Follow instructions to a T please.

Here is a video to watch that might help. 

  

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.

· The purpose is to develop a clear response to the questions following the story.

· Read and review the assignment guidelines for Week 5. Restate them below in your own words.

 

· Brainstorm potential topics. Use this sample outline to develop a focused topic.

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· Use the topics you came up with above to develop three that you would be interested in pursuing for the Week 5 Final Paper. Review this model for an effective thesis statement.

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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.

For this assignment, you will choose either the  or  . 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 .

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 .

· 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 .

· Must utilize academic voice. See the  resource for additional guidance.

· Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

· For assistance on writing  as well as , refer to the Writing Center resources.

· Must use at least two scholarly sources in addition to the course text.

· The  table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

· Must document any information used from sources in APA style as outlined in the Writing Center’s  guide.

· Must include a separate references page that is formatted according to APA style as outlined in the Writing Center. See the  resource in the Writing Center for specifications.

Carefully review the  for the criteria that will be used to evaluate your assignment.

K-12 Case study

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 theCase 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.m. 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.

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Week 1 Key Vocabulary

These are the terms that you should know and understand by the end of this week.

Link to a video overview of vocabulary:

*Recording the vocabulary into a video highlights the importance of working to make vocabulary visual and meaningful for the context.

For ALL Students:

Language Proficiency Levels                                           Language Objectives

English Language Learner (ELL)                                    Comprehensible Input

English as a Second Language (ESL)                              Making Meaning in Language

Acquisition Levels                                                           Culture Shock and Stages

Input Hypothesis                                Four Domains of Language (Instructor Guidance)

Realia (Instructor Guidance)

K-12 Learning Context

Cultural Knowledge                                                         Culturally Responsive Teaching

Long-term ELLs                                                    Surface vs Deep Structure and Culture

Differentiated Instruction

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