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ESL 433N Week 4 Assignment ELL Classroom Observation Using SIOP
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ESL 433N Week 4 Assignment ELL Classroom Observation Using SIOP
Details:
For this assignment, observe, and assess at least one lesson involving ELLs using the Sheltered Instruction Observation Protocol (SIOP) checklist in Sheltered Content Instruction: Teaching English Learners with Diverse Abilities.
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 on the appropriate form.
You are not required to submit this assignment to Turnitin.
0 notes
Text
ESL 433N Week 3 Assignment Proficiency Level Analysis
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ESL 433N Week 3 Assignment Proficiency Level Analysis
Details:
Analyze the proficiency levels of the students in Ms. Jensen’s class to place them into appropriate groups.
In a 250-word essay describe how you would group these students for in-class English language arts activities. The essay should include a rationale of placement, citing at least one source from your research to support the placement.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. A title page is not required.
You are not required to submit this assignment to Turnitin.
Ms. Jensen’s 7th Grade Class AZELLA Scores
Student Name
Reading Label
Writing Label
Listening Label
Speaking Label
Aryanna
Proficient
Intermediate
Intermediate
Proficient
Carlos
Intermediate
Basic
Basic
Intermediate
Corynn
Basic
Basic
Emergent
Basic
Desiree
Basic
Intermediate
Basic
Intermediate
Gabriel
Proficient
Intermediate
Intermediate
Proficient
Hailey
Basic
Emergent
Emergent
Basic
Jade
Basic
Basic
Intermediate
Intermediate
Jakob
Intermediate
Basic
Intermediate
Intermediate
Jerry
Intermediate
Intermediate
Intermediate
Intermediate
Michael
Intermediate
Proficient
Intermediate
Proficient
Noah
Basic
Intermediate
Intermediate
Intermediate
Petie
Proficient
Intermediate
Intermediate
Intermediate
Ramon
Emergent
Emergent
Pre-Emergent
Emergent
Rebecca
Basic
Emergent
Basic
Basic
Suzanne
Proficient
intermediate
Intermediate
Proficient
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ESL 433N Week 2 Assignment Cultivating Home and School Partnerships
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ESL 433N Week 2 Assignment Cultivating Home and School Partnerships
Details:
After watching the “Immersion” and “ELL Parent Involvement” videos, create a 10-15 slide PowerPoint that addresses the following questions.
1. What are some cultural factors that might affect English language learning for native English speakers as well as those students for whom English is an additional language?
2. What are significant issues to consider regarding the instruction and the classroom environment for all students?
3. How would home and school partnerships facilitate learning?
4. What could be done to cultivate home and school partnerships?
APA format is not required, but solid academic writing is expected.
You are required to submit this assignment to Turnitin
0 notes
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ESL 433N Week 1 Assignment English Language Proficiency Standards
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ESL 433N Week 1 Assignment English Language Proficiency Standards
Details:
Using the English Language Proficiency Standards (ELP) from Arizona or from your state, select a stage (grade level) for a group of students of your choosing. Create a content objective and a language objective using the English Language Arts Standards from AZ or from your state for your group of ELLs at the Basic Proficiency Level for each of the following domains:
1. Listening and Speaking
2. Reading
3. Writing
Include a 500-750-word summary below the chart (within the same document) that contains rationales for each of the three domains that describes how the objectives you wrote address the characteristics of a basic ELL level and accounts for the theoretical language acquisition principles mentioned in your required reading.
In this summary, explain how content area teachers can write lesson plans in which all of the standards (ELP and content) support one another and actually provide scaffolding opportunities for students.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
You are required to submit this assignment to Turnitin.
0 notes
Text
ESL 433N Advanced Methodologies of Structured English Immersion
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ESL 433N Advanced Methodologies of Structured English Immersion
ESL 433N Full Course
ESL 433N Week 1 Discussion Question 1
According to Jim Cummins, social language (BICS) takes 1-3 years while academic language (CALP) is more difficult and takes 5-8 years to develop. Describe the differences between BICS and CALP. How can teachers help English language learners develop academic language?
ESL 433N Week 1 Discussion Question 2
What are some of the greatest barriers preventing our schools from meeting the educational goals for ELL students today? Consider efforts that promote and/or suppress dual language or two-way bilingual initiatives and programs. What recommendations are offered in your readings that address those barriers? Who do you see as potential change agents for implementing those recommendations?
ESL 433N Week 1 Assignment English Language Proficiency Standards
Details:
Using the English Language Proficiency Standards (ELP) from Arizona or from your state, select a stage (grade level) for a group of students of your choosing. Create a content objective and a language objective using the English Language Arts Standards from AZ or from your state for your group of ELLs at the Basic Proficiency Level for each of the following domains:
1. Listening and Speaking
2. Reading
3. Writing
Include a 500-750-word summary below the chart (within the same document) that contains rationales for each of the three domains that describes how the objectives you wrote address the characteristics of a basic ELL level and accounts for the theoretical language acquisition principles mentioned in your required reading.
In this summary, explain how content area teachers can write lesson plans in which all of the standards (ELP and content) support one another and actually provide scaffolding opportunities for students.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
You are required to submit this assignment to Turnitin.
ESL 433N Week 2 Discussion Question 1
What are some individual and sociocultural factors that may affect ELL students? How might these factors affect their success in meeting learning goals in the classroom setting?
ESL 433N Week 2 Discussion Question 2
What are some of the potential effects of bilingualism and home language use for a student attending classes that are delivered in English? How might these effects differ based on the age of the student?
ESL 433N Week 2 Assignment Cultivating Home and School Partnerships
Details:
After watching the “Immersion” and “ELL Parent Involvement” videos, create a 10-15 slide PowerPoint that addresses the following questions.
1. What are some cultural factors that might affect English language learning for native English speakers as well as those students for whom English is an additional language?
2. What are significant issues to consider regarding the instruction and the classroom environment for all students?
3. How would home and school partnerships facilitate learning?
4. What could be done to cultivate home and school partnerships?
APA format is not required, but solid academic writing is expected.
You are required to submit this assignment to Turnitin.
ESL 433N Week 3 Discussion Question 1
How is standardized assessment beneficial for ELLs in terms of placement, progress, and exiting ELL programs? How should teachers use this data to plan their instruction?
ESL 433N Week 3 Discussion Question 2
What are some reasons why ELL instructors would differentiate instruction in their classrooms? List and explain at least four reasons.
ESL 433N Week 3 Assignment Proficiency Level Analysis
Details:
Analyze the proficiency levels of the students in Ms. Jensen’s class to place them into appropriate groups.
In a 250-word essay describe how you would group these students for in-class English language arts activities. The essay should include a rationale of placement, citing at least one source from your research to support the placement.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. A title page is not required.
You are not required to submit this assignment to Turnitin.
Ms. Jensen’s 7th Grade Class AZELLA Scores
Student Name
Reading Label
Writing Label
Listening Label
Speaking Label
Aryanna
Proficient
Intermediate
Intermediate
Proficient
Carlos
Intermediate
Basic
Basic
Intermediate
Corynn
Basic
Basic
Emergent
Basic
Desiree
Basic
Intermediate
Basic
Intermediate
Gabriel
Proficient
Intermediate
Intermediate
Proficient
Hailey
Basic
Emergent
Emergent
Basic
Jade
Basic
Basic
Intermediate
Intermediate
Jakob
Intermediate
Basic
Intermediate
Intermediate
Jerry
Intermediate
Intermediate
Intermediate
Intermediate
Michael
Intermediate
Proficient
Intermediate
Proficient
Noah
Basic
Intermediate
Intermediate
Intermediate
Petie
Proficient
Intermediate
Intermediate
Intermediate
Ramon
Emergent
Emergent
Pre-Emergent
Emergent
Rebecca
Basic
Emergent
Basic
Basic
Suzanne
Proficient
intermediate
Intermediate
Proficient
ESL 433N Week 4 Discussion Question 1
After reading chapter 17 in 50 Strategies for Teaching English Language Learners, choose a curriculum area and a grade level you hope to teach. Using the steps listed in the text regarding the implementation of sorting activities, explain how you would use these sorting activities to teach language.
ESL 433N Week 4 Discussion Question 2
In Sheltered Content Instruction: Teaching English Learners with Diverse Abilities, cognitive, metacognitive, and language learning strategies are reviewed. Choose one strategy from each you would utilize to teach vocabulary. Explain why each strategy would be effective for an English language learner.
ESL 433N Week 4 Building Vocabulary for ELLs in the Pre-production and Early Production Stages
Details:
From your required reading and other sources, write a 500-750 word persuasive essay to your fellow teachers describing the benefits of strategies that encourage vocabulary development within the pre-production and early production stages of language acquisition. These strategies should transcend all content areas. Describe the Silent Period and how it affects vocabulary development. How could this be accounted for within your teaching?
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are required to submit this assignment to Turnitin.
ESL 433N Week 4 Assignment ELL Classroom Observation Using SIOP
Details:
For this assignment, observe, and assess at least one lesson involving ELLs using the Sheltered Instruction Observation Protocol (SIOP) checklist in Sheltered Content Instruction: Teaching English Learners with Diverse Abilities.
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 on the appropriate form.
You are not required to submit this assignment to Turnitin.
ESL 433N Week 5 Discussion Question 1
If you were teaching a learning strategy to students with intermediate English proficiency, what specific guidelines would be critical for you to consider when planning the lesson?
ESL 433N Week 5 Discussion Question 2
A teacher starts the beginning of the school year with 25 sixth graders, all of whom are proficient in the English language. By the fourth month of school, Josefina joins the classroom. She has just entered the United States and does not speak a word of English. How does this teacher modify her lessons for this student? How does the teacher make Josefina feel comfortable in the established classroom culture? How can the teacher make other students feel comfortable within the classroom?
ESL 433N Week 5 Assignment Graphic Organizer
Details:
Create a graphic organizer, or complete the table attached, to identify and describe oral, reading, and writing strategies appropriate for each ELL proficiency level. You may use strategies from your required readings or your research. Include a justification as to why each strategy is applicable to the specific ELL proficiency label, citing references.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
You are not required to submit this assignment to Turnitin.
Pre-Emergent Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking and Listening
Reading
Writing
Emergent Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking and Listening
Reading
Writing
Basic Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking and Listening
Reading
Writing
Intermediate Instructional Strategies
Content Area
Strategy and Description
Justification
Speaking and Listening
Reading
Writing
ESL 433N Week 6 Discussion Question 1
Provide an example of a project, assignment, or in-class activity that could be used as a means of employing multiple assessments of ELLs. Why are multiple assessments important?
ESL 433N Week 6 Discussion Question 2
How will you implement formative assessment in your classroom to support the Common Core State Standards and the ongoing, formative assessment of ELL students?
ESL 433N Week 6 Assignment ELL Instructor Interview
Details:
Interview an ELL instructor from a Title I school about how assessment is used for placement. You may interview one of the instructors that you have observed during your observations for this course. Inquire also about how placement is determined for both special education and gifted ELLs. Your questions might include (but should not be limited to) the following:
1. What are the indicators of exceptionality a classroom teacher should look for when a student also has a language barrier?
2. How can informal as well as formal assessment results factor into placement?
3. What role do parents and teachers have in placement?
4. What are some primary factors that are exhibited in underachievement that may not necessarily signal special education needs?
5. How are changes among individual ELL proficiency levels over the course of the school year accounted for?
6. How are diagnostic, formative, and summative assessments integrated for ELLs in mainstream classrooms?
7. What are the benefits of the SIOP protocol for native English speakers as well as those for whom English is an additional language?
Consolidate your findings in a 750-word essay, supporting your findings with at least three current sources from your readings and the GCU Library to support your reasoning.
Log the time that you spend on-site on the appropriate form.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading 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.
ESL 433N Week 6 Evaluating and Selecting Assessments
Details:
Table 1 in the Smith article describes concepts, principles, and checklist items that can be used to evaluate assessments.
Select two of the checklist items you think are important when evaluating assessments for ELL students. In a 500-word essay describe those items within a brief summary of the article to defend why you believe the two items are of particular importance. Include at least three sources from your reading to support your position.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
You are required to submit this assignment to Turnitin.
ESL 433N Week 7 Discussion Question 1
Max Points: 5.0
Identify two examples of instructional differentiation for students with emerging English skills or expanding or advanced English skills.
ESL 433N Week 7 Discussion Question 2
What can a teacher do if the textbook is not comprehensible to the students in his or her classroom? List and describe at least two strategies.
ESL 433N Week 7 Assignment Benchmark – Using SEI Strategies in a SIOP Lesson Plan
Details:
For this benchmark, create a SIOP lesson plan that integrates students’ reading levels, cultural background, language objectives, content objectives, and best instructional practices for ELLs, as well as authentic assessment for a grade level and content area of your choice.
Use the SIOP Lesson Plan Template, located on the College of Education site in the Student Success Center, and the “Class Profile” to complete this assignment.
From the “Class Profile,” specify a grade-level of your students. Choose a performance objective from the ELA Common Core State Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the needs of your students. Consider applicable language acquisition stages of development in designing your lesson plan.
Integrate the following:
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction Practice & Application
6. Lesson Delivery
7. Review & Assessment
APA format is not required, but solid academic writing is expected.
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 433N Week 8 Discussion Question 1
From your required reading in Sheltered Content Instruction: Teaching English Learners with Diverse Abilities, identify three factors that you would like to refine and describe how you would accomplish this.
ESL 433N Week 8 Discussion Question 2
Review the virtual ESL classroom by clicking on the resource link in the topic materials. Explore the learning environment and observe the lesson. What SEI strategies were applied to the teaching of this content?
ESL 433N Week 8 Assignment Academic Vocabulary Strategies
Details:
Based on the strategies that you learned about in this course and your required readings, write a 250-word reflection about how you would integrate academic vocabulary in the content areas.
Choose one strategy and explain how you would incorporate academic vocabulary throughout the school day in multiple ways. What resources would you need to best facilitate this strategy?
APA format is not required, but solid academic writing is expected.
You are required to submit this assignment to Turnitin.
0 notes
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ESL 223N Week 7 Assignment Benchmark – SIOP Presentation
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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:
o Lesson Preparation
o Building Background
o Comprehensible Input
o Strategies
o Interaction
o Practice and Application
o Lesson Delivery
o 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.
0 notes
Text
ESL 223N Week 8 Assignment Creating a SIOP Lesson Plan SEI Strategies
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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.
0 notes
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ESL 223N Week 6 Assignment SIOP Teaching Model
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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.
0 notes
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ESL 223N Week 5 Instructional Strategies in the Virtual Classroom
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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
0 notes
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ESL 223N Week 5 Assignment Key Vocabulary Game
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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
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ESL 223N Week 4 Assignment Proficiency Standards
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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.
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ESL 223N Week 4 Assignment ELL Classroom Observation Using SIOP
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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.
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ESL 223N Week 3 Assignment Language Acquisition Factors
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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
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ESL 223N Week 2 Assignment Cultural Diversity and Classroom Learning
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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.
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ESL 223N Week 1 Assignment Key Events
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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.
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ENG358 Wk 3 Assignment Collaborative Learning Community Data-Driven Research Paper Outline
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ENG358 Wk 3 Assignment Collaborative Learning Community Data-Driven Research Paper Outline
Details:
This is a CLC assignment.
Your instructor will assign you to a group, and each group will study the primary research that has been done in relation to a spoken language.
This type of research observes the actual occurrence of a linguistic phenomenon, and involves collecting samples of spoken language and describing important characteristics of those samples.
Each group will be responsible for constructing an outline that details the description of the project.
Include the names of all participants of the group on all documents created and submitted for this assignment.
Formulate a research question about uses of language. Characteristics of a good research question include the following:
1. It must be answerable by observation.
2. It must be interesting to the researcher or researchers, or answer an important question in the discipline.
3. It must be sufficiently limited, so that researchers can design observation and collection methods to gather data in a reasonable length of time and write up the results in the allotted space.
While MLA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using MLA documentation guidelines, which can be found in the MLA Style Guide, located in the Student Success Center
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ENG350 Wk 3 Collaborative Learning Community: Federalist and Anti-Federalist Debate
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ENG350 Wk 3 Collaborative Learning Community: Federalist and Anti-Federalist Debate
Details:
This is a CLC assignment.
The conclusion of the Revolutionary War did not mean the cessation of disagreements about the form of government the colonies should take. Fierce debate took place over the new Constitution. Federalists argued for a strong national government as put forth by the Constitution. Anti-Federalists believed that such a government gave too much power to the national government. They were persuaded that there was a need for a bill of rights to curtail such power. The instructor will assign you to a team that will take an assigned side in what was a raucous debate.
Establish your team’s position as Federalist or anti-Federalist by explaining the respective arguments.
Provide support for your argument from what colonists had experienced at that point in history. You will verbally confront and refute the opposition.
Finally, predict the bright future of America if it follows your side’s suggestion about government. Submit the assignment in the most persuasive format your team can imagine.
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