ESOL and Essential Components of Reading

ESOL and Essential Components of Reading Order Instructions: After reading the article, “English Language Learners and the Five Essential Components of Reading Instruction”

choose two of the essential components and create an instructional activity that will assess these components. The activity should be developed for an ELL with a language classification of A1/A2. The activity should also promote their language development.

ESOL and Essential Components of Reading Sample Answer

Esol

Essential Components of Reading

In establishing the two components of reading, it is imperative to first establish the ELL’s level of language classification. In this case, the ELL with a language classification of A1/A2 is considered and described as those at the beginner levels, an aspect that makes it easier in developing activities that promote their language development.

Phonemic Awareness in ESOL and Essential Components of Reading

Phonemes are considered as the smallest units that make up spoken language. It is essential to establish that English has 41 phonemes that are combined in the formation of words and syllables. For instance, the word stop may be dissected into four phonemes (s-t-o-p) while the word shop may have three phonemes (sh-o-p) (Brown, 2012). An example of an instructional activity that will integrate the components of phonemes among the ELL with a language classification of A1/A2 would include the use of a song that enables the learners to understand the phonemic components through the use of repetition and rhymes.

And they never came back, back, back,

She jumped so high, high, high,

Five fifty cents, cents, cents,

With silver buttons, buttons, buttons,

All dressed in black, black, black,

Jump over the fence, fence, fence

Miss Mary Mack, Mack, Mack,
She reached the sky, sky, sky

It is important to understand that this activity will promote the ELL’s language development through an aspect that will increase their phonemic awareness and their ability to determine and manipulate such phonemes in spoken word (Brown, 2012). It is additionally essential to establish that the sounds of these phonemes would help the students in making words together.

Vocabulary Development in ESOL and Essential Components of Reading

This element refers to the ELL’s knowledge of stored information on the meaning and pronunciation of different words that are essential in communication. Vocabulary development remains essential for the ELL’s especially when they are beginning to read since it helps them to establish the sounds and words that make sense based on their own understanding (Brown, 2012). In developing an instructional activity, the ELL’s need to engage in a lesson that entails a sequence of events within a story. For instance, a teacher may choose the book “The Tortilla Factory” by Gary Paulsen which details the steps entailed in making tortillas.

The teacher, therefore, shows the ELL a bag of tortillas and requests the learners to show their thumbs up in responding to the questions he asks;

Who ate the tortillas?

Helped in preparing the tortillas?

Known’s the ingredients needed to make tortillas?

Can show by motions the ways of making the dough?

The teacher then prompts the learners to identify the key vocabularies used as they are written on index cards that are placed in a pocket chart. The learners are expected to note these words while the teacher explains the meaning of each word (Brown, 2012). The teacher then distributes the words on an index card to different learners and while the teacher reads the words aloud, the learners are required to hold their words up. This activity, therefore, improves the learner’s language development.

ESOL and Essential Components of Reading Reference

Brown, R. (2012). Straddling two worlds: Self-directed comprehension instruction for middle schoolers. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices. (339). New York: Guilford Press.

ELL Information Processing Using Technology Resources

ELL Information Processing Using Technology Resources Order Instructions: Integrating Technology Resources to Help ELL’s to Process Information.

Explore at least ten resources (software or online) that incorporate technology in your lessons and help ELLs to process information and develop deep understanding of your content. In a word-processed document, share how you could integrate some of these resources (at least five) and explain how they will help to meet your objectives.
Objective :

1. LAFS.4.RL.1.2 The student will determine the theme of a story, drama, or poem from details in the text; and will be able to summarize the text.
2. LAFS.4.RL.1.3 The student will describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

ELL Information Processing Using Technology Resources Sample Answer

Integrating Technology Resources to Help ELL’s to Process Information

In order to integrate technology resources and determine the manner in which these elements can meet the learning objectives detailed, it is essential to consider that teachers need to establish efficient systems that would enable ELL to develop their language efficiently (Billings & Mathison, 2011). In order to achieve conversational fluency among the learners, it is significant that a functional level is acquired within a period of two years of the learner’s exposure to the second language.

However, in order to integrate technological resources in helping the ELL in processing information, the inclusion of a multimedia technology that incorporates videos and pictures would be efficient in a lesson, an aspect that would allow the teachers to enable the students to identify some of the contextual cues in establishing the theme of the story provides and summarizing the details of the story (Billings & Mathison, 2011). In addition to this, the learners may be introduced to an interactive whiteboard that presents a multimedia lesson, an aspect that enables the ELL learners to equally participate in the learning process. This resource, therefore, improves the student’s content readiness, thus improving their understanding of the story.

On the other hand, the teachers may resort to the integration of document cameras would enable the learners to find ease during learning since this resource enables the students to project the images of the story on a whiteboard, thus allowing the learners to make notes and establish the significant events displayed in the story(Billings & Mathison, 2011). Alternatively, the learners may incorporate the use of Microsoft Photo Story 3.1 that is a user-friendly program allowing the learners to get voice narrations of the story, an aspect that improves the student’s oral language in establishing the thoughts, words, and actions of the characters in the story.

Lastly, the teachers may also resort to the use of discussion boards that allow the students to be actively engaged in social English outside the class setting (Billings & Mathison, 2011). This resource would encourage collaboration among the ELL students, an aspect that enables them to engage in experiential learning thus aiding in the achievement of the studies objectives.

ELL Information Processing Using Technology Resources Reference

Billings, E.S., & Mathison, C. (2011). I get to use an iPod in school? Using technology-based

Advance organizers to support the academic success of English learners. Journal of

Science Education & Technology, 21, 494-503.

ESOL Identification and Monitoring Process

ESOL Identification and Monitoring Process Order Instructions: In a word-processed document, Analyze the steps in the ESOL Identification and Monitoring Process below.

In your opinion, which two steps in the process are most essential? Explain why.
ESOL Identification and Monitoring Process:
• Identification
• Placement
• Progress monitoring
• Programmatic assessment
• Exit procedures
Choose identification and progress monitoring as the two steps that are important

ESOL Identification and Monitoring Process Sample Answer

Steps in the ESOL Identification and Monitoring Process

As detailed, a considerable amount of evidence clearly indicates the methodologies involved during the monitoring of progress among students in my ELL class with the aim of establishing an effective classroom interaction approach that is consistent with the response of the students(Gersten, Baker, Shanahan, Linan-Thompson, Collins, & Scarcella, 2012). It is therefore vital to establish that ELL is primarily served for bilingual learners who take English as a second language in an ESL program in my class. The process of identification and progress monitoring remain essential in enhancing the process of learning among these students.

Identification

In this phase, ELL’s are taken through a screening process to establish their English proficiency, letter knowledge, phonological awareness including word and text reading. This process therefore aids in determining the ELL’s proficiency in English and the instructional areas that need to be considered for the students who present low levels of proficiency in English (Gersten, et.al.2012). On the other hand, once the ELL’s levels are identified, instructional support is provided with the aim of supporting the ELL’s in reading and oral language skills primarily on the areas that they portray weakness, with these developments directed towards addressing their literacy in English.

ESOL Identification and Monitoring Process or Progress Monitoring

Monitoring the progress of ELL’s is considered the same as that of other students, an element that is conducted three times in a year depending on the level of the student’s proficiency in the language. However, students who depict a lower ability in the language may be considered for a more rigorous progress monitoring approach that runs six times in a year (Gersten, et.al.2012). In monitoring the progress of ELL’s, a tutor is in a position to establish their pronunciations and ascents when detailing English measures and establish appropriate interpretation when a word is mispronounced. The progress monitoring phase therefore ensures the ELL’s are acquiring the required fluency in English.

ESOL Identification and Monitoring Process Reference

Gersten, R., Baker, S. K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2012). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011).

Assessment ESOL Instructional Strategies

Assessment ESOL Instructional Strategies Order Instructions: Identify at least 2 of the assessment strategies listed in Section C of the ESOL

Instructional Strategies Matrix that you will implement with your English Language Learners. Explain how these strategies are aligned with the “Attributes of an Appropriate Assessment Plan for ELLs.”

Please look at the attachment for the ESOL strategies to complete the assignments

Assessment ESOL Instructional Strategies Sample Answer

Assessment Strategies

The two primary assessment strategies selected as listed in Section C of the ESOL include the use of response cards and oral assessment that will be implemented in my English Language Learners class.

Response Cards:

The response cards will ensure that the students have actively engaged in the learning process through the use of relevant instructional materials, aspect that will increase the activeness of the students in responding (Tollefson, 2016). The students will make use of these cards in answering the tutor’s questions by holding the cards to show their answers. In detail, is imperative to note that the response cards increase and enhance the student’s level of accuracy and frequency in responding to the questions during the class sessions.

Assessment ESOL Instructional Strategies Portfolio Assessments

A portfolio is considered as a growing collection that depicts a student’s work with each addition detaining the specified reasons of a selected element the student needs to explain. The primary purpose of a portfolio assessment is to enable students to demonstrate their progress in the course of learning (Tollefson, 2016). In building these portfolios’ the students within my English Language Learners class will be in a better position to actively participate in the process of learning and its assessment.

Aligning these attributes to the Appropriate Assessment Plans for ELL’s

It is essential to establish that these attributes are subsequently aligned to the ELL’s assessment plans since they primarily detail the procedures involved in the assessment of the student’s progress and weaknesses (Tollefson, 2016). On the other hand, these attributes aid in identifying some of the services and programs that need to be incorporated for students who are slow in learning with the aim of enhancing their participation during the instruction period.

Assessment ESOL Instructional Strategies References

Tollefson, J. (2016). Ideology, Language Variety, and ELT. The University Of Washington USA, 2.

The Diverse Language Needs of Students Esol

The Diverse Language Needs of Students Esol Order Instructions: Please do this paper correctly the last paper I had to do my own revision. It was half done. I paid $58.

6/21/16
Please relate the article to the needs of the students in my class for part 1 and 2 I did the paper already just relate the information to my ELL students
Part I: Based on the two articles (Focus on Adolescent English Language Learners and English Language Learners: An NCTE Policy Research Brief), respond to the following question:
• How does the information in the articles relate to what you know about the diverse language needs of the students in your class and/or school?
Part II: Based on the reading from The Crosscultural, Language, and Academic Development Handbook pages 296-303, respond to the following questions:
• How does James Tollefson’s work on language equity apply to your students? Consider the explanation about how language diversity can be seen as a problem, a right, or a resource.
• How might Michel Foucault, Pierre Bourdieu, and Jim Cummins describe the social, cultural, and language currency used to empower students in your class or at your school?

Part 1 In the United States, the need for learning of other than native language cannot be ignored any further. In the article of J. Short and Fitzsimons, they have described the need for learning English in the US. The high school and middle school students represent a growing proportion of middle and secondary school enrollments in almost all of the country–including states and districts which may have rarely encountered them in the past. These students cannot afford to ignore the pressing need for learning English. There is more than 60 percent of ELLs ( English Language Learners )in grades 6-12 still reside in five states (California, Texas, Nyc, Florida, and Illinois), more states have rapidly growing figures of adolescent ELLs. Intended for example, from 1993 to 2003, North Carolina experienced a 500 percent development, and the numbers of adolescent ELLs in Co, Nevada, Nebraska, Oregon, Atlanta, and Indiana more than doubled. (Goughs, 2007)
Education research has concentrated on elementary-level ELLs, and education policymakers have often overlooked the needs of the growing population of older language-minority students. To fill the distance, the Carnegie Corporation of New York asked the Center for Applied Linguistics to convene a snowboard of researchers, policymakers, and practitioners to identify ways to increase the academic literacy of adolescent ELLs. Their whole article based on importance and need of diverse language learner because it becomes the necessity to move in the society. Their statistical data and example can clarify the need of learning the diverse language, as for this purpose government intentions and involvement in considering this need as the need for estate can’t be ignored. Short and Fitzsimons have also written in their article that ensuring appropriate language for students can help the American society to become strengthened and enriched. (Goughs, 2007)
Part 2 In Tollefson’s article, he has described the importance of language equity among students. The question arises in the case of equity that which language variety should be used as a medium of instruction in English language learning; it involves two different issues: the variety used by teachers and students in the classroom and the target language of the learners. Both issues are usually framed as pedagogical: Which variety (or varieties) will best serve learners’ educational needs? In contrast, a critical perspective views pedagogical rationales for alternative English language learners’ policies and practices as mechanisms for justifying conventions of language teaching. Thus, critical ELT research explores the underlying ideological orientations of alternative policies and practices. He has also described that language diversity can be seen as a resource service of social agendas that determine which language groups enjoy particular economic, political, and social benefits for the society. (Tollefson, 2016)
Foucault et al. have described the social culture and language currency used to empower the students. They have described that culture differences elimination is a crucial element for Eel learners. They had focused on META CONSENT DECREE, legislation passed in 1990, is a mandate for all the schools about learning the strategies and implementation rules for ELL. They have described that social, culture and language currency empower the students to move and survive in society because the pressing need for diversification and learning of other than native language cannot be ignored. The US trend has become the need of high and middle-level school student to polish their skills in language currency. They said that for language currency in empowering the students, the ESOL staff development has a very imitable role. The documentation of ESOL strategies in lesson plan should be properly configured and had developed the concentration on the example of schools is doing the things to educate personnel and ELL’s learning needs.

The Diverse Language Needs of Students Esol References

Goughs, D. (2007). Educational Leadership: Responding to Changing Demographics: Focus on Adolescent English Language Learners. Ascd.org. Retrieved 9 June 2016, from http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/Focus-on-Adolescent-English-Language-Learners.aspx
Tollefson, J. (2016). Ideology, Language Variety, and ELT. The University Of Washington USA, 2.

The Diverse Language Needs of Students Esol Sample Answer

Esol

The Diverse Language Needs of Students in my School

In accordance to my view on the diversity of language needs for several students within my ELL class, the element of native language remains an aspect that may not be fully ignored in as much as there is a need to learn English among students in the US. In relating these views to my knowledge on the essence of diverse language needs among students in my ELL class, it is significant to ascertain that different students present a broad range of experiences and skills from different economic and cultural backgrounds (Goughs, 2007). However, the element of language remains a challenge in delivering and expressing their experiences within the course of learning. This critically points out to the need for the students in my ELL to learn and embrace English with the primary aim of enabling them to express their interests and display their knowledge, strengths and unique abilities effectively.

Tollefson’s Work on Language Equity to Students

According to Tollefson, language remains essential in initiating equity among students, a factor that point out to the need of using language varieties as a medium of instruction in the process of learning. This clearly relates to the students within my ELL class since the inclusion of English learning would best serve the students learning needs (Tollefson, 2016). On the other hand, the aspect of language diversity can be utilized as a resource within the institution since it meets the social agendas of the students, a factor that clearly determined the manner in which different students from different language groups enjoy particular social, economic and political benefits within the society.

The Use of Language Currency to Empower Students

It is essential to establish that a positive self-concept and a positive attitude remain essential ingredients in achieving the learner’s maximum potential in learning. This is emphatically displayed in the inclusion of language and culture of the learners within the course of learning as integral elements in empowering the learners to feel confident in engaging in learning without the fear of making mistakes (Goughs, 2007). As detailed by these authors, the social-cultural components and language currency can be utilized as a tool in empowering students since this aids in the elimination of cultural differences that remains crucial to learners. In other words, language currencies equip the learners to better assimilate into the society since the element of diversification is embraced even when the learning of other native languages may not be easy to ignore. This, therefore, requires the students to buff up their abilities and skills in language currency.

The Diverse Language Needs of Students Esol References

Tollefson, J. (2016). Ideology, Language Variety, and ELT. The University Of WashingtonUSA, 2.

High Stakes Achievement Test for ELLs

High Stakes Achievement Test for ELLs Order Instructions: I am against high- stakes achievement test for ELLs. Please read the attachment

Write an argument for or against high-stakes achievement test for ELLs. Support your claim based on the article and/or your experience.

High Stakes Achievement Test for ELLs Sample Answer

High- stakes achievement test for ELLs

Introduction

It is very imperative for every education system to have checks and balances that would ensure that students get the best training. One way of ensuring the high quality of education is to monitor the performance of individual students from time to time. The main role of high stakes achievements tests is to ensure that all students are at the same desired level (August, 2012). When students pass the mark set in the said tests, then they will be considered to have achieved all aspects as required by the system. There have been arguments for and against the high achievement tests. This discussion has examined the argument against high stake achievement tests for ELLs

Inclusion of English Language Learners (ELLs) in the high stake achievement tests may miss the point (August, 2012). While this group of students may be up to standard to the required level, their inability to elaborately express themselves in the English language will be a disadvantage. Although the high stake achievement tests are intended to test the academic understanding of students, English learners are high disadvantaged. They are likely to miss out on the pass mark of a test because of the English language challenge.

The high stake tests are considered unfair and discriminative. They do not give a fair chance to non-English speaking students. This aspect of the tests has brought about a contention as to whether the intention is to raise the standards of education or to unfairly discriminate the non-English speaking students,

High Stakes Achievement Test for ELLs Conclusion

To this extent, there ought to be balance so that high stake achievement tests are not used solely to determine the eligibility of a student to move to the next level.

High Stakes Achievement Test for ELLs References

August, D. (2012). Improving schooling for languageminority students. Washington, DC: National Academy ofScience.

Holmes, D., Hedlund, P., & Nickerson, B. (2010). Accommodating ELLs in state and local assessments. Washington, DC: National Clearinghousefor Bilingual Education.

Healthy Development of ELLS Learning Systems

Healthy Development of ELLS Learning Systems Order Instructions: This assignment has two parts part 1 and part 2 ( please the theories to complete the assignment) I only need 275 words

Part I: Think about the new student we read about in the Introduction for this week. Use what you have read about the Learning Systems theory to explain what he is experiencing on his first day of school. Be sure to address each individual system and provide examples from the scenario. Use the introduction below to complete part 1 and the learning system to complete the assignment.
Imagine you are a 14-year-old English language learner just arriving from a small, far away country. Today is your first day of 9th grade and you only know how to say “Good morning” and “thank you” in English. You have been dropped off at your new school that is so big, it feels like a small city to you. All of the buildings look the same and you cannot make out the meaning of any of the signs. There are students zooming by in every direction. They laugh and hug each other as they race by you. They are loud and happy, and they know where they are going. An adult spots you in the chaos, gestures for your schedule, and walks you to a freezing cold classroom where you enter and find an empty seat among the group. There are twice as many students here than you are used to. You know no one else speaks your language. They probably have never even heard of your country before. One boy points at you and whispers to his friend. You have not felt so alone. And your teacher begins . . .
Part II: explain how your classroom and school environment, as well as your instruction, promotes the healthy development of your ELLs’ learning systems

These are the Learning System theory – Use the learning system to complete part 1 and 2 of the assignment
The Emotional Learning System
Learning depends on our emotional states. Teachers who understand the links between emotions and learning can help students use these feelings productively. Teaching students to express individual strengths; resolve conflicts; set personal goals; manage anger, and express emotions in socially appropriate ways can empower success in the classroom and in students’ everyday lives. Students at any grade level have a fundamental need to be accepted and validated. This includes validation of their uniqueness, individual hopes, dreams, and aspirations. When the psychological “need to be me” is met, the emotional system generates passion necessary for learning. Students’ emotions actually stimulate their brains to function at their highest capacity. This includes matters of intelligence, morality, and a sense of self. If students shut down their emotional learning systems, they find little joy in learning and developing new skills. This makes it difficult to engage in class activities. Students must feel safe emotionally before their minds can engage in cognitive learning activities. This is not a vague touchy-feely idea that proposes that teachers should be “nice to kids.” It is critical that educators understand the direct effect that emotions have on students’ ability to learn. The limbic system (the emotion center of the brain) houses the amygdala that manages fear. This part of the brain is often referred to as the primitive or reptilian brain because it was necessary for survival thousands of years ago when humans needed to defend themselves against environmental threats such as wild animals, intruders, etc. When triggered, the amygdala activates the human fight-or-flight response. Adrenaline, cortizol, and other chemicals are released into the brain, and the body prepares to defend itself or run. When in this state of fear, the brain’s attention and energy is focused on survival and is operating from the reptilian brain. However, this is not the part of the brain where cognitive, creative, and metacognitive functioning occurs. Problem-solving, complex processing, and creative thinking happen in the neocortex. This conflict of attention causes disharmony among the learning systems and results in a students’ inability to fully focus. The implications in the classroom are huge. If students feel that they might be embarrassed or ridiculed, the reptilian brain is activated, and the functioning of the neocortex (where cognition and metacognition happen) is stunted. A safe and supportive learning environment is not simply a nicety. It is a learning necessity. When teachers foster safe classroom environments that nurture students’ “need to be me,” and promote creativity, diversity, and personal interests, we are contributing to the healthy functioning of their students’ emotional systems.

Healthy Development of ELLS Learning Systems AND The Social Learning System

The need to belong is an innate feeling in all humans. Social learning is the development of skills and awareness of self, others, and the environment. These develop as a result of interactions. The brain is a socially wired and driven organ (Conyers & Wilson, 2006). In fact, friendships have direct physiological effects on our brains including the increase of the neurotransmitter oxytocin and other hormones that induce feelings of satisfaction and increase students’ ability to learn. In some ways (due to language and cultural differences), ELLs are at a disadvantage when it comes to establishing friendships and interacting socially in their new environments. Students who feel isolated and out of place have lower levels of serotonin (a hormone that contributes to the feelings of well being) that is necessary for engaged, authentic learning. School, therefore, needs to be a place where ELLs interact with their peers in an environment that is socially stimulating and supportive. Teachers should regularly implement learning activities that promote interaction and develop a sense of community and belonging. Teachers can also help ELLs overcome social anxieties by encouraging involvement in school associations and extracurricular activities.
The Cognitive Learning System
This system is the information processing system of the brain. It takes input from the outside world and all other systems, interprets that information, and guides problem-solving and decision-making. This is the system that typically gains the most attention and focuses in our schools. With the increased importance of high stakes standardized tests and the decrease of spending in education, the cognitive learning system has seemingly usurped most of the resources of our school districts. Remember, though, that these systems do not work in isolation. They are dependent upon each other in order to function to their full capacity. The cognitive system, therefore, cannot function effectively when the other systems are competing for attention. Whenever the emotional and the social systems are in turmoil, the cognitive system must spend its energy on them before it can focus on higher-order thinking required for knowledge and skill acquisition. So, establishing and maintaining that supportive learning environment comes first. Once we know students feel safe to share, err, and even mispronounce in our classes without fear of embarrassment or ridicule, we can focus on cognition. To get students’ cognitive system fully engaged, it is important to provide constant connections between the content and our students’ lives. This is because the brain processes new information in relation to information it already has stored (also know as schema). By connecting new ideas and concepts to students’ prior knowledge (especially ideas they find important), we help students to make sense of new ideas and see the relevance within their own lives. In order to do this, it’s necessary to take the time to learn about our students’ personal lives. What are their likes and dislikes; their wishes, dreams, and desires? These are all important questions that give us a starting place for building student connections to the new content we will share.

Healthy Development of ELLS Learning Systems AND The Physical Learning System

The brain’s physical learning system transforms all other learning systems’ content into action. While the other systems contemplate internally, this system executes –often externally. Information is gathered through the senses, processed, and turned into action through the body. This learning system is a great benefit to ELLs because it allows for concrete contextualization of text and other input through the senses. For example, self-correcting with manipulatives; constructing their own learning materials; developing visual arts or multimedia products; and acting out historical or social events or literature are all ways that ELLs can access the curriculum through their physical learning systems.
The Reflective Learning System
This is the most sophisticated learning system and the last to develop. Reflective learning encompasses recalling prior knowledge and past experiences while contemplating the future in the here and now. Simply put, reflective learning is the monitoring of one’s own thinking in order to solve problems; make decisions, and adjusting what one already knows. This is also called metacognition. All teachers, regardless of the subject, are teaching students how to solve problems, make decisions, understand difficult concepts, and perform intellectual tasks that they are going to confront in life. These skills all require reflective thinking. Fortunately, there are concrete ways that we can teach reflective thinking skills to our students. We can promote reflective or metacognitive thinking skills through think-aloud and by explicitly showing students how to evaluate their own work; reflect on their own thinking, and plan and employ skills and behaviors that are appropriate for specific learning goals. When we intentionally promote high order thinking in our classes we naturally teach students how to use reflective thinking skills. We will talk much more about the focus on high order thinking skills later in the course. In many ways, as teachers, we act as the reflective system of our classrooms. We plan out our goals. We monitor students’ progress. We evaluate the effectiveness of our instruction. And we correct when we know the goals have not been met.

Healthy Development of ELLS Learning Systems Sample Answer

ELLS’ learning systems

Name

Institution
Part 1

The student must be experiencing communication challenges due to language barrier or difficulties with the accent. This would make it difficult for the student to understand the lecturer as well as the other students, which could affect the student’s emotional learning system as she may feel embarrassed. Culture shock could intimidate the student, making her or him become more irritable. The everyday life can be strange and is associated with physical and emotional discomfort. The students staring at gossiping the new students most likely made the student feel lonely and intimidated. In addition, so much else going on with the student’s life, which makes the student feel confused. It is likely that the student will focus on everything else but their academics. Therefore, these experiences are likely to affect the four learning systems including the emotional, social, physical and reflective learning system (Díaz-Rico, n.d.).

Part 2

In light of these experiences, one can find a smooth solution that works for them. For instance, the teacher student relationships are more informal, which makes it easy for the student to interact with the other students. Therefore, the student should talk with her tutor if the assignment or one topic seems to be challenging. The student is also encouraged to join a study group for classes that seems to be difficult. This will help the student learn better, collaborate more with the other students, which in turn improves the student social, cognitive and reflective learning system. There are adequate supports networks which could help improve the student social learning system as the student gets to interact and befriend the local students, which can help them get acquainted with their school environments (Díaz-Rico, n.d.).

Healthy Development of ELLS Learning Systems References

Díaz-Rico, L.(n.d) The cross-cultural, language, and academic development handbook. Boston: Pearson/Allyn and Bacon.

ESOL in the Florida Department of Education

ESOL in the Florida Department of Education Order Instructions: Based on what you read, in a word-processed document, analyze your school’s ESOL program procedures pertaining to that area of the META Consent Decree.

List some things that you believe your school is doing successfully and some areas of improvement.
Meta Consent Decree- I chose Monitoring Issues. Write my paper based on this article

MONITORING ISSUES
A. The Florida Department of Education shall regularly monitor local school districts to ensure compliance with the provisions of this agreement pursuant to federal and state law and regulations including Section 229.565, Florida Statutes (Educational Evaluation Procedures) and Section 228.2001, Florida Statutes (Florida Educational Equity Act).
B. For purposes of such monitoring, limited English proficient students are to be defined as those eligible in accordance with identification and assessment as specified in this agreement.
C. Monitoring shall include periodic review of (1) program compliance, (2) equal access under the Florida Educational Equity Act, and (3) review of program effectiveness.
D. Sufficient specific staff of the Florida Department of Education shall be assigned responsibility for monitoring in accordance with this agreement. The Department may also arrange for persons who are not regular employees of the Department to assist in monitoring activities.
E. All state documents making findings with respect to compliance with the requirements of this section shall be retained in Tallahassee and the applicable school district in accordance with state law.
F. Program Compliance Monitoring
The Florida Department of Education shall specifically incorporate monitoring school districts for compliance with the programmatic requirements for LEP students as set forth in this agreement. Such monitoring shall be in conjunction with the comprehensive monitoring system of the Division of Public Schools.
1. This monitoring shall specifically determine compliance with the following issues:
a. identification and assessment as specified in this document, including:
(1) conduct of the home language survey,
(2) national origin self-identification,
(3) assessment of aural/oral language proficiency;
(4) assessment of English language reading and writing proficiency,
(5) use of approved district developed or adapted test procedures,
(6) functioning of LEP committees
(7) application of reclassification procedures, and
(8) post-reclassification monitoring procedures;
b. provision of basic ESOL instruction, ESOL and home language instructional strategies in basic subject areas, ESOL instruction in basic subject areas, and home language instruction in basic subject areas, and implementation in accordance with the approved plan for services to LEP students;
c. employment of qualified personnel as designated in Section IV; and
d. establishment and functioning of Parent of LEP students involvement as designated in this agreement.
2. Periodic compliance monitoring shall be on the same time schedule as that for the comprehensive monitoring system of the Division of Public Schools.
3. Each district shall retain on file documentation to verify compliance with items in this agreement.
4. The report of each program compliance monitoring shall include recommendations and corrective actions in accordance with the findings and shall be delivered to school districts in a timely manner and filed as a public record.
5. The Florida Department of Education shall issue an annual report summarizing the results of these compliance reviews, identifying patterns of noncompliance, and recommending remedial actions as appropriate. District failure to undertake necessary compliance action in a timely manner shall invoke the procedures and sanctions set forth in section 229. 565(4), Florida Statutes.
6. Monitoring of applicable criteria shall be planned and undertaken with appropriate consultation and participation of councils representing parents of LEP students. The district shall be responsible for making a copy of the monitoring report available to the respective council(s) representing parents of LEP students.
G. Equal Access
1. Periodic review of local district compliance with the Florida Educational Equity Act shall incorporate a review of district compliance with this agreement in regard to equal access to categorical programming for eligible national origin minority students and LEP students.
2. Such reviews shall be conducted in accordance with Rule 6A-19.010, FAC, and shall ascertain and document compliance, or shall require corrective actions.
3. In addition to the requirements of Rule 6A-19.010, FAC, the Florida Department of Education shall conduct a data review of all school districts within a three year period in order to ascertain any major deviance from expected data patterns. Where deviations are noted, the district shall be informed and shall be required to address the issue and report action taken.
H. Complaints
Any interested person or organization may file a complaint with the Florida Department of Education alleging violations by a school district of the terms of this agreement. The written complaint shall be specific as to the alleged violation. The Florida Department of Education shall have 60 days after the receipt of the complaint in which to investigate the allegations and report findings to the district and complainant. Any violations shall have corrective action specified. This complaint process is independent of the individual’s rights under state and federal law.

ESOL in the Florida Department of Education Sample Answer

ESOL

The Consent Decree is the framework of the State of Florida for compliance with a number of state and federal regulations and jurisprudence with regard to the teaching of English language learner students (Florida Department of Education, 2016). One particular area of the META Consent Decree chosen is Monitoring Issues which is under Section V. Analyzing the school’s ESOL program procedures pertaining to Monitoring Issues, it is determined that the school is doing successfully in the following areas:

The school has properly complied with the employment of essential qualified human resources/staff including educators as stipulated in Section Five;
The school is in compliance with the provision of fundamental ESOL education, home language and ESOL instructional approaches in the fundamental subject areas, ESOL teaching in the fundamental subject areas, and home language teaching in fundamental subject areas, as well as execution according to the accepted and permitted plan for services to LEP learners (Florida Department of Education, 2016).
Furthermore, the school uses an approved adapted or district developed test procedures, assesses proficiency in English language reading and writing, and assesses English oral/aural language proficiency;
The school has properly complied with the Florida Educational Equity Act as regards equal access.

However, there are some areas in which the school needs to improve on. These areas of improvement include the following:

The school is not in proper compliance with the establishment and functioning of LEP students involvement. Improvement can be affected by the school through the establishment of Parent of LEP students participation in accordance with the agreement.
The school has not carried out home language survey satisfactorily. For improvement, the school should carry out the home language survey and collect every student’s national origin data and retain that data (Florida Department of Education, 2016).

On the whole, the school district abides by the agreement conditions – the requirements of Monitoring Issues – and the achievement of students in this school is greatly improved owing to the implementation of guidelines.

ESOL in the Florida Department of Education References

Florida Department of Education. (2016). Consent Decree. Retrieved from http://www.fldoe.org/academics/eng-language-learners/consent-decree.stml

The Prewriting Process Paper Available

The Prewriting Process

Order Instructions:

Assignment requested deadline May 28 by 5pm. Please read below for information concerning assignment. Support responses with examples and use APA formatting in the paper. You may access the school’s website by logging into:

https://mycampus.southuniversity.edu/portal/server.pt

Please note that when you log into the website you must click launch class, and on the next screen click syllabus to view this week’s readings (week 3) and Academic Resources to access the school’s library.

To support your work, use your course and text readings and also use outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

The Prewriting Process

According to J. Richard Hackman, a noted team research scholar, using a team to complete a complex project may not be the best approach.

Your organization relies heavily on teams to complete projects. Your boss wants you to develop a well-researched report on Hackman’s comment. As you prepare to write this report, please respond to the questions below. Post your responses in the discussion board.

• What are the first steps of the 3×3 writing process–the prewriting process?

• What is the purpose of your report? Why are you writing this report? What do you hope to achieve with this report?

• What is the best channel to send your report? What factors did you consider in making this decision?

• Who is your primary audience? Do you have a secondary audience?

• What is the appropriate tone for your report?

• What techniques will you use to help you achieve a positive tone?

• How are you going to ensure your report has a “you” view?

• Give an example of how you will make your report:

o Conversational and professional
o Courteous
o Bias-free
o Precise and vigorous

SAMPLE ANSWER

The Prewriting Process

Introduction

The statement by J. Richard Hackman presents a perturbing interpretation for our company, given that it mostly utilizes teams in completion of projects. Responding to Hackman’s statement requires thorough evaluation of factors influencing teamwork to determine whether it is applicable. This paper presents the prewriting process, in readiness for the report writing.

Discussion

3×3 writing process

Based on the 3×3 writing process, the first steps in the prewriting process include analysis of the context to establish the purpose of the report and how it should be delivered, such as through presentation, email, memo or letter (Guffey and Loewy, 2012). The second step is anticipating the audience, with a view of determining how they are likely to receive and react to the report. This helps in setting the tone. The third step is adapting, which essentially refers to development of the report based on the first steps above. Adapting ensures that the message is delivered in a manner that will ensure the targeted audience understands it effectively (Guffey and Loewy, 2012).

Purpose of Report

This report aims at responding to Hackman’s statement, which argues that the use of teams may not be a good choice for companies in project completion; and its meaning for my organization, which currently relies heavily on teams for.

Best channel for sending report

The best channel for disseminating the report is through email. This is considered because of the nature of the report, which is regarded with high importance, hence the need to use a reliable channel (Guffey and Loewy, 2012). Secondly, email ensures that the document can be stored permanently and retrieved for reference at any time. Thirdly, the recipient can easily share the email by forwarding it to others, thus easing dissemination (Hamilton, 2013).

Primary/secondary audience

The primary audience for my report is my boss. A secondary audience may consist of other managers within the organization, project team members and project managers in other organizations the report may be shared with.

Appropriate tone of report

The appropriate tone for this report is formal.

Techniques for positive tone

To achieve a positive tone, the following techniques will be utilized. Avoid personal pronouns, avoid terms which may be wrongly interpreted, use gender-neutral words, use polysyllabic words, use positive language and avoid contractions, edit, and proof-read report to reduce grammar mistakes (Hamilton, 2013).

Ensuring “you” view

The “you” view will be achieved through avoiding first-person pronouns such as “I”, “us”, “we” and “our”. Instead, second-person pronouns will be emphasized such as “you” and “your”.

Examples for skillful writing techniques for the report

Conversational and professional: Use ‘Please consider providing a response on the report as soon as you receive it’. Instead of ‘Kindly respond with whether or not the report met your expectations.
Courteous: Use ‘Encouraging team members to contribute to decision making will enhance their performance’, instead of ‘You do not allow team members to participate in decision making.’
Bias-free: Use ‘John Deep is very committed to his work’ instead of ‘John Deep, 60, is very committed to his work.’
Precise and vigorous: Use ‘There is a 50 percent improvement in performance after engaging more professional staff’, instead of ‘Performance has changed after engaging more professional staff.’

Conclusion

The pre-writing process forms a crucial aspect of the writing process because it prepares the writer to ensure that the written message communicates effectively to the reader. The information above will be utilized in ensuring that the report communicates well to my boss on the importance of teams in project management.

Reference

Guffey, M. E., & Loewy, D. (2012). Essentials of business communication. Cengage Learning.

Hamilton, C. (2013). Communicating for results: A guide for business and the professions. Cengage Learning.

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AQA GCE Advanced English Language

AQA GCE Advanced English Language: Unit 2 ENGA2 Representation and Language
Introduction

This coursework unit is designed to develop candidates’ ability to write for specific audiences and purposes and to explore
the key ideas of representation and ideology. It draws on the key concepts of use-related variation and develops their
ability to use linguistic frameworks to analyze and interpret language in use. In the unit, candidates will produce creative
and analytical work linked by the issues of how texts produce representations of people, institutions, and events, and help to
produce, reproduce or challenge social values and attitudes.
Investigating representations
For the Investigation task candidates should investigate how texts might produce social values
and how they might contribute to maintaining or changing values. Candidates may study texts used to represent:
• social groups (eg according to gender, ethnicity, disability, sexuality, age, class)
• individuals (eg a celebrity)
• events and issues (eg a war, death, work)
• institutions (eg the monarchy).
Work should focus on how lexis, grammar, semantics, and discourse structure in individual texts produce representations.
Candidates should explore the texts’:
• purposes
• construction of an author identity
• the construction and positioning of an ideal reader and the shaping of response
• representation
• possible actual audience and interpretations
• genre.
Candidates should analyze between three and five texts (which may be extracted from longer texts). There should be a temporal
a relationship between the texts. An investigation may focus on a number of texts:
• produced at the same time (eg surveying newspaper articles published on the same day)
• evolving overtimes (eg a news story spanning a period of time)
• produced at different times (eg texts produced in the1950s, the 1970s and the 21st century).