Using Sei Strategies in a Siop Lesson Plan Essay

2.) A. Why do people leave some countries and migrate to other countries around the world? What kinds of issues, both positive and negative, result from such movements? For example, why do governments place restrictions on immigration? Provide an example of immigration restrictions that the United States has implemented in the last five years. Research and summarize an immigration restriction imposed by another nation.

Comprehensible input is the theory that English learning students will understand best when they are given appropriate input. There are four ways to make input comprehensible; first is to Speak appropriately. Teachers need to enunciate and use words that English learners can understand. Second is to clearly explain tasks.

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

Respond to prompts 4a–c below by referring to children’s range of vocabulary development related to the learning segment—What do they know, what are they struggling with, and/or what is new to them?

It is extremely important that the Learner / group clearly articulate what the problem / situation is to the class. It is essential that the

In order for me to demonstrate understanding of this standard, I must consider the impact of the family and community on student learning, contribute to the overall development and improvement of the school, and work with other educators to share knowledge and improve practice. My artifact contributes to school initiatives, projects, and organizations teaching me how to teach and reach my ESL students through different strategies. The ESO training was beneficial for me to gain a deeper understanding of how important communication is when teaching others. I learned it is important to my lessons to include group work instead of individual work (and vice versa), evaluate students' performance on a test to decide whether to reteach the concept or move on to a new one. It is very important to collaborate with other teachers sharing fresh ideas and exchanging a variety of strategies to help relief the stress of math problems. The ESO training used everyday problems to solve math problems. Because we use math in our everyday life it is essential for me to keep my parents informed through emails and phone

* I work with large groups of learners, with a diverse age range, who might not have been in a learning or classroom environment for many years. Therefore, it’s essential that I conduct a thorough initial assessment along with college initial innumeracy and literacy assessments to identify potential barriers to learning and remove them as far as possible.

The course will facilitate knowledge and skills Colorado Interpreters in Education (CIE) need to develop a deeper understanding and appreciation of the Colorado Academic Standards (CAS) application to classroom content and teachers instructional goals. CIE’s will explore the interwoven concepts of CAS. The course provides the CIE with information and resources that when applied to the interpretation of content will produce a more conceptual accurate, meaning based communication for consumers (Deaf/Hard-of-Hearing and hearing individuals). Additionally, discussion of the discourse teachers integrate into the standardized lessons to guide student

They are capable of preforming grade level core material up to but not including Basic level in ELL-IV for reading concepts. In other words, this student is performing at an Emergent level in EEL IV and therefore has reached all the performance indicators in the Pre-Emergent levels of skill progression ("ELPS Guidance Doc.," 2015, p. 2). Now the teacher can review all the domains and performance indicators to adjust and implement sheltered instruction observation protocol (SIOP) methods of instruction, activities, and assignments to accommodate the lack of English skills need to perform at grade level. By using the AZELLA an instructor has the tools in order to facilitate achievement among the English Language Learners in their classroom.

I will investigate and reflect on how a particular group is affected by local migration and how it relates to global processes.

ELLs and Vocabulary Erica Villarreal Concordia University Educational Research 5305 Dr. D. Hastings   TABLE OF CONTENTS Chapter One: Introduction...............................................................................................................3 Purpose Statement..................................................................................................4 Chapter Two: Literature Review..................................................................................................... 5 Chapter Three: Methodology........................................................................................................... 9 Hypothesis................................................................................................................

“Make the most of what students already know”: The teacher should plan his/her lessons and put them into practice guided by what students already know. In this sense, the teacher occupies what has been previously learned and enriches the vocabulary students have already internalised, in order to incline their knowledge about vocabulary and, more specifically,

When the teacher wants to teach a new teaching item (grammar, vocabulary etc.) he should keep the order in mind. It is important because learners should be first exposed to language before they use it and see it in written form. Also, children learn their first language following that order. The child will be able to understand the new item before he is able to produce it and use it in communication. So the difference between being able to understand an item and being able to produce it is known as passive versus active knowledge. The teacher should prepare a lot of material where they can use new item. Sometimes it is not evident but young learners are absorbing the new item on an unconscious level. Except for these four basic skills, students have to develop a few more skills that they need in the 21st

The next segment will focus on the similarities and differences between participants (A) and (B), through analyzing social factors. Some similitude among both participants is that they are both males, and also the way in which culture help to shape their gender identities. In the particular case of (A), his culture’s belief systems and practices reinforced his understanding on gender and what it meant to be a male within his culture and significant others. (A) formation of gender identity was acquired through his personal social experience in which he was expected to be a “macho”, therefore, fulfill his culture’s rules on gender expectations by practicing self-expression, behaving and embracing the “macho” characterization of a male. As Jodi O'Brien states, that concepts such as gender, are handed down to us through social intercourse with other members of our culture (88). Similarly, to (A), participant (B) did also develop his understanding of gender identity under the influence of cultural rules, belief systems and practices. (B) follow his cultural beliefs on the expectation of a male character and embraced his gender identity based on what his culture valued the most, in this case, achieving financial success and demonstrating sophisticated personality traits.

* Personal space, culture, individual versus community orientation, respect for authority, non-verbal communications, the value of time, valuing cultural diversity on