Drucker Reflection
After having taken the Sheltered English Immersion course this past summer, much of the information that was presented in this article was a review for me. However, there was some information that I found to be interesting and will now look upon my current instruction to see if I should correct my strategies. One area in particular that I find to be essential for literacy instruction with intermediate English Language Learners is developing vocabulary. For example, one point that I found interesting was the integration of vocabulary with instruction rather than just pre-teaching vocabulary. This seems contrary to was I was told in my SEI course as we learned about the Seven-Step Process and Illustrated Dictionaries as strategies to teach vocabulary. However,
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I recently received my SEI endorsement and my ESL license is waiting on paperwork. However, I am currently acting as the ESL teacher in my school and I am unsure what my responsibilities are as an ESL teacher vs. being an English Language Arts teacher with the SEI endorsement. When I read this article, I noticed that many of the strategies mentioned are ones that I utilize in both my ELA and ESL classrooms. Therefore, I am curious as to how I can provide literacy services to my ESL students without overwhelming with the same content that they are also receiving in the Language Arts classes. I am asking this question as an ESL teacher with students who are currently in intermediate WIDA levels (high 3’s to low 5’s). On the other hand, I also need further information about to give ESL services to students in literacy when they are at the lower WIDA levels as well. I know that this is wandering from the concept of the article with its strategies; conversely, I feel that this is an important distinction to keep in mind as I continue with this
When someone is guided in their literacy development and they are impacted in a positive way, they often can become more successful in the field of literacy, which can lead you to a successful life with good social standings, understandings, and power. When someone has what literacy scholar Deborah Brandt calls a “literacy sponsor” they will tend to become more successful in their experiences with literacy. Sponsors of literacy, according to Brandt, are beneficial because they are well educated, have experience in the field of literacy, and are willing to help others improve and let them into the world of literacy. Specifically, Brandt states in her scholarly article “Sponsors of Literacy” that “Literacy as a resource becomes available to ordinary
Their Struggle is Real Students sat in straight long rows as I gently placed a diagnostic assessment on their desk. As I continued placing the diagnostic assessment on each desk, I listened to the moans and groans of my students who resented the assessment. I could hear the females in my classroom sucking their teeth in disappointment, the males mumbling “Wait we Have an Essay”!.I looked out the corner of my eye watching students put their head down. Many students either stared blankly at their assessments with a look of confusion on their face, while other students raised their hand waiting to be called. Before I assisted any of my students, I explained the directions and the purpose of a diagnostic assessment.
My experience in English 1010 was great. My writing skills were very poor at the beginning of the semester. I did not know how to write correct sentence structure. I had great difficulties making my sentences flow smoothly and clearly. I was not able to edit a paragraph for mistakes in grammar, punctuation, and spelling.
“The FL Consent Decree provides a structure for compliance with all the jurisprudence ensuring the rights of ELL students in Florida and equality in educational opportunities as afforded to all native-English-speaking students” (20). Non-native English speakers allow a sense of diversity in the classrooms. Diversity drives innovations, and creativity and builds on communities. The reality of community and diversity in a school environment entails that one must keep an open-mind and be willing to cooperate with others- specifically those having difficulty communicating with other students and educators because of the language barrier- and also to expand their insights on a broader scale from others indifferent to themselves rather than what they are used to encountering every day, in order to become more worldly. I completely agree with the programs that LEP students are entitled to in addition to ESOL, as they are provided to ensure equality in educational opportunities.
I observed the ELL class on Friday October 11th, 2015. The observation was done at Strawberry Point School in the Mill Valley District for 30 minutes with three English Learners from Kindergarten, which one child is Danish and two children are Koreans. I spoke with Monica who is the person responsible for the ELL program at this school. • What placement options are available to ELLs in the district?
In the very beginning of English 101, I was informed that homework will be daily and intense. Be prepared for class counted as participation grade, as well as speaking in class. I thought my papers needed to be up to the standards at the beginning of class because the syllabus set certain concerns by the way it was phrased. I was expected to summit my daily assignments on time and improve on my writing as the semester went by, and I was overwhelmed by such responsibility. That was how I first came into realization of my expectations that were needed to be met in order for me to pass the class.
Tawney Nodland – As I look back over the past semester of English Composition, I realize that I have grown as a writer. Not onlyhas my understanding of the writing process changed, my whole attitude towards composition has too. This composition course has made a significant impact on my learning experience and has given me tools to take forward into my future educational and professional goals. Throughout this course, I have discovered things about myself as a writer and know some of my strengths and weaknesses. I now feel more prepared for future writing assignments, whether for work or for school.
English 102 Reflection During the course of English 102, I took this year of the spring semester. I have accomplished a variety of goals I once thought were impossible. I have not only grown as a writer and a student but as an individual as well. I feel that through my experience of this English course, I have achieved knowledge and self-confidence to step out into the real world.
It is a hard journey for both the students, families, and the teachers. But, their journey is not taken alone since there are about 5 million English language learners in the United State. ELL, or English
Thank you for giving me this chance to talk about my English class, it was very excited to be a part of English 101 this quarter. We act as a family in this class by helping each other in writing, discussions stories and responding to each other. To be honest, I worked very hard this quarter and I focused more on my English class rather than other classes I had taken in SFCC. Writing is something not easy when it comes to my mind, because I am an international student and it is a differencet from my writing style and English writing style, so I should separate between them. I would not say writing English assignment is very hard for me, but I mean I make some mistakes.
Grammar is a system and structure of language. To me grammar is more than just knowing the rules and standards; it is being able to apply them in writing. Growing up I was taught all of the grammar rules through many grammar worksheets. However, my Pedagogical Grammar class gave me a new outlook on how to teach grammar. I will use strategies learned from my peers, research, experience, and my grammar class to explain how I will teach my students grammar.