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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 assessments. How can
these assessments support the language needs of ELL students? How are
assessment results used for placement and accommodation of gifted ELLs and ELLs
with special education needs?
ESL 533 Topic 2 Discussion 2
Discuss the
role of formal and informal assessments in ESL classrooms. How might feedback
be incorporated into these assessments to provide a well-rounded approach to
assessment and instruction for ELL students? What should feedback look like?
ESL 533 Topic 3 Discussion 1
Choose one
strategy from your required reading that you would utilize to teach vocabulary.
Explain why this strategy would be effective for an English language learner.
ESL 533 Topic 3 Discussion 2
Provide at
least one example of an effective SEI strategy utilized in one of the
classrooms that you have observed. Why do you think this strategy worked? Were
the teaching concepts in the lesson tied to the students’ backgrounds?
ESL 533 Topic 4 Discussion 1
Based on
your observations, how did the teacher integrate ELL Proficiency Standards in
the strategies, interactions, practice, and application of the concepts being
taught?
ESL 533 Topic 4 Discussion 2
Based on
your observations, how did the teacher integrate ELL Proficiency Standards in
the strategies, interactions, practice, and application of the concepts being
taught?
ESL 533 Topic 5 Discussion 1
Research the
assessment process for ELL students in your state. What is the process your
district goes through to properly identify students for ESL program placement?
ESL 533 Topic 5 Discussion 2
Planning for
effective instruction is the key to academic success for students. Using data
to inform instruction is a regular process. Discuss how teachers can use
longitudinal data along with other formative classroom assessments to design
effective instruction.
ESL 533 Topic 6 Discussion 1
Creating and
maintaining relationships between home and school are pivotal to the overall
success of our ELL students. Discuss some ways you might cultivate these
partnerships throughout the school year.
ESL 533 Topic 6 Discussion 2
There is
research supporting the theory that students who are literate in their home
language are more likely to be literate in their second or subsequent language.
Thinking of this, what are the potential effects of home language on the
development of English and classroom learning?
ESL 533 Full Course Assignments GCU
ESL 533 Topic 1 ELL Proficiency Standards
Using the English Language Proficiency (ELP) Standards
from Arizona or from your state, select the stage for a grade level of your
choice. Based on the Common Core Standards’ English Language Arts (ELA)
performance objectives or the English Language Arts Standards from your state,
create a learning activity that is aligned with a learning objective at the
basic proficiency level on the ELP standards for each of the following domains:
- Listening and Speaking
- Reading
- Writing
Account for language acquisition principles within the
design of your activities.
Include a 250-500 word rationale that describes how each
activity addresses the characteristics of the ELL at the basic level and how
language acquisition principles have been accounted for within your design.
Include ideas for strategies to differentiate these activities for students in
the pre-production and early production stages.
Support this assignment with at least three scholarly
resources.
While APA style is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using the documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
You are
required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
ESL 533 Topic 2 Evaluating and Selecting Assessments
Table 1 in “Principles and Practices of Sociocultural
Assessment: Foundations for Effective Strategies for Linguistically Diverse
Classrooms” describes Concepts, Principles, and Checklist Items that can be
used to evaluate assessments. Select two of the Checklist Items you think are
extremely important when evaluating assessments for ELL students.
In a 500-750 word essay, describe those items, and defend
why you believe they are of particular importance.
Support this assignment with at least three scholarly
resources.
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.
ESL 533 Topic 3 Graphic Organizer
Create a graphic organizer or use the “Instructional
Strategies for ELLs” to identify and describe oral, reading, and writing
strategies appropriate for each ELL proficiency label. Include a justification
as to why each strategy is applicable to the specific ELL proficiency label,
citing references.
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 the documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
You are
required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
ESL 533 Topic 3 Clinical Field Experience A: ELL Classroom
Observation Using SIOP Part I
Allocate at least 5 hours in the field to support this
field experience.
Spend time observing lessons in your field experience
classroom. Focus your observations on Lesson Preparation, Building Background,
and Comprehensible Input.
Use any remaining field experience hours to assist the
mentor teacher in providing instruction and support to the class.
Assess at least one lesson using the SIOP checklist from
Appendix A in the textbook.
Submit a copy of one of your completed checklists to your
instructor in LoudCloud.
You are
required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the locations and hours that 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 533 Topic 4 Using SEI Strategies in a SIOP Lesson Plan
Create a SIOP lesson plan in a content area of your
choice for a group of ELLs at a grade and English language proficiency (ELP)
level that you specify.
Use the “SIOP Lesson Plan Template,” located in the
Student Success Center.
Identify and select the ELP Standards from your state.
Create a content objective and a language objective using
the English Language Arts Standards from your state.
Consider applicable language acquisition stages of
development in your lesson planning.
Include a 500-750 word rationale that includes an
explanation regarding how the following aspects of SIOP were accounted for
within the design of your lesson:
- Lesson Preparation
- Building Background
- Comprehensible Input
- Strategies
- Interaction
- Practice and Application
- Lesson Delivery
- Review and Assessment
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 the documentation guidelines, which can be
found in the APA 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 533 Topic 4 Clinical Field Experience B ELL Classroom
Observation Using SIOP Part II
Allocate at least 5 hours in the field to support this
field experience.
Spend time observing lessons in your field experience
classroom. Focus your observation on Strategies, Interactions, and Practice and
Application.
Use any remaining field experience hours to assist the
mentor teacher in providing instruction and support to the class.
Assess at least one lesson using the SIOP checklist from
Appendix A in the textbook.
Submit a copy of one of your completed checklists to your
instructor in LoudCloud.
You are
required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the locations and hours that 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 533 Topic 5 Clinical Field Experience C ELL Classroom
Observation Using SIOP Part III
Allocate at least 5 hours in the field to support this
field experience.
Spend time observing lessons in your field experience
classroom. Focus your observation on Lesson Delivery and Review and Assessment.
Use any remaining field experience hours to assist the
mentor teacher in providing instruction and support to the class.
Assess at least one lesson using the SIOP checklist from
Appendix A in the textbook.
Include a 250-word reflection regarding at least one of
the lessons that you observed. Address the following questions in your
reflection:
- Were the students aware of the class language and content
objectives?
- How did the teacher instruct the content and language objectives?
- What types of strategies, interactions, applications, and
assessments were implemented?
- How did the teacher accommodate for different ELP
levels?
Submit a copy of one of your completed checklists along
with your reflection to your instructor in LoudCloud.
APA format is not required, but solid academic
writing is expected.
This assignment uses a grading 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 that 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 533 Topic 5 Proficiency Level Analysis
Analyze the proficiency level data in the “Ms. Jensen’s
7th Grade Class AZELLA Scores” document to place the students into appropriate
groups for in-class activities.
In a 500-750 word essay, describe how you would group
these students for in-class English language arts activities. Include a
rationale for your choices.
Support this assignment with at least three scholarly
resources.
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 grading 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.
ESL 533 Topic 6 Community Resources Brochure
Create a brochure for immigrant families in your
community that contains at least three community resources that support English
acquisition.
For each resource include:
- The name of the resource or organization.
- The URL of their website or relevant contact information (if
applicable).
- A brief explanation of how each resource or
organization supports English acquisition.
Include a 250-500 word statement regarding culture and
learning. Your statement should include:
- Examples of how culture affects learning.
- Examples of sociocultural influences on ELLs.
- A discussion regarding bilingualism and home
language use in ELL classroom learning.
Support this statement with at least three scholarly
resources.
While APA style is not required for this assignment,
solid academic writing is expected, and in-text citations and references should
be presented using the documentation guidelines, which can be found in the APA
Style Guide, located in the Student Success Center.
This assignment uses a grading 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.
ESL 533 Topic 6 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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