Esol Reflection

1. UNDERSTAND THE SPEECH, LANGUAGE AND COMMUNICATION ASSESSMENT PROCESS FOR CHILDREN AND YOUNG PEOPLE WHO ARE LEARNING MORE THAN ONE LANGUAGE.

The submitted final lesson plan for Session 5 contained many of the key elements of the best practices for developing effective online learning. Nonetheless, the development of the lesson plan integrated the learning discoveries based on the idea of applying it to a blended American Sign Language course. The lesson plan utilized the implementation of newly adopted Signing Naturally (Smith, Lentz, & Mikos, 2008) course curriculum, which I integrated into my proposed blended ASL 101 course. Using the knowledge of the importance of consistency, communication, and community the plan demonstrates a variety of online tools found within the Blackboard LMS that supports these three components for an efficient and effective online blended course. From

The class I chose to observe was an eighth grade ELA class. There were twenty students in this class, eight of the students were English language learners. The ELL students’ overall WIDA scores ranged from 3.9 to 5.6. A review of the WIDA data indicated that speaking and writing scores for these six students were weaker skill areas in comparison to their overall score, ranging from 3.4 to 4.6.

Education serves as the greatest gateway to advancement and progress in our society. However, not all students are provided a fair opportunity to reach their full potential. To address this problem, I founded the Herndon STEM and ESOL Academy in 2014 with the hope of meeting the unaddressed needs of unaccompanied young immigrants from the 2014 American immigration crisis to the Washington DC metropolitan area. The program seeks to aid non-English speaking students in their quest to master English and to connect them to resources that can help them transition to life in the U.S. while still celebrating their culture. Our ultimate goal is for students to reach far beyond their original dreams, onto a greater future.

As a teacher, if you choose a test to be an assessment, think about the different possibilites to accommodate for ESL and ELL students, or those that struggle with tests. These students can struggle with standardized tests, and one way to prepare them are multiple choice tests. Multiple choice tests allow students to compare several options for answers and then choose the correct answer. Oral testing can be a great assessment because spoken language is the ultimate goal. You can focus on the students’ ability to communicate with what they know. This type of assessment gives students the opportunity to self-correct, ask for clarification, and use language creatively. Another common testing assessment for these students is a completion test. This allows students to have a chance to show the teacher what they know, rather than testing for what they do not

When I watched my own video I realized a lot of things that I did well. One of thing,that

YOUR TASK 7: You will set some evaluation criteria to assess students’ learning outcomes. Guidelines for the assessment of English language learners will help you establish your criteria for assessment. The final document will be set on the e-learn of the university. Each student can look at it and start sharing

Additionally, I wove my knowledge of best practices in online learning into my previous fall and spring ASL courses to improve, implement, and apply my new knowledge to alleviate a repeat dilemma of frustration, confusion, and inconsistencies in my future classes. Therefore, the plan utilizes principles such as developing it before the fall course begins, providing students concise and clearly articulated assignments, expectations, and rubrics (Anderson, 2011). Furthermore, as a blended class, I instructed students to post an introduction along with mine and a video introduction with the purpose of establishing connections before meeting face to face. With this in mind, application and utilization are set through the video introduction I recorded

For the speaking and listening section of the assessment, I conducted the interview with student 1. I also decided to incorporate a running record, and ask a few questions related to the text, which were an additional support enabling me to measure the girl’s listening and speaking language skills in great depth.

The toilsome component this semester was transitioning from being a high school level writer to a college-level writer. However, English 10 has by far been my best experience in writing. By taking this course I have retrieved many helpful elements, that will help me become a successful writer throughout college. In high school, essays often gave me stress and anxiety, however, when taking English 10, I was able to learn to enjoy the process of writing purposefully and mindfully. Even though, I have taken advanced placement English courses in high school and have taken a practice run of college level English over the summer with Professor Brenda Venezia, I was still able to retrieve a lot more from this course. To showcase my progress in

The tests for pre-test and post-test were similar. There were 16 words for first grade, 12 words for second grade, and 16 words for third grade. The tests were used to see the ability of the students orally say the sound and break the word into phonemes, not letters. The way of analyzing the data was following Yopp-Singer Test (1995). The students who got high scores by segmenting all the items correctly were considered as phonemically aware. The students who correctly segmented some items were considered as displaying emerging phonemic awareness. Students who were not able to segment the items correctly or none at all were included as lacking of phonemic

What have I learned in English 102? When I began this class, I had not taken a formal English class in over thirty years. I understood sentence structure and essay writing to a point. To elaborate my understanding was based on story telling rather than research and factual commentary. Of course, rhetorical review and research was foreign to me. I had a loose understanding but had never practiced or been in a position to apply these skills. Or at least that is what I thought. Since beginning this course, I have found it both challenging and enlightening. I feel that my skills have developed over the last few weeks and a greater understanding of what it takes to identify and understand complicated subjects has progressed. Not just that I can read difficult scholarly text, but that I can focus on what they are trying to say, their argument, and then develop my own counter argument in support of or against the authors statements. It is more than just saying I concur or I do not agree with you. It is stating how my point of view differs and supporting my statements logically and directly with facts, not just conjecture. Within the following paragraphs I will discuss, in more detail, the specific areas where I feel I have matured and how I intend to apply this new-found knowledge to my future writing as well as reading materials to assess their value.

4a. Reflecting on Teaching – You submitted the framework rubric, highlighted, indicating where you believe you fall in each of the domain components. More specifically, you included hand written notes for each of your selections to support your choices. Your notes included information on how your learning outcomes were individualized for an ELL student in your classroom, how you referenced the unit essential question to develop conceptual understanding of the unit, and how you modified your summarizing activity at the end of the lesson, and that was only a few of the comments recorded on the paperwork you turned in. In addition, during the post-observation, you provided a thoughtful and accurate assessment of the lesson’s effectiveness,

In the eight weeks of my English151B class, I have improved my writing skills to write a well-organized and focused essay by avoiding run-ons, fragments, using proper verb tenses, and punctuation marks.

This first semester at the University of Akron has flown by. I learned many new writing concepts that helped me become a better writer. English composition was a required class that I had to take in order to get my degree. Although this class was required I still wanted to take this class to become more knowledgeable about writing. Coming into English Composition I was worried about all of the papers and the workload that I would have to complete. I knew that I was going to have to write a lot more than I previously had in highschool, but I was unsure of just how much. The works that I decided to include in my portfolio comprise of my Literacy Narrative, Image Analysis Paper, and essay titled Mayas Hardships based on Maya’s experiences in I Know Why The Caged Bird Sings. I selected these works because I felt that they are the ones that require the most improvement to them. The papers i've chosen show how far I’ve came In English Composition.