Essay

The benefits English language learners (ELLs) receive from Guided Reading are the same as all other students. However, when a modified approach is used ELLs benefit the most. Language learning opportunities gained by ELLs are those that native speakers acquire implicitly. Language and literacy learning opportunities including detailed vocabulary instruction, variables concerning second language (L2) text structure, such as semantics, syntax, and morphology are enhanced and enriched by modification. Some researchers have determined that ELLs are not generally ready for English reading instruction until they are intermediate stage of English language acquisition, while others advocate that reading and a second language are best acquired simultaneously (Avalos, Plasencia, Chavez, & Rascon, 2007, 319). In working with ELLs at

To tackle the housing affordability, first of all, it is crucial to lift the supply of housing as it will release the pressure on the housing price. Nevertheless, the supply of housing is inelastic as it requires an adequate fund, time, approval from the Government. Besides, the housing system is heavily dependent on the private sector. Thus, the Government should provide initiatives for housing providers to shift the supply of houses in the market. Australia would follow the policies from other countries to tackle the housing affordability. However, it has to fit in the Australian context. These policies might work well in other places but it does not mean that it will be applicable in Australia. The Singapore Government has a public

Rashidi, N., & Piran, M. (2011). The Effect of Extensive and Intensive Reading on Iranian EFL Learners’ Vocabulary Size and Depth. Journal Of Language Teaching And Research, 2(2), 471-482. http://dx.doi.org/10.4304/jltr.2.2.471-482

All students need direct instruction of vocabulary, but it is especially imperative for ELLs. They need much more exposure to new vocabulary than their native-English-speaking classmates. ELLs need to learn cognates, prefixes, suffixes, and root words to enhance their ability to make sense of new lexicon. Beginning ELLs and more advanced ELL students should actively engage in holistic activities to practice new vocabulary because learning words out of context is difficult for these students. If they memorize the meanings of the words on a list, they will not be able to use the words in their own writing or verbal production until they really understand the meanings. When vocabulary instruction includes explicit, implicit, and strategy instruction, students are repeatedly exposed to the target vocabulary in a variety of contexts which increases their individual vocabulary development and the other resources that help in doing so is the Semantic Mapping primary focus on visual relationships, which is helpful to students from all backgrounds.

Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

The party in government is made up of ___________ and has direct impact on governmental policy; it is largely independent of ___________________.

In addition to the vocabulary in their readings, students have been expected to learn twenty-five new vocabulary words per week. The focus is not on rote memorization of definitions; students must know synonyms, antonyms, and especially how to use vocabulary words in the context of the entire sentence. They study how to choose the right word for their purpose (diction) and analyze the subtleties of language.

Vocabulary instruction plays an important role in developing language with ELL students. After conducting the research project on the importance of vocabulary instruction and reading comprehension, I expect to continue supporting my students with necessary vocabulary instruction in order to grow their knowledge of language. I will continue to collaborate with our ELD teacher when selecting vocabulary as well. My future project will be focused on the best scientifically-based practices to deliver vocabulary instruction to ELL

For this assignment I was given the task of comparing how news offered by noncommercial outlets differed from what we are familiar with on commercial news outlets. I watched one hour of PBS Newshour and one hour of NPR All Things Considered and compared them to each other as well as to CNN. First I watched PBS Newshour, and I chose the full episode of September 4, 2017. Then I watched NPR All Things Considered for September 4, 2017. I specifically picked the same dates so I could compare what each talked about. I was unable to watch CNN on the same day, so I watched the live broadcast, Breaking News Trump, on September 5, 2017. Throughout this assignment, I developed opinions about each type of news outlet. Several factors such as

However, the second method being discussed in this paper, the whole language approach, focuses much of its attention on making sure the student understands and enjoys what he or she is reading. Whole language instruction occurs when a student acquires language rather than learning it through direct instruction (Brooks 35-36). This method is more child centered than teacher dominated, because the objective is for the student to learn how to read through talking and doing rather than through passive listening. Unlike phonics, whole language uses a variety of ways to give students the opportunity to interact with the text they are reading. Questioning, discussing, problem-solving, listening, writing, drawing, and dramatizing are among the ways students interact with text. Students are also encouraged to implement simple strategies while reading such as: reading the sentence and guessing what word will come next, looking at the picture on the page to help figure out the sentence, and also rereading the sentence for clarification. This method also does a good job in allowing the students to engage in text at their own speed and often in their own ways (36).

Although vocabulary is the sub-skill of a language, it plays a very important role in language learning and teaching. In fact, vocabulary is central to language and is of paramount importance to language learners. On the other hand, words are the building blocks of a language that are used to label objects, actions, and ideas. In other words, people cannot convey the intended meaning without knowing vocabulary. It is widely accepted that vocabulary is a very important part in English language learning because no one can communicate in any meaningful way without vocabulary. As McCarthy (1990) stated, the single, biggest component of any language course is vocabulary. Nation (1990) also affirms that vocabulary can be considered as the most important element in language learning because Learners think that many of their

Vocabulary plays a significant role in English as second language learning process. For the majority of English as Second Language(ESL) learners, the ultimate goal of learning the language is to understand (read and listen) and communicate (write and speak) with little difficulty and the lack of sufficient vocabulary may be the constraint of such goal (Folse, 2004). As the bedrock of English and as well as language, vocabulary also facilitates the development of other language skills: lexical richness leads to the progress in the use of language, namely listening, speaking, reading and writing skills (Nation, 1994). Reversely, The improvement in such skills may enhance learners vocabulary size as the exposure to more learning materials improves the capacity to acquire new vocabulary. (The importance of learning vocabulary/ why vocabulary?)

Text books are a source to develop reading skill. The words in the text books create a sense among the students to understand written materials other than their text books. So students practice and this practice develops their reading skill gradually and the words of text books are helpful to develop reading. Stephen Gramley and Kurt – Michael Patzold (2004, P. 91) assert that only the choice of vocabulary and use of syntax remain as elements of style which may contain hints as to region, class, sex or age. It is a fact that foreign learners do not have enough number of words through which they can express their meanings.

The rationale of the study is “the Involvement Load Hypothesis” in vocabulary acquisition by Hulstijn and Laufer (2001). According to the hypothesis, the involvement of a learner in the process of vocabulary memorization includes three dimensions of “involvement loads” – “the need to use the word, the attempt to find the meaning of this word, and the evaluation of this word by comparing it with other words” (Hulstijn and Laufer, 2001).