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ESOL - Instructional Strategies Matrix

Coursework Instructions:

Please follow the instruction, carefully (two assessment strategies, explain, provide- pay attention to these words). The instructions are below and also I am adding 2 Attachments that you will need.
Assignment (Instructions)
Provide a minimum two-paragraph response supported by evidence from this week’s readings to the following:
Identify TWO assessment strategies listed in Section C of the ESOL Instructional Strategies MatrixPreview ( Section C is attached) the document you will implement with your English Language Learners. Explain how these strategies address ELLs diverse backgrounds and varied English Proficiency Levels. Provide one example of how each assessment strategy can be implemented within your content.
Use the ESOL Instructional Strategies AddendumPreview the document for an explanation of the assessment strategies in Section C of the Matrix.


 


ESOL Instructional Strategies Matrix (How We Teach is as Important as What We Teach) Broward County Public Schools, Bilingual/ESOL Department 09/2014 A Accommodations B Clear Communication C Assessments D Vocabulary E Collaboration & Conversation F Metacognitive & Metalinguistic A1 Heritage Dictionary A2 Heritage Language (L1) Support A3 Flexible Scheduling A4 Flexible Setting A5 Flexible Timing B1 Concise Language B2 Clear Directions B3 Enunciation B4 Pauses & Pacing B5 Pointing B6 Repeating/Paraphrasing B7 Gestures B8 Show Examples & Non-Examples B9 Demonstrations B10 Anecdote/Storytelling C1 Rubrics C2 Presentation C3 Portfolio C4 Checklist C5 Labeling C6 Interview C7 Response Cards C8 Oral Assessment C9 Observation C10 Context-Embedded Text C11 Voting Devices C12 Cloze Test C13 Visual Representations C14 Self /Peer Assessment C15 Samples C16 Sentence Frames D1 Etymology/Cognates D2 Semantic Feature Analysis D3 Context Clues D4 Tier II/Tier III Analysis D5 Interactive Word Walls D6 Vocabulary Games D7 Multiple Meanings D8 Phonology D9 Vocabulary Banks Grouping Configurations: E1 Heterogeneous Grouping (Language/Content Readiness; Learner Profiles; Interests) E2 Homogeneous Grouping (Language/Content Readiness; Learner Profiles; Interests) E3 Jigsaw E4 Peer Pair E5 Reader’s Theater E6 Think/Pair/Share E7 Academic Games E8 Group Presentations/Projects E9 Socratic Seminar E10 Panel Discussion E11 Debate/Defend with Evidence F1 L1 Transfer F2 Mnemonic Devices F3 Dialogue Journals F4 Self-Correction F5 Self-Evaluation F6 Self-Monitor F7 Peer Editing F8 Associations G Context Embedded Supports & Close Reading H Multimodal & Multimedia I Advance Organizers J Additional Resources G1 Activating and/or Building Prior Knowledge G2 Chunking Text G3 Annotations & Symbols G4 Ask Inferential & HOT Questions G5 Ask Clarifying Questions G6 Modeling G7 Read Aloud G8 Think Aloud G9 Multimodal Texts G10 Visualization/Illustrations G11 Summarizing G12 Dramatic Enactments/Role Play G13 Identify Key Concepts G14 Similarities & Differences G15 Language Experience Approach G16 Note-Taking/Outline Notes G17 Question-Answer-Relationship (QAR) G18 Reading with Specific Purpose G19 Reread Text G20 Text Features & Structural Analysis G21 Survey, Question, Read, Recite, Review (SQ3R) G22 Text Connections G23 Total Physical Response (TPR) G24 Vary Complexity of Assignment G25 Realia/Manipulatives G26 Captioning H1 Audio-Visual Applications H2 Digital Books H3 Computer Software H4 Document Camera H5 Interactive White Board H6 Tablet/Interactive Devices H7 Language Master H8 Video/Film/CD/MP3 H9 Digital Simulations H10 Translation Devices I1 Charts (Flowcharts, T-Charts, etc.) I2 Anticipation Guide I3 Cornell Notes I4 Digital Tools/Software I5 Foldables I6 Graphs/Diagrams I7 K-W-L I8 Reading and Analyzing Non- Fiction (RAN) I9 Notes TM I10 Webbing/Mapping I11 Story Maps I12 Timelines I13 Venn Diagrams I14 Vocabulary Improvement Strategy (VIS) J1 Art Integration J2 Community Resources J3 Cultural Sharing J4 Celebrations J5 Field Trips J6 Guest Speakers J7 Holiday Programs J8 Multicultural Resources J9 Music/Songs/Jazz Chants

Coursework Sample Content Preview:
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ESOL Assessment Strategies
English to Speakers of Other Languages (ESOL) is a course for students who do not speak English as a native language. They are English Language Learners (ELL). Their original language is used to explain to them while teaching them English to understand better. This essay identifies two strategies used in assessing the ELL students, describes how the approach addresses their diverse backgrounds or varying proficiency levels, and implements the teaching content.
Presentations allow ELL students to demonstrate their oral skills. They are a great way to monitor long-term understanding of concepts. This method is more effective than the writing tests as it gives students the courage to reduce anxieties of failing in examinations due to poor writing skills. All students have varying understanding levels; thus, using presentations aid the grouping according to their knowledge (Meyers, 2013). Students learn so much, including each other's culture du...
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