Fluent Essays

the instructions are attached 3 pages needed in 9 hoursProcess Groundwork—Draft [CLOs: 1, 2, 3, 4] When preparing for the Final Paper, remember that · Your audience will be a group of colleagues who are unfamiliar with these ideas or who need clarification and strategies to help with the presented problem. · Your role will be a well-informed teacher with knowledge of teaching ELLs. · The format is  Essay Structure (Links to an external site.) . https://writingcenter.uagc.edu/essay-structure · The purpose is to develop a clear response to the questions following the story. · Draft three pages of your essay, and submit to the Ashford Writing Center. Place the writing center code you received into a word document, and submit to Waypoint below. Required Resources Text Piper, T. (2015).  Language, learning, and culture: English language learning in today’s schools .  Retrieved from https://content.ashford.edu · Chapter 7: Content-Area Teaching Articles Mahmoud, S. S., & Oraby, K. K. (2015).  Let them toil to learn: Implicit feedback, self-correction and performance in EFL writing.  (Links to an external site.) Theory and Practice in Language Studies, 5(8), 1672-1681. doi:10.17507/tpls.0508.18 · This article provides information about how to give feedback. It will help you on the Writing and Content in the ESL Classroom discussion. Accessibility Statement does not exist. Privacy Policy (Links to an external site.) Robertson, K. (n.d.).  Improving writing skills: ELLs and the joy of writing. (Links to an external site.)  Retrieved from http://www.colorincolorado.org/article/improving-writing-skills-ells-and-joy-writing · This article provides information about how to teach writing to ELLs. It will help you on the Writing and Content in the ESL Classroom discussion. Accessibility Statement does not exist. Privacy Policy (Links to an external site.) Multimedia Acacia University (2017).  Writing strategies for ESL students  (Links to an external site.)  [Video file]. Retrieved from             https://www.youtube.com/watch?v=Gd3ezbUBbLo · This video provides information about teaching writing in the ESL classroom. It will help you on the Writing and Content in the ESL Classroom discussion. Accessibility Statement  Privacy Policy  Ashford University. (2018). ELL240 vocabulary quiz. [Media file]. Retrieved from URL https://ashford.instructure.com · This interactive provides the opportunity to explore ESL vocabulary and is located in your online classroom. This activity will help you in the discussions and assignments in this course. Accessibility Statement does not exist. Privacy Policy does not exist. colorincolorado (2012, February 7).  Writing a paragraph with high school ELLs (Links to an external site.) [Video file]. Retrieved from https://youtu.be/wbZ2k5j8MFk · This video shows how a teacher helps her students turn their brainstorm into a writing paragraph. It will help you on the Writing and Content in the ESL Classroom discussion.. Accessibility Statement (Links to an external site.) Case Study for Final Paper Young Learners Mrs. Serpe has been teaching for about 10 years; however this is the first year she can remember having ELLs who are coming in at lower proficiency levels. She is not always sure how to help them. Two of her students, Maria and Abed, have her particularly perplexed. Maria has been in the classroom now for about six months. Although she is silent in the classroom, Mrs. Serpe hears from the playground teachers that Maria has started talking with her friends on the playground. In class, Maria will respond with nods and smiles only. She does not talk. Mrs. Serpe is confused on how to help her, based on her proficiency level, and why Maria is now talking while on the playground, but will not talk in class. Mrs. Serpe does her best to hide her frustration and help Maria feel part of the classroom. However, since Maria came to the classroom with little English background, Mrs. Serpe feels somewhat lost on how to help her. Abed, on the other hand, has been at this school for over a year now. He is doing very well. He speaks with friends on the playground and is involved in class discussions. He came to school with some English background. He is reading almost at grade level and is very outgoing, communicative, and engages well with peers both inside and out of the classroom. He can understand and make himself understood with a mostly accurate English grammatical system when speaking and listening. However, his writing is struggling. Although he writes, he has many grammatical mistakes, has trouble getting the words he speaks from his brain to the paper, and becomes easily frustrated. Mrs. Serpe needs help with both students.Case Study for Final Paper Adult Learners You have been teaching in the University Intensive English Program for several years, so when a newer teacher comes to you in need of assistance, you are ready to help him! Unique to your program, each instructor teaches all four domains of language in the classroom. So, each teacher will spend four hours each day with a group of about 15 adult learners and will teach all four domains with the assistance of some adult ESL textbooks. Because this instructor is newer and is still learning, he has been placed with the intermediate adult students. He is thriving at his job, but has a few questions about how to help students with some key skills. During the listening and speaking portion of class, your colleague tells you that he is struggling to have his students engage in conversation. He gives them the directions verbally, breaks them into groups, and then gives them time to get started. However, the students will often get into groups, but then are not sure what to do and will not be able to get started. Most frustrating is that he will often hear the students talking with each other, in English, before class and in the hallways, but they will not readily speak up in class. He is perplexed why speaking in English in class is difficult for them. They will nod as if they understand and will ask each other questions about class information in their native languages. He asks you to help him understand what he could be missing and what he can do to help them with communicating in class. Your colleague is also frustrated with his students’ writing. He feels that he is giving them the grammatical knowledge to write, but his students are still struggling with how to get the ideas on paper in an organized way. He is asking for your help in how to help the students with their writing.Case Study [WLOs: 2, 4] [CLOs: 1, 2, 3, 4] You have spent five weeks learning all of the nuances of helping students learn English as an additional language. The process goes well beyond “just learning English” and includes very complicated processes that need explicit teaching of language. For the final assignment, you will combine everything you have learned to analyze a case study. TESOL Pre-K–12 English Language Proficiency Standards Framework (Links to an external site.) For this assignment, you will choose either the K-12 or Adult Language Case Study. It is recommended that you choose the case study that fits with the age you have been choosing most throughout the course. Part I: Analysis · Case Study Analysis. · Describe any unique characteristics of the students. · Hypothesize how these characteristics could impact language learning. · Propose what their current proficiency levels are. · Explain what evidence led you to that conclusion? · Propose which strategies are currently being used by the teacher. · Explain if the strategies are effective based on what we know? Why or why not? Provide evidence for your argument. · Synthesize what theories are currently being used by the teacher. · Propose what theories/concepts would be beneficial in this situation. It will be important to provide specific examples and use vocabulary and concepts that we have learned in our course. Part II: Action Plan · Propose two language objectives that would be beneficial for helping the ELLs progress in language at this point based on what you have read. · Integrate two interventions/activities for each language goal that will provide comprehensible input necessary for the students to progress. · Synthesize how you are applying fundamental theories, concepts, and vocabulary to develop the strategies/interventions. To structure your writing, · Your audience will be a group of colleagues who are unfamiliar with these ideas or who need clarification and strategies to help with the presented problem. · Your role will be a well-informed teacher with knowledge of teaching ELLs. · The format will be an academic essay. · The purpose is to develop a clear response to the questions following the story. · You are writing using an Essay Structure (Links to an external site.) . The Final Paper · Must be three to five double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.) . · Must include a separate title page with the following: · Title of paper · Student’s name · Course name and number · Instructor’s name · Date submitted For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.) . · Must utilize academic voice. See the Academic Voice (Links to an external site.)  resource for additional guidance. · Must include an introduction and conclusion paragraph. Your introduction paTESOL Pre-K–12 English Language Proficiency Standards Framework The Pre-K–12 English Language Proficiency Standards are available in the TESOL Bookstore. The standards address concerns introduced by the No Child Left Behind legislation. It also presents detailed tables that show indicators of success at different levels of proficiency. The framework of the standards is available here for your convenience. For questions about using, reprinting, or quoting the Pre-K–12 English Language Proficiency Standards, see TESOL’s Rights and Permissions page. 1. Proficiency Standards Framework 2. Grade Level Clusters 3. Language Domains 4. Language Proficiency Levels 5. Background 1. Presentation of a Clear Proficiency Standards Framework The standards publication presents five language proficiency standards. They include both social and academic uses of the language students must acquire for success in and beyond the classroom. The English language proficiency standards are as follows: Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting. Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts. Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics. Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of science. Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies. 2. Identification of Specific Grade-Level Clusters The grade-level clusters for the English language proficiency standards reflect current educational configurations in the United States. PreK- K Grade levels preK-K are grouped together because the primary focus is on creating a learning environment that nurtures the development of young English language learners. http://tesol.prod.vtcus.com/read-and-publish/rights-and-permissions� 1-3 Grade levels 1-3 are grouped together because in most elementary school programs, these grades are geared toward “learning to read. 4-5 Grade levels 4-5 share the common goal of literacy skills application, often referred to as “reading to learn. 6-8 At the 6-8 grade levels, English language learners face increased academic and social pressure to perform. In addition, at this level, there is a widening range of student performance. 9-12 Grade levels 9-12 reflect the traditional high school organization. The academic demands at the secondary level make reaching parity with grade-level peers increasingly difficult for English language learners. 3. Usage of Four Language Domains Each of the five language proficiency standards is divided into the langua