Reading Comprehension Of English Language Learners At Harlem Success Academy

In response to the varied student learning needs, differentiation will be a key component of this classroom. It is “designed to improve access to the general education curriculum by adapting instruction to each student’s diverse learning needs” (Smith, 2007). “Differentiation instruction means changing the pace, level, or kind of instruction you provide in response to individual learners’ needs, styles, or interest” (Heacox, 2012). Because each student comes to this 6th grade classroom with unique needs, differentiation will implemented frequently to ensure that each student receives the rigor needed to master the 6th grade curriculum. It will be relevant to your student and his/her needs. It will provide an appropriate level of challenge. It will be engaging and at times, it will offer choices. Delivery of differentiated instruction will frequently involve centered based learning activities and small group instruction. A list and description of some of the centers will be distributed to parents and is attached as Appendix

Differentiating instruction is a valuable instructional management and delivery tool, which can be used to assist teachers in meeting the needs of the diverse populations of students which they now find in their classrooms. In using these strategies, a teacher may use pre-assessments to determine the learning styles, interests and readiness of the students, prior to the introduction of a lesson or unit. After developing a learner profile, the teacher may then differentiate according to the readiness of the student, by process of delivery, and by the product which the student may produce to

All students deserve a rewarding learning experience regardless of race, gender, economic status, or physical disability, for this reason Walnut Ridge Elementary school implements researched based practices such as differentiated instruction to help meet the individual needs of our students. Teachers are being made aware of the fact that diversity can have a detrimental impact on learning. Through the implementation of differentiation, we are able to expand the learning experiences for all diverse populations, thereby expanding educational opportunities for our students.

In order to fully explain differentiation it is important to turn to The National Curriculum and look at what has become known as the ‘general inclusion statement’. This statement contains a statement that defines inclusion as “a demand on teachers not to ignore the three principles of inclusion (below) in their planning” Session 1 / Inclusion, the individual and the environment. In short, these three principals are: To set suitable learning challenges, to respond to pupil’s diverse learning needs, and overcoming potential barriers to learning and assessment for individuals and groups. In other words teachers are expected to develop lessons

Numerous studies confirm the benefits of using graphic organizers in the classroom in terms of helping students develop and process information. The mere fact this is a method that has been backed by such a strong body of evidence has imbued me with confidence that this intervention will yield positive results. Graphic organizers are a way to help students "grapple with core ideas of the content and develop sophisticated relational understandings of it" (Ellis 2004). They help students to process information as opposed to memorizing and stressing facts (Ellis 2004), which is what history, is predominantly concerned with. Too often when we teach children in our particular content areas we take a Scholar Academic

Mrs .Sikkema said she has foyr high achiever students and two students who are on behavioral plans (Sikkema,2015,personal communication). She also said it is important to document and observe the students so you can understand their needs. I like how Mrs. Sikkema meet the learning needs of all the children in her classroom. Mrs.Sikkema help me to do my lesson plan in a timely manner. When I observe the classroom I was shock that the students was well behaved and attentive to the students. I have a lot of expereiences implementing different leson plans which was time consumer but it help me to do be able to implemnent a lesson plan in the future. Differentiated Instruction for Exceptional Learners provides an introduction to children and youth with a wide range of exceptional educational needs. There are five learning style auditory, visual, tactile, kinesthetic, and tactile/ kinesthetic (Differeitate Instructional

After reviewing my self evaluation and working with both groups of fifth graders, I have determined a need to provide a wider range of differentiated instruction. I have worked in the past to try groupings that benefited the students, but I am seeing that this is not working as well with this group. These students communicate and respond well to each other and are willing to help each other but some of the learning gaps between them are significant.

• Test scores comparing ELL students and native speakers of English as well as number of ELL students identified as requiring special education services

English Learners (EL) are any students that are learning a second language and being introduced to the English language. They can affect education

That being said I find it important that we identify what level of English your ELL student knows. Because some may know no English, able to read and write English, some English, and etc. Once the school is able to identify what level of English the ELL student has then we they are able to place that student in the right program and class. After the student is given an IPT assessment

Educating when all is said in done is an ethical endeavor. An educator's obligation is to improve the educational world of their students (Borah, 2012). One way this is conveyed is through teaching reading. Reading is one of the most important skills an individual can possess and requires many resources to promote success. Although an educator main goal is to provide reading excellence among their students, this cannot be completed without the assistance of a reading coach. A reading coach job is specialized in identifying reading challenges and aiding direction to classroom educators (IRA, 2000). Below I have created a graphic organizer that will compare and contrast the roles that a teacher and reading coach projects in implementing successful

Graphic organisers used in writing a narrative are a visual cue for ordering information. To full understand the purpose of graphic organisers in classrooms it is useful to break the term down and look at the defintions of both ‘graphic’ and ‘organiser’. The term graphic can be described as an adjective and means ‘clear’ (2014). While the term organiser can be defined as a person or a thing used for organising. (2014, Cambridge Dictionary Online)

Like it or not, there has always been diversity among students in the classroom. It is the fact that each and every student is unique. From every circumstance, students bring a varying set of values, perspectives, and beliefs to the learning environment. Understanding the character of students is important in order to become a competent teacher. In fact, teachers should be aware and recognize students, as unique individuals, all acquire information differently than others. Some of these differences are due to developmental variations in cognitive, physical, intellectual, moral, emotional, and social changes caused by maturation and experience. And this reality of classroom conditions makes instruction much more challenging for teachers and

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

In order for a student to participate in the English Language Learner program, students must first be classified or identified as an English Language Learner. Chicago Public Schools identifies students as English Learners by having each student complete a survey when they enroll in a Chicago Public School for the first time. The parent or the legal guardian completes a survey that includes a home language survey that asks two questions: 1. Is a language other than English spoken in the home; 2. Does the student speak a language other than English? If the answers given are that yes the student speaks another language and yes a language other than English is spoken in the home; then, the student is classified as an English Language Learner. The next step is to test the student’ s English proficiency level. This is done by testing the student and assessing his/her listening, speaking, reading, and writing skills. After the student is tested, depending on the results of