English Language Learners & Education: How to Create Success in the Classroom DeCapua‚ A.‚ & Marshall‚ H. (2010). Students with limited or interrupted formal education in US classrooms. Urban Review‚ 42‚ 159-173. This article addresses the challenges of learning in the US for a particular English Language Learner (ELL) group known as SLIFE (students with limited or interrupted formal education)‚ who share the characteristics of having little to no English language proficiency‚ native language
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Learning creatively: the effectiveness of using theater pedagogy for immigrant ELLs Introduction Having the experience of being an actress in a drama‚ I myself appreciate the power of acting the role out in thinking in the shoes of the character with empathy‚ thus better understanding the character in the specific story settings; on the other hand‚ given the authentic practicing environment‚ I could rehearse the lines again and again until they became perfect to act. Meanwhile‚ just as Gina Tiffany
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SOURCE OF AGE DIFFERENCES There are three proposal focuces in Source of Age Differences: 1. Biological Factors 2. Cognitive Factors 3. Affective Factors 4. Differences in The Language Environment • BIOLOGICAL FACTORS It tells about development of Cerebral Dominance. There are 3 specialization of function in the right and left sides of the brains; a. Lateralization begins in childhood and is completed at puberty. It means that the child
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conversations: (a) express apologies (b) talk about oneself (c) introduce family members and friends 1.3.1 Able to listen to and demonstrate understanding of oral texts by: (b) giving True/ False replies. Objectives: By the end of the lesson‚ pupils will be able to Talk about people and themselves Activities: 1. Teacher asks Wh-Question about the picture. Talk about thr English Teachers in the school and asks about their names and where they are from.(textbook pg 1-2)
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My initial Kindergarten reflection Based on my observations from watching the teachers in the videos combine with teaching kindergarten 7 years ago and being a primary teacher after that‚ my thoughts on the role of teachers in kindergarten are now somewhat confused. When I was a Kindergarten teacher‚ we still had themes and critical pathways were just being introduced (although not called as such). In general‚ our focus as a kindergarten team was mainly literacy based: print-rich classrooms
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the years went on it only got worse. I could never pass any exams‚ but every once in blue moon I would get a C or a B. It always made me feel stupid. I knew most of the material but I would always blank out. According to Diana Peters Mayer‚ some students blank out on tests because of their nerves‚ feel defeated‚ give up‚ and begin to underachieve (82). I know this describes me because there have been times I have just put my name on a test and turned it back into the teacher blank. I talked to my
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In regards to the newly state-mandated‚ textbook-based curriculum for Kindergarten‚ I am apprehensive to the benefits of such said curriculum for children so young. Although textbooks cover lots of information in a given subject they aren’t nearly as effective as age-appropriate literature in their ability to interest children in the area of topic and getting them excited about learning. Kindergarten aged children will most likely see typical textbooks as boring and/or overwhelming. At this age
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a SIOP Lesson Plan Mandy Wynne Grand Canyon University: ESL-434 Advanced Principles of SEI Instruction and Assessment Sep 24‚ 2012 (O101) October 21‚ 2012 Using SEI Strategies in a SIOP Lesson Plan This lesson should be taught in a sixth grade class. The students do not have to be English Language Learners‚ (ELL) in order to benefit from this lesson and meet state standards. It is an interactive way to learn about different geographic regions of students in the class. The lesson should
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Full Day Kindergarten; The First Step in a Long‚ Successful Way of Life. Vera Kuznetsova Public Speaking CALC On September 2010 more than 600 schools across Ontario opened their doors for a new program full-day kindergarten. This project is supposed to help parents to build a better future for their children. Almost every parent has a daydream in which she or he wants to see his or her child’s success. The project of full-day kindergarten can drive this dream to a reality. This
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Activities 1. Prayer 2. Checking of attendance 3. Setting of Standards 4. Motivation • Let’s sing: “Stop” 5. Gospel Reading a. Genesis 2:7 • Why did God gave us (heart‚ head‚ eyes‚ ears‚ nose‚ mouth‚ hands‚ feet) B. Development of the Lesson 1. Linking • We can do many things because God made us special. 2. Reading of the Poem • Let’s read a poem about what a child like you can do. We are smart‚ we are bright We can read‚ we can write. We can spell‚ we can tell‚ We can dance we
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