Writing
ESL433N Grand Canyon University Instructional Strategies for Ells Project

ESL433N

Grand Canyon University

Question Description

The assignment requires to fill in the template that I put in the file download. There are details that are given at least 2 times to show what to do from the instructor. I hope this don't confuse you. It confuses me sometimes. If you need anything else let me know. Thank you in advance. Assignment Graphic Organizer


Due Date: Feb 11, 2018 23:59:59 Max Points: 50

Details:

Create a graphic organizer, or complete the table attached, to identify and describe oral, reading, and writing strategies appropriate for each ELL proficiency level. You may use strategies from your required readings or your research. 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 APA 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 Turnitin.

ESL-433N-RS-InstructionalStrategies_T5.docx

Explanation and Details:

Create a graphic organizer, or complete the table attached, Use the template in the next post to identify (provide the title)and describe (write a brief description) oral, reading, and writing strategies (12 different instructional strategies or learning strategies) appropriate for each ELL proficiency level. DO NOT repeat any strategies... there are many, many strategies from which to choose... You may use strategies from your required readings (50 Strategies text), or your research,or other attached resources from the next post to help you come up with 12 highly effective strategies designed for ELLs. This is intended to be a valuable resource for you to take into your student teaching experience. Include a justification as to why each strategy is applicable to the specific ELL proficiency label, citing references (in other words, use an in-text citation for each justification).*

While APA format is not required for the body of this assignment (Do not double space the contents of the table), 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. which are provided for you in the template attached in the following post.

You are required to submit this assignment to Turnitin. Remember to change the settings when you review your report to include quoted material to ensure you receive an accurate report of the amount of similar material. HOWEVER, keep in mind that due to the use of the template, the TII may be higher than expected.

  • Absolutely no more than 20% of your assignment can be from other sources. So ENSURE that any highlighted content that is yours is properly cited and does not account for more than 20% of the total.
  • Highlighted material that comes from use of the template or list of references will NOT count in the overall percentage.
  • You are responsible for checking this.
  • All instructors are required to review TII reports and require revision if it does not meet the guidelines. Typically, a 20% reassignment penalty will apply, and further action may be necessary such as a Code of Conduct report for academic dishonesty... even in cases when you are given the opportunity to revise and resubmit.
  • Please keep this in mind as this is GCU policy to protect its graduates and online programs from scrutiny.

*A sample of the expectations is provided in the following post. PLEASE be sure to review it or at least compare your finished product to it to see that the basic information is similar - a specific title AND (not OR) description in the middle box, justification with in-text citation in the last box.

More expalanation for assignment

For the Graphic Organizer of Instructional & Learning Strategies, you will:

  • Use the attached Revised GO Template KOSIER to identify 12 different Instructional or Learning strategies to help ELLs improve their oral, reading, and writing skills in English.
  • Include a specific title AND description of the strategy in the middle column.
  • Include a research-based justification provided in your own words, but supported with an in-text citation in the last column.

The following attachments are provided for your success! The Revised GO Template is not to hamper your creativity, but to allow you to focus your creativity on the content... not the format. You may use a wide variety of sources - including your 50 Strategies text - to obtain your strategies, however, keep in mind that your strategies must be considered best practice and supported by research. If your strategy titles do not come up as similar in TII, it is very possible that they are not considered best practice.

Attachments include:
Stages of Second Language Acquisition (THIS IS FOR INFORMATION PURPOSES ONLY, as you apply the strategies you select to particular proficiency levels... the information here should NOT be used for your justification. Find another source to utilize for this purpose.

Revised GO Template Kosier (PLEASE USE THIS when submitting your assignment)

Week 5 Go Example an additional helpful example to get you started

GO RUBRIC (Rubric used for evaluation) Please use this to evaluate your own assignment before submitting for evaluation. This will ensure no surprises occur!

SIOP_Classroom_Strategies (Be sure not to use information other than the strategy title from this resource verbatim)

Go-To-Strategies_Scaffolds (Be sure to use only instructional and learning strategies from this resource... you will have to scroll for it)

Additional resources may be attached as I continue to locate reputable sources of strategies in my own research


Attached FilesRevised GO Template KOSIER.docx
Week 5 GO Example.doc
GO RUBRIC.pdf
Stages of Second Language Acquisition.docx
SIOP_Classroom_Stragtegies.pdf

Unformatted Attachment Preview

(Name) Don’t forget to include a heading (Date) (Course) (Assignment) Instructional Strategies for ELLs Pre-Emergent Instructional Strategies Content Area Speaking and Listening Reading You do not add anything to this column… the content areas are provided for you. Strategy Title and Description Justification EXAMPLE: (Do not include this, do your own) Graphic Organizers – Visuals, such as Thinking Maps, help students to demonstrate the knowledge they have gained at their present proficiency level. Some popular ones are as follows: Venn Diagram, Flow charts/maps, Concept Chart/Map, Bridge Map, Tree Map, T-charts, etc. (Burke, P., Hathaway, D., & Amante, A., 2011). Even though an in-text citation is used, this does not mean you should copy/paste. Please put it all in your own words, cite, and reference your material as I have demonstrated. EXAMPLE: (Do not include this, do your own) Students at the pre-emergent level have little to no ability to communicate the new knowledge they have. By providing a graphic organizer and demonstrating its use, these students are able to apply basic vocabulary which they may obtain from textbooks, posters, etc. to complete the activity with what he/she currently understands. (ADE, 2015) Writing Emergent Instructional Strategies Content Area Speaking and Listening Reading Writing Strategy and Description Justification Basic Instructional Strategies Content Area Speaking and Listening Reading Writing Strategy and Description Justification Intermediate Instructional Strategies Content Area Speaking and Listening Reading Writing Strategy and Description Justification © 2015. Grand Canyon University. All Rights Reserved. ...
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Final Answer

Thank you so much

Running head: Instructional Strategies for ells

1

Instructional Strategies for ells:
Name:
Institution affiliation:
Date:

Instructional Strategies for ells

2

Pre-Emergent
Content Area

Strategy Title & Description

Justification

Speaking &

picture cards – picture cards with

At the pre-emergent level the

Listening

facial expressions should be held

student’s ability to communicate

up while in class by the teacher &

the new language is very

students should be allowed to act

negligible. By acting out

out expressions on the picture

expressions on the picture cards

cards (Boyd-Batstone, 2013).

they will be able to apply simple
expressions to speak to others
using this expressions.

Reading

Writing

Provide students with simple

With students in this level having

vocabularies as well as

little ability to communicate their

translations to their native

new language, reading simple

language. Simple vocabularies

vocabularies aloud to them with

with their translation in the

the translation of the vocabularies

student’s native language besides

besides the vocabularies will help

the words will to be read aloud in

them to understand the

class (Yang, Dai & Gao, 2012).

vocabularies.

Create a word-bank- the teacher

By closely working with the

will work hand in hand with the

teacher wh...

Chucks574 (13060)
UIUC

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