ESL 223N Full Class

ESL 223N Full Class Click Link Below To Buy: https://hwcampus.com/shop/esl-223n-full-class/ Or Visit www.hwcampus.com Contact Us: [email protected] ESL 223N Full Course ESL 223N Week 1 Discussion Question 1 Recently, Sheltered English Instruction, also known as Structured English Immersion (SEI), has replaced bilingual education in a few states. Arizona is one of those states. Looking at the SEI model and bilingual education model, compare and contrast these two methods, citing advantages and disadvantages of each. As a future educator, which model would you prefer to see implemented and why? ESL 223N Week 1 Discussion Question 2 Two-way dual immersion programs are gaining popularity in many states. As a future educator, what are your thoughts on this type of program for ELLs? What information from the assigned readings and videos support your opinion? ESL 223N Week 1 Assignment Key Events Details: Based on key legislation pertaining to English language learners (ELLs) from your state and from your readings, create a brochure, newsletter, or Glogster to be used to inform parents in your community about English immersion policies and programs. Include the following: 1. Historical developments that led to the policies regarding the role of English in their children’s classrooms. 2. Pros for the English immersion program in the community or school you have chosen. 3. At least two websites that enable parents to get additional information about the English immersion programs that parents would need to know about. 4. A description of the characteristics of a relevant English immersion program in terms of instructional strategies, time spent in the classroom with other ELL students, and time spent in regular classrooms with native speakers. You can find this information on the Arizona Department of Education website or from the Department of Education website of your state. 5. Definitions for any terms that parents would need to know. GCU style is not required, but solid academic writing is expected. You are required to submit this assignment to Turnitin. ESL 223N Week 2 Discussion Question 1 Why is it important for teachers to discern the cultural differences among their students? How can a teacher learn more about the cultures of their students? How could this new information influence lesson planning and student learning? ESL 223N Week 2 Discussion Question 2 Based on your educational experiences provide an example where the cultural needs of you or your peers were not addressed. How should it have been handled? ESL 223N Week 2 Assignment Cultural Diversity and Classroom Learning Details: Use resources from the required readings or the GCU Library to create a 10-15 slide PowerPoint or Prezi presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school. Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it. Include sociocultural influences on learning such as: • Religion • Dress • Cultural Norms • Food • Socialization • Gender Differences • Home Discipline • Education • Native Language Include presenter’s notes, a title slide, in-text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library. GCU format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using GCU formatting guidelines, which can be found in the GCU Style Guide, located in the Student Success Center. You are required to submit this assignment to Turnitin. ESL 223N Week 3 Discussion Question 1 Review the information found in “Key Terms” on the “ESL Database.” Choose two terms from the database to paraphrase. How are these terms used in relation to English language learners or education in general? ESL 223N Week 3 Discussion Question 2 Review the “Introduction to BICS/CALP” and “Basic Interpersonal Communicative Skills and Cognitive Academic Language Proficiency” in this topic. Explain why the distinction between BICS and CALP is important. Which takes longer to develop? ESL 223N Week 3 Assignment Language Acquisition Factors Details: Each scenario in the “Language Acquisition Factors: Scenarios I and II” that includes at least three factors that affect the students’ language acquisition. Think of the language factors present for each student. Choose one scenario, and answer the following questions in a 500-word essay: 1. Identify what you see as a positive or negative force in their English language acquisition abilities. 2. How might any of these factors also affect the rate of language acquisition? 3. What other contributing factors can you identify as an obstacle or asset to your selected case study acquiring English proficiency skills? GCU Style is not required, but solid academic writing is expected. You are not required to submit this assignment to Turnitin. ESL 223N Week 4 Discussion Question 1 Review the achievement mandates for ELLs in Arizona or in your state. In your opinion, are these mandates beneficial to ELLs? Explain. ESL 223N Week 4 Discussion Question 2 How can you meet the mandates of the Common Core Standards when teaching ELLs? ESL 223N Week 4 Assignment ELL Classroom Observation Using SIOP Details: Your required practicum/field experience hours for this course will be spent observing, interviewing, and being mentored by ELL instructors or administrators in a Title I setting. For this assignment, observe and assess at least one lesson involving ELLs using the SIOP checklist from Appendix A in the textbook. Submit a copy of the checklist with a 250-word reflection on this experience. Address the following questions in your reflection: 1. Were the students aware of the class language and content objectives? 2. How did the teacher instruct the content and language objectives? 3. What type of student group configurations were used? How many different types of student configurations were used? 4. How did the teacher accommodate for different ELP levels? Log the time that you spend on-site in your Practicum/Field Experience Observation and Activity Log. You are not required to submit this assignment to Turnitin. ESL 223N Week 4 Assignment Proficiency Standards Details: Using the Office of English Language Acquisition Services (OELAS) website or the department of education website in your state, choose one ELL proficiency standard from each of the following sections: 1. Listening and speaking 2. Reading 3. Writing For each standard, complete the attached chart by including the following: 1. The ELP standard 2. The correlating language arts standards or Common Core Standard 3. The teacher activity You may use the “English Language Proficiency Chart” as a guide to complete this assignment. GCU style is not required, but solid academic writing is expected. You are not required to submit this assignment to Turnitin. ESL 223N Week 5 Discussion Question 1 Effective teachers do more than just go through the motions of writing their lesson content and language objectives on the board. Getting the students involved in thinking about the objectives is important. How would you get students involved in learning the lesson content and language objectives? List at least two ideas. ESL 223N Week 5 Discussion Question 2 The following three features or objectives are contained within the Component 2: Building Background video: 1. Teaching concepts must be bridged to students’ backgrounds. 2. The teacher should create links between the students’ past learning and new learning in the classroom. 3. Students must learn new key vocabulary words for each lesson. How would you utilize each objective in teaching your content area? Provide one example for each objective. ESL 223N Week 5 Instructional Strategies in the Virtual Classroom Details: Review the ESL “Virtual Classroom.” Explore the learning environment and observe the lesson. Complete the “Adapted Lesson Plan Worksheet” based on what you observed in the lesson in the virtual classroom. GCU style is not required, but solid academic writing is expected. You are not required to submit this assignment to Turnitin. ESL 223N Week 5 Assignment Key Vocabulary Game Details: Create an engaging vocabulary game to be used to teach key vocabulary words to ELLs in your selected content area. Your vocabulary words should address Tier One, Tier Two, and Three Tier words from your required reading which include: 1. Common words, which most children acquire in daily conversations in their first language; 2. Content specific technical words, which may be commonly used or rarely used; and 3. Words that define written text which are generally more sophisticated and precise than words used in conversation or academic vocabulary from academic texts. Your submission should include: 1. A list of all of the Tier One, Tier Two and Tier Three key vocabulary words. 2. A detailed description of the game rules, number of players, and how the game is played. 3. The students’ grade level, core content area, and ELP level on your submission document. Utilize this game during your practicum experience within one of your classrooms for ELLs. Write a 250-word summary regarding whether the game was beneficial to your students, whether there were any problems that occurred while playing the game, and any changes that you would make to the game based on your observations. GCU style is not required, but solid academic writing is expected. You are required to submit this assignment to Turnitin. ESL 223N Week 6 Discussion Question 1 Effective SIOP teachers provide scaffolding for their students to acquire academic success. Select a content subject and a topic you will teach to students who are English language learners. List and describe the type of scaffolds that you must put in place for your students to achieve their content and language objectives. ESL 223N Week 6 Discussion Question 2 Select a content subject and a topic that you are teaching to English language learners. List and describe three different grouping configurations that could be used for teaching and learning this new concept. What would you expect the students to do in each of the three different group configurations? ESL 223N Week 6 Assignment SIOP Teaching Model Details: Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels. After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the worksheet. In addition, record on your worksheet how the teacher used the following within this lesson: 1. Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice. 2. Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized. 3. Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear 4. Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher-order thinking. 5. Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts. GCU style is not required, but solid academic writing is expected. You are not required to submit this assignment to Turnitin. ESL 223N Week 7 Discussion Question 1 How do state ELL proficiency tests, such as the AZELLA (AZ) or the WIDA (other states), guide data-informed decision making? How do these test results affect lesson planning? ESL 223N Week 7 Discussion Question 2 When assessing ELLs, teachers must use a variety of assessments in order to get the most accurate snapshot of academic and language progress. What are some ways teachers can assess students in the classroom to include all four domains of language (reading, writing, listening, and speaking)? ESL 223N Week 7 Assignment Benchmark – SIOP Presentation Details: For this benchmark, create an in-depth, 15-20 slide PowerPoint presentation to inform other teachers in your school district of the benefits of using the SIOP model as a teaching framework. This presentation should elaborate on the empirical research that shows the benefits of the SIOP framework when used with general education students as well as with ELLs. Your presentation should include: 1. A brief historical overview of some of the major educational policies that have shaped ELL instruction. 2. A brief description of socioeconomic, political, and legal influences on instruction for ELLs. 3. The eight interrelated components of the SIOP model, their application, and a teaching example for each component. Include a benefit for each SIOP component regarding how it contributes to an engaging curriculum and learning experience. The eight SIOP components are as follows: • Lesson Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice and Application • Lesson Delivery • Review and Assessment 4. Make a case for the importance of engaging in ongoing learning regarding innovative ways to utilize SIOP in your teaching. 5. Include considerations about meeting ELL needs, such as access to academic classes, appropriate resources, and instructional technology, while working collaboratively with other school professionals from the perspective of an advocating leader. Include title slide, presenter’s notes, in-text citations, and a reference slide that contains 3-5 sources from the required readings or the GCU Library. While GCU style format is not required for the body of this assignment, solid academic writing is expected. For all assignment delivery options, documentation of sources should be presented using GCU formatting guidelines, which can be found in the GCU Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Submit this assignment to your instructor in LoudCloud. You will also submit this assignment to Taskstream along with your completed practicum/field experience log. ESL 223N Week 8 Discussion Question 1 With any type of new learning, students need practice and application of newly acquired skills to ensure mastery of content concepts. Can you list and describe two hands-on activities and identify materials, including manipulatives, to enable students to forge connections between abstract concepts and concrete concepts in a less language-dependent way? ESL 223N Week 8 Discussion Question 2 How would you respond to a teacher who says: “Well, if I follow the SIOP Model and make sure my English learners are able to access content using these activities, techniques, and approaches, my on-level kids and native English speakers will be bored.” ESL 223N Week 8 Assignment Creating a SIOP Lesson Plan SEI Strategies Details: Create a lesson plan that integrates language objectives, content objectives, and best instructional practices for ELLs, as well as a method for authentic assessment. In this assignment you will complete a SIOP Lesson Plan based on the Background Information below and your own grade level selection and content area of choice. Background Information You are the teacher of a class of 10 ELL students in the same grade, but with differing English proficiency levels. Select your potential grade level and core content area of interest before you begin. Using the SIOP Lesson Plan template in the Student Success Center, design a lesson for those students by completing the following sections of the SIOP lesson plan: 1. Standards 2. Theme 3. Lesson Topic 4. Objectives (Content and Language) 5. Learning Strategies 6. Key Vocabulary 7. Materials 8. Motivation (Building Background) 9. Presentation (Language and content objectives, comprehensible input, strategies, interaction, feedback) 10. Practice and Application (Meaningful activities, interactions, strategies, feedback) 11. Assessment and Extension (Review objectives, and vocabulary, assess learning) GCU style is not required, but solid academic writing is expected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin.