Grade 8 required highly specific skills, professional knowledge and more working experience, such as Visionary Champion, so we may put more resources to recruit so that we at Policy 1.

CC.1.3.9–10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.