Social Studies With Language Arts

By providing different learning experiences in the curriculum teachers will be able to meet the needs of each student’s learning style. For ELL students, New Caney Elementary offers Bilingual programs dedicated to teach both languages, Spanish and English, that will essentially allow ELL students to learn the language. Programs like these were created to help students to thrive academically no matter their circumstance. To assess students at all times, one as a future educator must ensure that we are assessing the students in each lesson plan. The teacher must ensure that each student is grasping the content presented to them by monitoring their gained knowledge. In order implement the units from the curriculum, I will strive to provide various learning experiences to each student. I will provide visual activities for my visual learners, have hands on activities for my hands-on learning students, and provide discussions for the ones that learn through hearing and repeating things out loud. Each learning experience is crucial to the student’s academic success. By providing different types of learning experiences I will be able to make the lessons more effective and

By using powerful, evocative phrases in his writing, Chavez adds polish to the article. For instance, he says that he is “not blind to the feelings of frustration, impatience and anger” (Chavez 47-48). This potent metaphor adds liveliness to his writing, eliciting the same feeling as a rousing speech. Additionally, Chavez concocts a catchy saying that rings true for many people: “The rich may have money, but the poor have time.” (92-93). His use of metaphors and idioms transforms his article from simply functional to a powerful addition to the argument against nonviolence.

Selecting materials relevant to ELL’s experience or culture; strategically using students’ first languages to make the content delivered in a second language more comprehensible teaching word learning strategies that build on first language knowledge such as using cognates; and frequently using partner talk to give low-English-proficient students more opportunities to talk with more English-proficient

The first student that I conducted the lesson with was a girl I named Shiloh. Shiloh was an eight-year girl that was in the second grade, but would be entering in the third grade in the coming Fall. Her mother explained that she was an ESOL level two student. She was born in America, but both parents are Hispanic. The father is Cuban and the mother is from Venezuela. At home Shiloh’s family mainly communicates in Spanish. Shiloh’s mother explained that she wanted her daughter to speak Spanish at home because she does not want her to not learn Spanish or forget “where she comes from.” As I learned in TSOL I many parents do this this because they do not want their child

[This lesson plan is intended to guide students from their initial introduction to the Spanish language to a basic level of competency in terms of communication. Students would progress from remembering and reciting the alphabet to combining vocabulary words into simple sentences.]

The lesson was carried out February 23, 2017 at La Sierra University in room 105 at the education department. The room was spacious allowing enough space for each student and teacher. The furniture

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

Increasing my knowledge of Spanish was done in school. I always spoke Spanish with my parents, but I had not taken a specific class. However, in my first year of high school, I took a class called, ‘Spanish for Spanish Speakers’. Which taught Spanish in detail to allow students to correctly read and write the language. Furthermore, in my second year of high school, I took AP Spanish and expanded my skills

Once a week Jose goes to the library and choose a bilingual book but he only reads the Spanish part which is not being beneficial for him. Jose says there is no need to read the part in English because anyways he does not understand a single word. Specialists are doing observations and exams to have a proper diagnostic for Jose. Every day he goes to another class for one hour where he sits in a computer and listens to a program design to help kids learn English. The counselor talks to Jose at least once a week to encourage him to grow academically. The principal wants to make sure that Jose is giving his hundred percent to learn. His friends are always trying to help him, Chaylem a very bright student read aloud to Jose so he can hear the pronunciation of the words and repeat them. Cesar another peer, sits with Jose during their math class so he can help him with the problems. Jose likes when the other students tries to help him because sometimes he do not want to admit in front of the class that he does not understand

The students that make up the school are mostly Latino, African American, West Indian and white. Language is the medium through which students gain access to the curriculum. (Tamara Lucas). For example, Maria was placed in a dual language classroom, since arriving from Mexico and when she entered middle school that was taken away. The teacher in her English class needs to realize it takes second language learners longer to develop fluency in academic English than in conversational English. (Tamara Lucas). Ms. O’reilly should take this inconsideration when it comes to the strategies used in the classroom. Social interaction will help Maria’s language development and a method that can be useful to promote social interaction is the use of group work. Using group work will allow Maria to not only expand her English skills but also learn from the other students. Tamara Lucas states; “Scaffolding learning for ELLs requires teachers to consider the relationship between students’ linguistic abilities and the tasks through which they are expected to learn”. Ms. O’reilly has set the goal of having all the students to be on the same level at the end of the school year, this might not be a realistic goal since each child comes from different backgrounds and learn at different speeds. Different scaffolding strategies should be use to accommodate the ELLs in her classroom. Group work, sharing about ones culture, knowing the child’s mother tongue and creating a comfortable environment where the students can raise their hand or ask questions without feeling dumb or like an

Presently, Bachelor of Science in Elementary Education is the program of study I’m enrolled in. Within my program of study, the ELM-350 Methods and Strategies of Teaching and Integrating Social Studies and the Arts and ELM-360 Methods and Strategies of Teaching and Integrating Science and Health are some of the courses I will be taking at GCU. Generally speaking, the Methods and Strategies of Teaching and Integrating Social Studies and the Arts will provide me with strategies of history, geography, the social sciences and arts. In like manner, the Methods and Strategies of Teaching and Integrating Science and Health course will provide me with knowledge, understanding, and concepts of physical, life, earth and space sciences and health education.

Teachers modify their lesson plans to help their students reach mastery. Overall, it appears that teachers are successful when they understand their students and are able to incorporate elements of specialized needs into the lesson and to think about potential student misunderstandings before they occur. All information for this analysis is taken from case number 0001 under the ENL category. The video takes place in a 7th grade English as a Second Language (ESL) class. It is evident that the teacher understands the needs of each of her students and incorporated this knowledge into the lesson to ensure differentiation. Specifically, the teacher adjusts instruction to help meet the needs of the students by asking each individual to read from a worksheet so she is able to facilitate learning within a social setting. The teacher engaged the usually quiet children by asking probing questions which in turn enriched their problem solving skills. In addition, she helped each student correct their pronunciation in such a way that they would not feel embarrassed or attacked because she was aware of their reservations about reading out loud. Unbeknownst to the class, the teacher took the children’s cultural needs into consideration as well. In the overview of the video the teacher noted

This literacy report is based in a ESOL student which primary language is Spanish. The student is in a 3rd grade class, and his current literacy level is 3.5, which means that the student is in 3rd grade in the 5th month of the school year. The student socializes and expresses himself well in the classroom, which demonstrates good BICS management. However, his academic language, CALP, is not as broad as it should be. The student uses simple and common words, and sometimes talks to his peers and the teacher in Spanish. The student is able to read grade level literacy and write about the same; however, his oral language is not very broad. Since this is an ESOL class, most of the student’s primary language is Spanish; therefore, the students sometimes will communicate in their native language. This is a difficulty that the teacher faces every day because this doesn’t help the students enrich their English vocabulary. In my tutoring sections, I have observed that the student will speak in his native language and the teacher will reply in English, to kind of force the student to speak the English language. However, this is the student dilemma because he wants the teacher to speak and explain certain assignments in his native language. Moreover, the student presents behavior issues, which makes it more difficult for the teacher because she has to spend a good deal of her time correcting the student’s behavior.

It has not been easy but challenging and interesting. Unfortunately in this present job I have no colleagues, institution authorities or supervisors, which means anything I do in the classroom hardly ever provides me any feedback of what I am doing. Except of course for the eventual commentaries I receive from my students and the annual performance evaluation. Therefore I had this urgent necessity of obtaining some refreshment and reviewing of what I am doing in my classroom. I need to make a stop to reflect about how effective my teaching is. If the things I am doing are adequate and suitable to take my pupils to achieve their goal to communicate in the target language. Teaching in this context was at the beginning of the journey a frightening and stressing episode, first of all because I did not know anything about mining, geology, finance and accounting, just to mention some and not to make myself look like a complete ignorant. Secondly the atmosphere in a corporate has nothing to do with the informal ambience in an elementary school and thirdly but not least important, the students expectations and perceptions are not the same. Thus, I had to remake myself.

A great deal of researches is devoted to discuss different teaching techniques through which teachers can maximize teaching efficiency and facilitate the process of learning a new language for the learners. To design and adopt such techniques we need to be aware of psychological and cognitive procedures through which a foreign or second language is learnt. When researchers decide to analyze such procedures, like other fields of human science, they need to deal with learners