ESL 223N Entire Course SEI English Language Teaching GCU

ESL 223N Entire Course SEI English Language Teaching GCU

ESL 223N Entire Course SEI English Language Teaching GCU

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ESL 223N Entire Course SEI English Language Teaching GCU

ESL 223N Full Course Discussions

ESL 223N Week 1 Discussion 1

Recently, Sheltered English Instruction, also known as Structured English Immersion (SEI), has replaced bilingual education in a few states. Arizona is one of those states. Looking at the SEI model and bilingual education model, compare and contrast these two methods, citing advantages and disadvantages of each. As a future educator, which model would you prefer to see implemented and why?

ESL 223N Week 1 Discussion 2

Two-way dual immersion programs are gaining popularity in many states.  As a future educator, what are your thoughts on this type of program for ELLs?  What information from the assigned readings and videos support your opinion?

ESL 223N Week 2 Discussion 1

Why is it important for teachers to discern the cultural differences among their students? How can a teacher learn more about the cultures of their students? How could this new information influence lesson planning and student learning?

ESL 223N Week 2 Discussion 2

Based on your educational experiences provide an example where the cultural needs of you or your peers were not addressed. How should it have been handled?

ESL 223N Week 3 Discussion 1

Review the information found in “Key Terms” on the “ESL Database.” Choose two terms from the database to paraphrase. How are these terms used in relation to English language learners or education in general?

ESL 223N Week 3 Discussion 2

Review the “Introduction to BICS/CALP” and “Basic Interpersonal Communicative Skills and Cognitive Academic Language Proficiency” in this topic. Explain why the distinction between BICS and CALP is important. Which takes longer to develop?

ESL 223N Week 4 Discussion 1

Review the achievement mandates for ELLs in Arizona or in your state. In your opinion, are these mandates beneficial to ELLs? Explain.

ESL 223N Week 4 Discussion 2

How can you meet the mandates of the Common Core Standards when teaching ELLs?

ESL 223N Week 5 Discussion 1

Effective teachers do more than just go through the motions of writing their lesson content and language objectives on the board. Getting the students involved in thinking about the objectives is important.  How would you get students involved in learning the lesson content and language objectives? List at least two ideas.

ESL 223N Week 5 Discussion 2

The following three features or objectives are contained within the Component 2: Building Background video:

  1. Teaching concepts must be bridged to students’ backgrounds.
  2. The teacher should create links between the students’ past learning and new learning in the classroom.
  3. Students must learn new key vocabulary words for each lesson.

How would you utilize each objective in teaching your content area? Provide one example for each objective.

ESL 223N Week 6 Discussion 1

Effective SIOP teachers provide scaffolding for their students to acquire academic success. Select a content subject and a topic you will teach to students who are English language learners.  List and describe the type of scaffolds that you must put in place for your students to achieve their content and language objectives.

ESL 223N Week 6 Discussion 2

Select a content subject and a topic that you are teaching to English language learners.  List and describe three different grouping configurations that could be used for teaching and learning this new concept.  What would you expect the students to do in each of the three different group configurations?

ESL 223N Week 7 Discussion 1

How do state ELL proficiency tests, such as the AZELLA (AZ) or the WIDA (other states), guide data-informed decision making? How do these test results affect lesson planning?

ESL 223N Week 7 Discussion 2

When assessing ELLs, teachers must use a variety of assessments in order to get the most accurate snapshot of academic and language progress. What are some ways teachers can assess students in the classroom to include all four domains of language (reading, writing, listening, and speaking)?

ESL 223N Week 8 Discussion 1

With any type of new learning, students need practice and application of newly acquired skills to ensure mastery of content concepts.  Can you list and describe two hands-on activities and identify materials, including manipulatives, to enable students to forge connections between abstract concepts and concrete concepts in a less language-dependent way?

ESL 223N Week 8 Discussion 2

How would you respond to a teacher who says: “Well, if I follow the SIOP Model and make sure my English learners are able to access content using these activities, techniques, and approaches, my on-level kids and native English speakers will be bored.”

 

ESL 223N Full Course Assignments

ESL 223N Week 1 Key Events

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.

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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ESL 223N Week 2 Cultural Diversity and Classroom Learning

Use resources from the required readings or the GCU Library to create a 10-15 slide digital 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.

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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ESL 223N Week 3 Language Acquisition Factors

Each scenario in the “Language Acquisition Factors: Scenarios I and II” 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.

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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ESL 223N Week 4 Proficiency Standards

Using the Office of English Language Acquisition Services (OELAS) website or the department of education website in your state, choose one English language proficiency standard from each of the following sections:

  1. Listening and speaking
  2. Reading
  3. Writing

For each standard, complete the “English Language Proficiency Chart” by including the following:

  1. The ELP standard
  2. The correlating language arts standards or Common Core Standard
  3. The teaching activity

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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ESL 223N Week 4 Clinical Field Experience A: ELL Classroom Observation Using SIOP

Allocate at least 4 hours in the field to support this field experience.

Utilizing the SIOP Checklist from Appendix A in the textbook, observe and assess at least one lesson in a Title I setting that involves ELLs.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

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?

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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

ESL 223N Week 5 Clinical Field Experience B: Instructional Strategies in an ELL Classroom

Allocate at least 3 hours in the field to support this field experience.

Spend time making observations in at least one Title I classroom setting that involves ELLs.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

Complete the “Adapted Lesson Plan Worksheet” based on your observations.

GCU style is not required, but solid academic writing is expected.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

ESL 223N Week 5 Clinical Field Experience C: Key Vocabulary Game

Allocate at least 3 hours in the field to support this field experience.

Spend time making observations in at least one Title I classroom setting that involves ELLs.

Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.

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.

Additionally, write a 250-word reflection 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.

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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

ESL 223N Week 6 SIOP Teaching Model

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 “SIOP Teaching Model” worksheet.

The features for each component include:

  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 required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ESL 223N Week 7 Benchmark SIOP Presentation

For this benchmark, create an in-depth, 15-20 slide PowerPoint presentation to inform other teachers in your school district of the benefits of using the SIOP model as a teaching framework. This presentation should elaborate on the empirical research that shows the benefits of the SIOP framework when used with general education students as well as with ELLs. Your presentation should include:

  1. A brief historical overview of some of the major educational policies that have shaped ELL instruction.
  2. A brief description of socioeconomic, political, and legal influences on instruction for ELLs.
  3. The eight interrelated components of the SIOP model, their application, and a teaching example for each component. Include a benefit for each SIOP component regarding how it contributes to an engaging curriculum and learning experience. The eight SIOP components are as follows:
    • Lesson Preparation
    • Building Background
    • Comprehensible Input
    • Strategies
    • Interaction
    • Practice and Application
    • Lesson Delivery
    • Review and Assessment
  4. Make a case for the importance of engaging in ongoing learning regarding innovative ways to utilize SIOP in your teaching.
  5. Include considerations about meeting ELL needs, such as access to academic classes, appropriate resources, and instructional technology, while working collaboratively with other school professionals from the perspective of an advocating leader.

Include title slide, presenter’s notes, in-text citations, and a reference slide that contains 3-5 sources from the required readings or the GCU Library.

While GCU style format is not required for the body of this assignment, solid academic writing is expected. For all assignment delivery options, documentation of sources should be presented using GCU formatting guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Submit this assignment to your instructor in LoudCloud.

Benchmark information:
This benchmark assignment assesses the following programmatic competencies:
5.3: Candidate will take on leadership roles to advocate for meeting ELL needs, ELLs’ access to academic classes, resources, and instructional technology, strengthening the learning environment, and enacting system change. [TESOL 5.b.3, 5.b.5, InTASC 10(i), 10(j), 10(k)]
5.5: Candidate will model the expectations of the profession by upholding ethical standards, professional standards of practice, and relevant laws and policies. [TESOL 5.a.2; InTASC 9(o)]
5.6: Candidate will engage in ongoing learning opportunities to develop knowledge and skills in order to provide all students with engaging curriculum and learning experiences within the context of local and state/ELL standards. [TESOL 5.b.1; InTASC 9(a), 10(f)]
6.1: Candidate will evaluate the political, economic, and educational structures of immigration within the context of educational learning theories applied to ELLs. [TESOL 1.b.4; InTASC 2(d)]

ESL 223N Week 8 Creating a SIOP Lesson Plan: SEI Strategies

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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

ESL 223N Week 8 Clinical Field Experience Verification Form*

Candidates must complete all programmatic requirements, including practicum/field experiences hours defined in their coursework. Additional information about practicum/field experiences can be found on the Student Success Center.

To earn credit for this assignment, all required course hours must be completed and submitted by the assignment due date.

  • Access the Clinical Field Experience Verification Form in the My Documents section in the Student Portal.
  • Complete all required fields on the Clinical Field Experience Verification Form.
  • Submit by clicking “click to sign.” An email will be sent to the classroom teacher/mentor to complete and verify the practicum/field experiences.
  • Communicate with the classroom teacher/mentor to request he or she verify the practicum/field experience. Once verified by the classroom teacher/mentor, an email will be sent to the candidate’s primary email address on file with the final completed document.
  • Save a .pdf copy of the completed Clinical Field Experience Verification Form to your computer.
  • Submit the Clinical Field Experience Verification Form to LoudCloud.

*The data entered into this document is subject to a verification audit. Candidates who engage in fabricating, falsifying, forging, altering, or inventing information related to practicum/field experiences, internships, clinical practice, and/or any associated documentation may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

 

 

 

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