TSL 565 Full Course Assignments GCU

TSL 565 Full Course Assignments GCU

TSL 565 Full Course Assignments GCU

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TSL 565 Full Course Assignments GCU

TSL 565 Topic 1 Assessment Types

It is important for teachers to understand the types and purposes of various state assessments for ELLs and bilingual/dual language learners. Assessment results guide placement and inform instruction.

Create a 10-15 slide presentation in digital format for your colleagues that describes various state assessments for ELLs and bilingual/dual language learners and how these assessments are utilized. Your presentation should include:

  • The English language proficiency (ELP) assessment (such as ACCESS, ELDER, AZELLA, ELPAC or TELPAS) mandated in your state.
  • Examples of other standardized, norm-referenced, and high-stakes tests.
  • The purpose for each assessment.
  • Examples of educational consequences associated with mandated testing.

Include presenter’s notes, in-text citations, and a reference slide that contains at least three scholarly sources to support this assignment.

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.

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.

 

TSL 565 Topic 2 Field Experience A: Student Profile

Teachers must assimilate as much information as possible when trying to accommodate ELLs or bilingual/dual language learners.

Allocate at least 2 hours in the field to complete this assignment.

Work with your mentor teacher to discuss the ELP assessment results of an ELL or bilingual/dual language learner at a school in which you are completing your field experience. Discuss with your mentor how this student is accommodated for within the educational setting.

Administer a Student Oral Language Observation Matrix (SOLOM) on this student. Be sure to keep your field notes.

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

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Create a 10-15 slide presentation in digital format for your colleagues that demonstrates the effective use of the SOLOM. Your presentation should include:

  • An anonymous profile of your student including relevant information such as grade, English proficiency level, ELP assessment results, information from their Home Language Survey, and any other pertinent information;
  • Specific examples of the assessment accommodations for your student within their educational setting;
  • The results of the SOLOM that you administered on your student with a comment regarding how these results compare with the level in which your student has been placed; and
  • Your recommended, research-based assessment accommodations for ELLs or bilingual/dual language learners at the proficiency level of your student.

Include presenter’s notes, in-text citations, and a reference slide that contains at least three scholarly sources to support this assignment.

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.

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.

 

TSL 565 Topic 3 Field Experience B: Assessable Learning Experience

Teachers need to think about the appropriateness of the learning experiences that they create and how they would evaluate their effectiveness.

Allocate at least 2 hours in the field to complete this assignment.

Spend time observing learning experiences in an ELL or bilingual/dual language educational setting a school in which you are completing your field experience for ideas to create a learning experience.

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

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Create a learning experience for a student or group of students in a class that you observed in which you are aware of their ELP assessment results.

In 750-1,000 words, describe the experience providing sufficient details regarding your intended students, how the activity would be carried out, and any materials needed. Your description should include examples of:

  • A formal formative assessment.
  • A formal summative assessment.
  • An informal formative assessment.
  • An informal summative assessment.

Any handouts associated with this exercise should be provided in an Appendix.

Include a research-based rationale with at least three scholarly sources to support your decisions.

Prepare this assignment according to the guidelines found in the APA 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.

 

TSL 565 Topic 4 Field Experience C: Authentic Assessment

Teachers are tasked with creating assessments as needed. Authentic assessments are used to accurately assess student learning. Alternative assessments are tailored to students at varying levels of English proficiency.

Allocate at least 2 hours in the field to complete this assignment.

Work with your mentor teacher to select a student or group of students for a reading assessment that you will create. Spend time observing the reading material utilized during a learning experience and any associated assessment material at a school in which you are completing your field experience. Spend time observing a lesson in which these materials are utilized.

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

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Select a text sample from your school or text exemplar from Appendix B of the Common Core State Standards to use for your reading assessment. Be sure to cite the text exemplar or provide the sample that you have chosen for this exercise.

For an age group and level of ELLs or bilingual/dual language learners that you specify, create an authentic reading assessment based on your chosen text sample. Be sure to specify a learning goal for your intended students.

Provide a 250-500 word research-based rationale that justifies how your authentic assessment is a form of alternative assessment and how it measures true learning. Include a description of how you would modify this assessment for students at a different ELP level.

Include three scholarly sources to support this assignment.

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.

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.

TSL 565 Topic 5 Benchmark Assessment Plan

English language teachers are often tasked with creating assessment plans based on student language proficiency. Teachers assimilate various forms of assessment data to inform their design.

For this benchmark, you will develop an assessment plan for three ELLs or bilingual/dual language learners based on their Student Oral Language Observation Matrix (SOLOM) results, BICS and CALP Checklist, and other information.

Part 1: Field Experience D

Allocate at least 4 hours to complete this field experience.

Work with your mentor teacher or administrator to select three ELLs or bilingual/dual language learners at varying English language proficiency levels to work with at the school where you are completing your field experience. You may include students whom you have worked with in previous assignments.

Discuss the ELP assessment results and summative assessment data for the three ELL or bilingual/dual language learners with your mentor teacher. Be sure to specify the English language proficiency levels of your students.

Assess the oral language proficiency of each student with the SOLOM. You should also assess their social and academic language by observing each student during normal instruction and administering the BICS and CALP Checklist from Appendix B of your textbook. Be sure to keep your field notes.

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

Part 2: Assessment Plan

Create an assessment plan for each student for the semester. Your assessment plans should be described within a 1,250-1,500 word essay that includes the following:

  • An anonymous profile of each student that includes a brief description of the program or material to be studied that semester along with relevant information such as grade, English language proficiency assessment results, Home Language Survey results, and any other pertinent information;
  • Your SOLOM results for each student with a comment regarding how these results compare to the assessment accommodations already in place for each student;
  • An analysis of your findings from the BICS and CALP Checklist for each student with a comment regarding how these results compare to your observations and other summative assessment data;
  • Specific examples of your recommended assessment accommodations to be utilized for each student throughout the semester. Include an analysis of how all of the assessment data that you looked at informed your assessment plan.
  • An analysis of the advantages and limitations of the assessment accommodations that have been recommended as well as the different types of assessment accommodations that have been utilized for each student.

Include at least five scholarly sources to support your decisions.

Prepare this assignment according to the guidelines found in the APA 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 the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

TSL 565 Topic 6 Content Area Writing Assignment and Rubric

Create a content area writing assignment for a group of ELLs or bilingual/dual language learners that you specify. Be sure to include specific details regarding the nature of the content, word count, and overall expectations.

Design a rubric for this assignment to include with your submission. Your rubric should contain a column for each of the following:

  • Unsatisfactory
  • Less Than Satisfactory
  • Satisfactory
  • Good
  • Excellent

Every element required within the assignment should be listed among the rows of your rubric. Provide a thorough yet succinct description of each for these elements for each level identified in the columns.

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

 

 

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TSL 565 Full Course Assignments GCU

Best TSL 565 Full Course Assignments GCU

TSL 565 Full Course Assignments GCU

ACCT 553 DeVryBIAM 500 DeVryCIS 500 STRCIS 558 STRENG 105 GCUFIN 390 DeVryFIN 504 GCUHCA 545 GCUHCA 699 GCUHLT 306 GCUHLT 362 GCUHLT 555 GCUHLT 610 GCUHLT 665 GCUHOSP 594 DeVryHRM 600 DeVryMAT 144 GCUMGMT 600MGT 599 STRMGT 655 GCUMKT 373 GCUPSY 362 GCUPSY 565 GCUPSY 575 GCUPSY 665 GCUSOC 102 GCUSOC 320 GCUSOC 372 GCUSOC 412 GCUNSG 6440 SUHIM 515 GCUNSG 4029 SUHIM 615 GCUNSG 3029 SUNSG 4055 SUNSG 6630 SUNSG 6005 SUCRMJ 310PSY 510 GCUCRMJ 300 DevryCRMJ 425SPD 200 GCU, HLT 490 GCU ,ECH 340 GCU , ECH 440 GCU , ECH 355 GCU ,ECH 350 GCU ,LDR 461 GCU ,ECH 425 GCU ,REL 212 STR ,SCI 115 STR ,CIS 505 STR ,JUS 652 GCUMGT 640 GCUCIS 527 STRSOC 436 GCU,ACC 502 GCUFIN 504 GCU ,MATH 260 DeVry ,ETHC 445 DeVry ,ECET 220 DeVry , CARD 405 DeVryNETW 203 DeVryNETW 205 DeVryECET 365 DeVry ,MATH 270 DeVry ,PHYS 310 DeVry, BIB 106 GCU ,CIS 512 STR ,SYM 506 GCU ,ECN 601 GCU  ,BIAM 570 DeVryPSY 402 GCU , SOC 480 GCU , HUM 112 STR , PHI 210 STR,  ACC 667 GCU,  ACC 622 GCU,  ACC 623 GCU,  ENTR 510 DeVryDNP 840 GCU , BIO 550 GCU , HRM 420 DeVry , ACC 690 GCU  , HCA 807 GCU , ACC 650 GCU , REET 420 DeVry , MIS 605 GCU , ECET 350 DeVry , ENTR 530 DeVry , PSY 102 GCU , MIS 600 GCU , TCH 539 GCU , SPD 300 GCU , SPD 320 GCU

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