Recommend two support strategies and interventions for struggling readers.

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ELM 305 FULL COURSE DISCUSSIONS GCU

ELM 305 TOPIC 1 DQ 1

Recommend two support strategies and interventions for struggling readers. Justify your choices, making sure to describe why you plan to use your chosen strategies and interventions in your future professional practice.

ELM 305 TOPIC 1 DQ 2

Some literacy experts have said, “A dyslexic child should be educated at their ability level, rather than their literacy level.” What does this mean? Based on this week’s readings and at least one additional resource, do you agree or disagree with the quote? How will your opinion translate into your classroom teaching?

ELM 305 TOPIC 2 DQ 1

Not every assessment should be utilized with every student. Suppose you have three students: one reads below grade level, one on grade level, and one above grade level. For each of these students, identify the types of assessments you would administer and why you chose one over another.

ELM 305 TOPIC 2 DQ 2

Describe the importance of using assessment tools to measure student literacy skills. How will assessment data collected from these tools drive your classroom instruction? How will you be sure to meet individual student needs based on the assessment information you receive? Be specific.

ELM 305 TOPIC 3 DQ 1

What is the difference between phonological awareness, phonemic awareness, and phonics? How do these concepts build upon each other? Provide two examples that show the progression of these literacy concepts.

ELM 305 TOPIC 3 DQ 2

What are concepts of print and why are they important in teaching reading? Identify and describe three recommended strategies for developing concepts of print.

ELM 305 TOPIC 4 DQ 1

Explain how a lesson in systematic and explicit phonics instruction would look different than a lesson using non-systematic instruction. Provide specific examples of both and why one method might be more beneficial than another.

ELM 305 TOPIC 4 DQ 2

Identify and describe two recommended strategies to teach word recognition and two recommended strategies to teach spelling. What technology tools are available to use in instruction for both areas? How do you expect these tools to be useful in your future classroom and how might you adapt if this technology is not available to you?

ELM 305 TOPIC 5 DQ 1

Describe three fluency exercises that can be utilized in the classroom to reach the diverse needs of students. With support from with one or more sources, justify why these exercises are beneficial for meeting these student needs.

ELM 305 TOPIC 5 DQ 2

How will you deal with anxiety or self-esteem issues among students who have difficulty reading, specifically when reading aloud? Identify three ways of fostering a safe classroom environment and providing support for such students.

ELM 305 TOPIC 6 DQ 1

What is the benefit of incorporating academic vocabulary into other content areas such as math and science? Provide three examples of how you can encourage content-based vocabulary development in your future classroom.

ELM 305 TOPIC 6 DQ 2

What role does family involvement play in literacy development? Discuss how you could encourage families to build confidence in supporting their student in developing their literacy skills. How might this be affected if the parents/guardians are not confident of their own literacy skills?c

ELM 305 TOPIC 7 DQ 1

Identify three techniques to teach reading comprehension that are being advocated by current research. Which do you believe are the most viable? Why? Which strategies would you most likely use in your first year of teaching? In what way and why?

ELM 305 TOPIC 7 DQ 2

Many districts employ reading specialists (also known as a literacy coach or reading coach) to assist students who are struggling with their reading, as well as teachers who have struggling readers in their class. Specifically, what are some of the things a reading specialist does or might do? What specialized knowledge and skills should a reading specialist have? Why would working with a reading specialist be an advantage for students or teachers? What might be some of the difficulties or barriers to working with a reading specialist?

ELM 305 TOPIC 8 DQ 1

Describe the structure of the writing workshop. How can teachers be certain that students are learning the skills they need in writing while making good use of their time?

ELM 305 TOPIC 8 DQ 2

Part of the Christian worldview includes honoring God by serving others in ways that promote human flourishing. How do teachers promote human flourishing when they assist students who struggle with foundational literacy skills?How can teachers help students thrive in their faith and life to be able to communicate and minister to others through their writing?

ELM 305 FULL COURSE ASSIGNMENTS GCU

ELM 305 TOPIC 1 DIGITAL PRESENTATION: THE IMPORTANCE OF LITERACE

Early literacy relies on appropriately preparing young children for reading. As young children are exposed to letters and sounds, they begin to build a foundation for phonemic awareness. This step is critical in preparing for the sequential order of reading instruction. Phonemic awareness, phonics, fluency, vocabulary, and comprehension build off each other to provide appropriate development for literacy.

Create a 12‐15 slide digital presentation intended to be shown to elementary general education classroom teachers within a professional development setting.

Address the following within your presentation:

Describe the scope and importance of reading education history in the U.S.
Discuss the importance of literacy in Grades K‐3 and the educational effects on students in their later academic years.
Provide an overview of the Big 5 components of reading instruction (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension).
Describe how the brain is involved in the Big 5 components of reading instruction and how the sequential order of each component is important for cognitive processing and reading instruction .
Identify and describe two intervention strategies, per Big 5 component, for struggling readers. At least one strategy identified, per component, should be appropriate for students to use at home .
Include a title slide, reference slide, and presenter notes.

Support your presentation with 3‐5 scholarly resources.

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.

ELM 305 TOPIC 2 CLINICAL FIELD EXPERIENCE A: LITERACY ASSESSMENT AND FRAMEWORK

This field experience will provide you practical experience and modeled application regarding how teachers assess literacy, as well as explicit information about how data collection drives further instruction. You will also be exposed to how the cognitive, emotional, social, and developmental needs of students are factored into instruction choices.

Allocate at least 5 hours in the field to support this field experience.

Observe, interview, and collaborate with a Grade 1‐3 certified general education teacher, focusing on literacy assessment.

Your interview should address the following:

How does assessment data drive instruction and the literacy framework?
What data collection methods are used to track and monitor student progress? What technology tools are used to focus on continuous and effective data collection and analysis?
How are assessment results shared with students and students’ families?
What does a successful comprehensive literacy framework include?
What does a typical literacy block of instruction include?
What steps are taken to develop a literacy framework that meets the needs of all students?
What steps are taken to monitor and adjust instruction based on student needs?
What technology tools are utilized in the classroom to reinforce and develop literacy curricular concepts outlined in the literacy framework?

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class. Focus your observations and collaboration on literacy assessment practices.

In 250‐500 words, reflect upon your observation, interview, and collaboration, highlighting how the mentor teacher uses literacy assessment and a literacy framework in the classroom. Summarize and reflect upon your experience and explain how you will use your findings in your future professional practice.

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.

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 the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

ELM 305 TOPIC 2 ASSESSMENTS FOR READING

Complete the “Assessments for Reading” chart by defining and describing details and examples related to the following types of literacy assessments.

General screening assessments

Diagnostic testing assessments
Progress monitoring assessments
Outcome assessments

Support your findings with 2‐4 scholarly or other professional resources.

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.

ELM 305 TOPIC 3 CLINICAL FIELD EXPERIENCE B: STUDENT NEEDS AND INSTRUCTIONAL PLANNING

This field experience will give you practical experience observing how educators promote student literacy development through phonemic awareness, as well as practical experience in choosing instructional resources appropriate to curriculum goals and content standards.

Allocate at least 5 hours in the field to support this field experience.

Observe, collaborate with, and interview your mentor teacher regarding literacy instruction.

In collaboration with your mentor, identify a small group of 3‐5 students at various literacy skill levels and needs (i.e., below grade level, at grade level, above grade level, IEP, ADHD, or behavior concerns). Take time to observe and possibly assist with this group of students in the classroom, focusing on their literacy skills.

Work with your mentor teacher on the following:

Discuss your observations of the identified small group of students and their specific literacy needs.
Consider instructional strategies to differentiate learning focusing on the identified student needs.
Request permission to design and deliver a literacy lesson plan and assessment for the small group of students in upcoming field experience assignments.
Select a book to be used within the literacy lesson plan you will be developing. The book should be appropriate for creating reading comprehension, vocabulary, and writing activities. Take into consideration identified student needs, differentiation strategies, and appropriate technology tools.

In 150‐300 words, summarize and reflect upon your observations, collaboration, and interview. Provide relevant examples that demonstrate specific student literacy needs. Include literacy lesson plan ideas related to reading comprehension, vocabulary, and writing activities that utilize the identified book. Explain how you will use your findings in your future professional practice.

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

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.

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 the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

ELM 305 TOPIC 3 PHONEMIC AWARENESS SKILLS

Phonemic awareness is crucial to both reading and spelling success. Using a question and answer format when teaching phonemic awareness is a common and useful strategy. Scripting the questions you will pose to your future students and their potential responses can help prepare you for implementing your future literacy lessons.

Complete the “Phonemic Awareness Table,” by identifying and using words from the “Birthday Soup” excerpt. Script phonemic awareness practice activities, the description and purpose of the task, and the alignment to state standards for each of the g phoneme tasks.

Support your findings with 2‐3 scholarly sources.

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.

ELM 305 TOPIC 4 CLINICAL FIELD EXPERIENCE C: LITERACY PRE ASSESSMENT

Developing activities based on assessment data is integral to meeting students’ learning needs. Small group instruction is a great way to practice the skill of using assessment data to drive instruction. In collaboration with your mentor, identify a small group (3‐5 students) to work with for this clinical field experience.

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

Part 1: Standards‐Based Literacy Assessment

In collaboration with your mentor teacher, chose a grade‐appropriate literacy standard for reading comprehension and vocabulary to develop a pre‐assessment for and, later, a lesson. Keeping in mind the group of students and book you selected in Topic 3, complete the following:

Write a learning objective that is developmentally appropriate for the group of students and aligns to the state standard.
Design an informal pre‐assessment activity that will allow you to assess and document the students’ reading skills.
Obtain feedback from your mentor on the pre‐assessment.

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class based on the needs of the pre‐assessment.

Part 2: Reflection

In 250‐500 words, summarize the objective and pre‐assessment you developed and reflect upon your mentor’s feedback. Identify a strength of your assessment and an opportunity for growth. How might you change this assessment to better assess the students’ reading skills ? How will your findings inform your future professional practice? Submit your learning objective and pre‐assessment with your reflection.

Support your findings with 2‐3 scholarly sources.

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.

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 the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

ELM 305 TOPIC 4 SCRIPTING DIALOGUES

Scripting dialogues between teacher and student is a strategy used to intentionally teach the integration of written and spoken language. Scripted dialogues are used in a variety of contexts, and are especially helpful when students are practicing phonics, word recognition, and spelling.

Part 1: Scripting Dialogues Table

Using the “Scripting Dialogues Table” with the “Birthday Soup” excerpt, create teacher‐student dialogues specific to using single‐letter and consonant digraphs, short vowel and long vowel sounds, and appropriate use of word building and word building‐spelling. Review the examples in your text as a guide.

Part 2: Rationale

In a 250‐500 word rationale, summarize how each dialogue is effective and developmentally appropriate for teaching phonics, word recognition, and spelling.

Explain how you will use your findings in your future professional practice.

Support your findings with 2‐3 scholarly sources.

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.

ELM 305 TOPIC 5 CLINICAL FIELD EXPERIENCE D: ANALYZING PRE-ASSESSMENT DATA

Analyzing pre‐assessment data to help you adjust your future instruction to reach students who may not have mastered the concept. Re‐teaching a concept to a small group is a great way to practice the skill of using assessment data to drive instruction.

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

Part 1: Standards‐Based Literacy Assessment

Working with your certified general education mentor teacher:

Implement the pre‐assessment you designed in Topic 4 with a small group of students.
Using the data from the pre‐assessment, design a learning activity to teach the literacy standard and aligned learning objective.
Revise the activity based on your mentor’s feedback.

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

Part 2: Preassessment Reflection

In 150‐300 words, summarize your activity and reflect upon the preassessment data, the instruction you designed, and the feedback from your instructor.

Analyze and discuss how your activity implements instructional strategies that build reading fluency skills that are appropriate for the students in your field experience classroom.

Explain how you used the pre‐assessment data to help develop your lesson.

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.

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 the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

ELM 305 TOPIC 5 FLUENCY STRATEGIES

It is important to practice the process of reviewing, analyzing, and modifying instruction based on student information. “Case Studies Focusing on Fluency Strategies” provides you the opportunity to practice the cycle of reviewing, analyzing, and modifying, with a specific focus on building students’ fluency skills.

Review “Case Studies: Focusing on Fluency Strategies.”

For each of the three case studies, write a separate 250‐500 word analysis that:

States the academic goal for the case study student.
Identifies an approach to build fluency skills for reading based on the needs of the student in the case study.
Describes how you would implement the approach, including the number of sessions and length of time required for the sessions.
Justifies why that approach is beneficial for the student and provides a rationale for the number of sessions and time needed for the implementation activities.

Support your decisions for each case study with at least one scholarly resource.

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.

ELM 305 TOPIC 6 CLINICAL FIELD EXPERIENCE E: LITERACY POST ASSESSMENT

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

Part 1: Standards‐Based Literacy Assessment

Working with your certified general education mentor teacher:

Implement your activity with your designated small group of students.
Reassess the students using the same pre‐assessment format, now as the post‐assessment.

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

Part 2: Lesson Reflection

In 250‐500 words, address the following:

summarize your activity and reflect upon your instructional choices, activity delivery, and pre‐ and post‐assessment data.
Analyze the data from your pre‐ and post‐assessments and discuss how you would use that data to guide your future planning and instruction.
Reflect on the delivery of the activity. Identify successes of the activity delivery, as well as opportunities for revision.

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

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.

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 the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

ELM 305 TOPIC 6 VOCABULARY STRATEGIES

Vocabulary games are one way to promote engagement and motivation for students while they practice their standards‐based literacy skills. Vocabulary games require purpose and thoughtful planning to be effective.

Choose a story excerpt from “Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects” and review “Case Scenario: Jacob” to inform this assignment.

Part 1: Vocabulary Game

Create a small group vocabulary game aligned to one or more research‐based strategies that meets Jacob’s needs. Incorporate a minimum of 10 vocabulary words from a story excerpt of your choice within your game.

Use the “Vocabulary Strategies” template to address the aspects of the game.

The story excerpt chosen and vocabulary words with grade level appropriate definitions.
Rules of the game, to include the roles of both teacher and students.
How to expand the game to include higher‐level thinking.
Two accommodations/modifications, one for English Language Learners (ELLs) and one for a student with special needs, specifying their needs.

Part 2: Rationale

In 250‐500 words, write a rationale to address the following:

How does the vocabulary game implement one or more research‐based strategy to support students’ vocabulary development?
How does the game help to engage and motivate the students?
How does the game help Jacob achieve his learning goal?

Support your findings with 2‐3 scholarly sources.

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.

ELM 305 TOPIC 7 BENCHMARK READING COMPREHENSION PLAN

As an educator, you will be designing learning activities that engage your students and facilitate language development. Creating learning experiences aligned to academic standards and the students’ individual learning goals is vital to student success.

Read the scenario below to inform the assignment:

Seven-year-old Alfonso has two months left in his first grade year. He is active and outgoing, has many friends, and loves to play soccer. Science is his favorite subject. He enjoys learning anything related to space and sloths. He is very curious and particularly likes hands‐on academic activities that use manipulatives.

During literacy class instruction, Alfonso can sound out words well, but struggles with reading comprehension including word meanings and finding connections among words in various grade appropriate texts. Alfonso has a particularly hard time connecting what he reads with what he already knows. He often brings up irrelevant information when trying to make these connections.

Alfonso’s teacher, Ms. Seymour, wants to ensure Alphonso masters the vocabulary and comprehension skills that are expected before the end of the year, so she has written the following curricular/academic goals for him:

Given a grade‐appropriate text with new vocabulary, Alphonso will use context clues and other strategies, such as consulting a dictionary, to help determine the meaning of unfamiliar words.
Given a grade‐appropriate text, Alphonso will make connections from text to self to help comprehend the meaning of the text.

Part 1: Lesson Outline

Using the “Reading Comprehension Lesson Outline Template ,” develop a research‐based reading lesson outline to help Alphonso reach his vocabulary and reading comprehension goals. Begin by selecting a grade‐appropriate children’s book on which to base the lesson.

The lesson plan outline should include the following:

Three learning objectives aligned to one or more state literacy standard that reflects the literacy goals Alphonso is working to achieve.
The selected book and a vocabulary activity that introduces five vocabulary words directly from the book.
A comprehension activity that allows Alfonso to demonstrate his comprehension of the story.
Two research‐based strategies that can be integrated into the vocabulary and comprehension activities to help Alfonso meet his vocabulary and comprehension goals.
Opportunities for Alfonso to apply these skills to different situations or content areas.

Part 2: Rationale and Specialist Planning

Provide a 500‐750 word narrative that includes a rationale for the reading comprehension lesson plan and a plan to work with a reading specialist. In the rationale, explain the following:

The alignment between Alphonso’s curricular/academic goals, the lesson activities, and the presented research‐based strategies.
How the lesson addresses Alfonso’s specific learning needs as well as his interests.
At least one learning theory that supports the selected strategies.
Suppose your principal arranged for a reading specialist to help with meeting Alphonso’s developmental needs. In the same narrative as above, describe a structured system you and the specialist could put in place that involves short‐ and long‐term goal setting, as well as data analysis, re‐evaluation, and feedback to Alphonso and his family .

Include at least three scholarly sources to support your lesson, rationale, and specialist plan.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a 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.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

COE 3.1

Plan instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community. [ACEI 3.1; InTASC 7(a), 7(c), 7(g), 7(h), 7(i); GCU Mission Critical 2, 4]

COE 3.6

Collaboratively plan short‐ and long‐range goals utilizing professionals with specialized expertise to meet individual student needs and enhance learning. [ACEI 3.2; InTASC 7(e), 7(f), 7(o), 7(p); GCU Mission Critical 2, 4]

ELM 305 TOPIC 8 APPLYING WRITING STRATEGIES

There are several research‐based strategies that can be used to teach students how to integrate the elements of the writing process (planning, organizing, writing and revising). Some of these strategies, such as, “POW + TREE” and “STOP and DARE,” incorporate mnemonic devices to help students remember the elements.

Review “Case Study: Kaynia” to inform this assignment.

Write a 500‐750 word essay on writing strategies that can be taught to students to develop their skills in applying the elements of the writing process.

Discuss the following in your essay:

Describe the “POW + TREE” and the “STOP and DARE” writing strategies, along with a third research‐based strategy of your choice that is appropriate for Kaynia’s grade.
Out of the three writing strategies you described, select one to use with Kaynia, rationalizing your choice and explaining how that strategy would allow her to meet her writing goal, as well as engage in personal reflection and apply standards to evaluate her own writing.

Support your findings with a minimum of three scholarly sources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a 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.

ELM 305 TOPIC 8 CLINICAL FIELD EXPERIENCE VERIFICATION FORM

Candidates must complete all programmatic requirements, including practicum/field experience hours defined in the coursework. Additional information about practicum/field experience can be found in the Student Success Center.
To earn credit for this assignment, all required course hours must be completed and the form submitted by the assignment due date.

Access the Clinical Field Experience Verification Form in the Document Management 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 mentor to verify the practicum/field experience hours.
Communicate with the mentor to request he or she verify the practicum/field experience hours. Once the practicum/field experience hours have been verified by the mentor, the completed form will be available in the Student Portal.
Save a .pdf copy of the completed Clinical Field Experience Verification Form to your computer.
Submit the Clinical Field Experience Verification Form to the LMS.

*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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ESL 533 Advanced Methodologies of SEI GCU

Just Click on Below Link To Download This Course: https://bit.ly/39LWLal ESL 533 Advanced Methodologies of SEI GCU ESL 533 Full Course Discussions GCU ESL 533 Topic 1 Discussion 1 According to Jim Cummins, social language (BICS) takes 1-3 years while academic language (CALPS) is more difficult and takes 5-8 years to develop. How can teachers help English language learners develop academic language? How can teachers reach out to students who are in the Silent Period? ESL 533 Topic 1 Discussion 2 Based on key legislation pertaining to English language learners (ELLs) in your state, describe the characteristics of the 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 Department of Education website of your state. ESL 533 Topic 2 Discussion 1 Describe the difference between diagnostic, formative, and summative ass...

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