Teachers exist to serve the student and in the best interest of that student's education. According to Krashen, one of the first stages of language acquisition is the Silent Period (Krashen, 1985, p. 9). It is the teacher's responsibility to encourage the parents to be actively involved in the child's education, especially if the parents may be holding back.
Culture
I also describe how to use community literacies like the ones we collected in class and why this is an important practice. In the paper, I demonstrate that not only do practices like these "allow for a strengthened teacher/student relationship, but they also allow 'students from a variety of backgrounds to learn more about each other' (Jimenez, 2009, p. 18)" (Clark, 2014a, p. 5; see p. 112). The philosophy also suggests making the classroom more comfortable by having L1 literature available and also teaching some words and phrases of the students.
Planning, Implementing, and Managing Instruction
Although there were only four students in the small group, there was an immense variety of language abilities among the students. None of the students in the small group spoke the same mother tongue, so it was difficult to make connections with the first languages. The students would talk to the teacher on their own and write the sentences they created.
Assessment
In fact, this book had no words and the students themselves were encouraged to write sentences on each page that they thought corresponded to the pictures and the story telling. Not only is observation easily related to teacher observations, but it also corresponds to receiving assessments and recognizing ongoing student performance. I create a year-long calendar, planning different forms of assessment, of the student and her environment, both formal and informal.
Professionalism
Nathan (1995) basically states that community living is not necessary because it is all about the teacher's efforts. Because Cummins (1984) states that the development of the L1 and the L2 are intertwined, it is important to use the L1 in the classroom. The first time it occurs is in the sentence 'The dog also listens attentively'. The second event is when she writes:.
Have Learned
Introduction
Her other courses are structured immersion courses, but often consist entirely of ELL courses in ELD 1 courses. Although there are several other native speakers of Spanish in the class, there is no one from Honduras other than this student. All students in the class are classified into three knowledge groups determined by the teacher.
Students are also tested on the vocabulary presented in the story and given a matching passage or word bank to demonstrate their proficiency. Informal assessments usually take the form of teacher observation, which the teacher uses to place students into one of her three skill groups and move them from one group to another based on student progress. In the first category, Culture, I believe this classroom meets the basic needs of its students.
In the Cognitive Learning Style category, I checked only one box that was related to Marian's frustration and low persistence in completing the task. However, Mariana has 50% in this category and needs drastic help in the area of culture and language. Mariana knows how to behave in class and does not use inappropriate strategies to survive in class.
In the Socio-Linguistic Development department, Mariana has limited social and academic language in English and often asks a peer for help with understanding.
Identification and Placement
These results (0s in each category) were recorded and placed in the online system for her teachers to view. However, the other information collected that day by the ELD center was not provided to the teachers and left blank in the online system. The student's needs were met as far as taking a language proficiency test that placed her in the classes she attends today.
Therefore, we can assume, despite the lack of data, that Mariana's needs were met in this category. Schools "must assess LEP children in the five domains of speaking, reading, writing, listening, and comprehension" (US Department of Education, 2003) which is achieved through ACCESS testing, W-APT/TELPA, and TCAP/ELSA in the state. of Tennessee. Mariana enrolled in Metro-Nashville Schools on May 13, 2014, so she arrived after ACCESS and TCAP were given to students for that year.
The dropout rate for that year was 3% of the student body, but 5.3% of LEP students (Department of Research, Assessment and Evaluation, 2012). The ELL program at Mariana's school has seen a decline in TCAP scores in the recent past. However, the state has recently adopted a new form of testing that may change our perception of this program in the future.
Furthermore, teachers are qualified and highly trained at this school and have even had professional development in the form of SIOP training.
TELPA
They typically understand single-word cues, but generally cannot understand the speaker's intent (“I-ELDA RESULTS: Explanation of Variables”). Since Mariana also scored a 0 in this category, it is highly unlikely that she could produce any verbal communication at all, although Level 1 description may be a more accurate description of her current verbal production abilities. They may also be able to understand "high-frequency" written instructions ("I-ELDA RESULTS: Explanation of . Variables").
However, these students may not understand the ideas and intentions to be conveyed by the author ("I-ELDA RESULTS: Explanation of Variables"). Students with Level 1 writing skills may “be able to copy letters or form them from memory and may be able to write words; however, their text does not transmit a coherent message” (“I-ELDA RESULTS: Explanation of Variables”). Discourse Features , text structure and syntax are absent or "inappropriate" ("I-ELDA RESULTS: Explanation of Variables").
It is only correct when the student simply rewrites (“I-ELDA RESULTS: Explanation of Variables”). Given her previous schooling history, she might not even be able to copy anything. Mariana was able to answer questions about her age and where she was from, but I had to repeat more complex questions about her English speaking habits.
Without hand gestures, facial expressions and basic knowledge of Spanish, the teacher would not be able to understand him.
Writing
In the beginning of the school year, we will have to gather so much background. This book can be added to the classroom library and then sent home at the end of the year for students to share the book with parents. On the walls of the mall there were many signs written in various.
There are typically no more than 20 non-native students and one native English-speaking instructor who is not bilingual, or at least not bilingual in the students' languages. The program is language-as-problem oriented because “the natural solution to the problem is to focus on teaching the standard variety of society's language” (de Jong, 2011, p. 105). A two-way immersion program would not work at ESL To Go for a number of reasons, including the monolingualism of the teachers and the multilingualism of the students (de Jong, 2011, p. 206).
The instructors can teach sentences and words in the students' L1 and can ask students to share and even teach their culture and language (de Jong, 2011, p. 208-9). However, none of these things were done in the classroom we went to, and the L1 was used extensively. It is very important to embrace other cultures and the best way to do this is by embracing the language of that culture.
Spending a few hours exploring an area can make a teacher much more informed about students' daily experiences. I will learn and use phrases and words in the students' L1 and will ask the students to share and even teach their culture and language (de Jong, 2011, pp. 208-9). It is important in a culturally and linguistically diverse classroom to make full use of the resources already in the classroom: the students.
SIOP ® Lesson Plan Template 1
A teacher's interpretations of the success of the activity based on the teacher's knowledge of the content and students and the further actions the teacher will take in the future. At the same time, however, she admitted that the actual unit for poetry was not one of those. I found that 60% of the talking in the classroom belonged to the teacher and not the students.
I would have marked this category as 80% if there was not a group discussion at the end of the lesson. The cultural aspect of the lesson scored the lowest because there was very little connection with the culture of the students. Ask students with shoulder partners to look at one persuasive advertisement - McDonald's - and discuss the effectiveness of the advertisements (10 min.).
Explain to students that they will write a persuasive letter to make some changes based on one of the three. Model the brainstorming process using a suggestion that is not one of the three. The topic chosen here will be the same topic that students will write about later in the writing part of the unit.
Ask students with shoulder partners to read the script of the advertisement without any of the adjectives. Explain to students that they must publish their letters at the end of class. This is also why we add overall unit goals at the beginning of the unit.
