Running head: THE MOSAIC
1
The Mosaic
Krystal Byrd
ELL240: Linguistically & Culturally Diverse Learners
Instructor: Aleksandra Nikolova
August 14, 2016
THE MOSAIC
2
The Mosaic
A beautiful picture or pattern created by arranging together small colored piec
In todays classrooms, throughout America, there are a number of students who speak
another language other than English. In fact, a majority of our classrooms consists primarily of
English language learner students. For these students, interacting and part
Using information from Chapter 1 and the A Guide to No Child Left Behind article, identify the
mandates of the No Child Left Behind Act that affect English language learners (ELLs). Compare the dropout rate of students in the United States and students in
Krystal Byrd
ELL240
Journal Entry One
Imagine for a moment that in your community there is a negative reaction toward
English language learners and the prevailing comments you hear echo the notion,
Theyve been here their whole lives. Why havent they learn
Week 4: Journal
Recall your own childhood and the physical education lessons and classroom environment in which you
participated.
Reflect upon and list several factors (either at home or school) that influenced your motivation to
participate in physical e
What aspects of this lesson did Mrs. Whitcomb think would be more difficult for
Carmella than for her English proficient classmates and why?
Mrs. Whitcomb thought the vocabulary would be most difficult for Carmella because
Carmellas spoken English is much
Running head: DIVERSITY
CULTURAL DIVERSITY
(Reaching Out to the Parents of ELLs)
Ctarchema Miller
ELL 240 Linguistically & Culturally Diverse Learners
Instructor: Jerrica Mesquita
January 18, 2016
DIVERSITY
2
Introduction
To start with, the schools should
What aspects of this lesson did Mrs. Whitcomb think would be more difficult for Carmella
than for her English proficient classmates and why?
Mrs. Whitcomb thought that being able to read the passage with little vocabulary assistance
would be more difficul
Running head: STRATEGICALLY WE CAN
1
Strategically We Can Do It
Krystal Byrd
Aleksandra Nikolova
ELL240: Linguistically & Culturally Diverse Learners
August 1, 2016
STRATEGICALLY WE CAN
2
Strategically We Can Do It
Culture outperforms strategy every time;
Week 1 Discussion 1
The no child left behind act requires that students and ELLS to reach a higher standard by
helping students score proficient in English and Mathematics. They are there to make sure that
students are making progress towards their goals
Running Head: SCENARIO
Classroom Scenario Analysis
Karly Turner
ELL 240 Linguistically & Culturally Diverse Learners
Instructor: Amy Breitenbucher
March 7, 2015
SCENARIO
2
Title: Classroom Scenario Analysis
Teachers today have so many challenges when it c
Week 1 Discussion 2
A) Characteristic of (LTEL) are learners who live in the United States that score below grade
level in reading and writing. Because one scores low in reading and writing it makes it
difficult to succeed in other areas in a classroom. W
Running head: DIVERSITY
CULTURAL DIVERSITY
Karly Turner
ELL 240 Linguistically & Culturally Diverse Learners
Instructor: Amy Breitenbucher
February 21, 2015
Title: CULTURAL DIVERSITY
DIVERSITY
2
Cultural diversity as we know it is the cultural differences
Running head: DOMAINS OF ELD
1
STRATEGIES FOR THE FOUR DOMAINS OF ELD
Karly Turner
ELL 240 Linguistically & Culturally Diverse Learners
Instructor: Amy Breitenbucher
February 9, 2015
Strategies for the four domains of ELD
DOMAINS OF ELD
2
This paper will
Week 2 Discussion 1
The four bilingual program that can benefits English Language learners are
Productive Language - creates phrases that will reflect thoughts, and desires for new patterns
and vocabulary words new language. This will help students and be
Week 2 Discussion 2
As an educator moving students from one level to the next can be something that is hard. At first
we need to make sure that the students are ready for the move to that next level. By making sure
they are using the four domains every da
Running Head: REFLECTION
Reflection Paper
Karly Turner
ELL 240 Linguistically & Culturally Diverse Learners
Instructor: Amy Breitenbucher
February 16, 2015
Title: Reflection paper
REFLECTION
2
Making sure that our students educational needs are met is one
Week 3 discussion 2
Community Connections
Here in California there are a lot of cultural diversities. There are many different languages that
are spoken all around and many different believers. There are a lot of challenges an Ell student
will go through.
Week 4 Discussion 1
A. I believe that the science lesson was appropriate for the level 3 speech emergence. The
lesson will encourage the students to use all four domains of listen, speak, read, and
write. They were given opportunities to do so as well and
Week 3 Discussion 1
Pretend you are a new student at a school. You have been in the United States for a very short
amount of time, and no one at your new school speaks your language. After reading Chapters 10
and 15 and watching the required video present
Week 4 Discussion 2
I chose to do English as a second language vs. English language Learners
The term English as a second language relates to students whos home language is not English.
ESl is also used for teaching structures and patterns of the English
Week 5 Discussion 1
The Strategy
Creating Mental Images Through Visualization
For which content area would you utilize this method?
The content area is to help children visualize what the author is saying while they read.
What is the purpose of this metho
1. If a school failed to meet it's AYP (Adequate Yearly Progress) for three years in a row, they
would be required to offer free tutoring or any kind of other assistance that can help struggling
students.
2. If the school fails to meet it's AYP for four y
Effective Strategies for English Language Learners
James Jarvis
Ashford University
Effective Strategies for English Language Learners
EFFECTIVE STRATEGIES FOR ENGLISH LANGUAGE LEARNERS
2
In the lesson plan A is for Apple, several strategies are utilized t
Reader Response Theory
James Jarvis
240 Linguistically & Culturally Diverse Learners
April 18, 2011
READER RESPONSE THEORY
2
Abstract
Reader-response Theory is the body or organization of literary research into the scenery
of the readers actions in text l
Week 5 Discussion 2
Different Attitudes towards conflicts.
Every culture communicates in different ways. As educator, we have to be careful how
we talk to our students. We may think that we speak in a polite manner but they may
take it a different way. We
, then wadded the rest and pressed it against his shoulder. He walked
over and pulled the poker free of the deflated body, which now resembled a
black silk sack. Then he moved to the window. The other homes showed
signs of being attacked, fires burning, f
RUNNING head: Domains in English Language Development
Domains in English Language Development
Tawanda Richardson
ELL 240 Linguistically & Culturally Diverse Learners
Dr. Jennifer Lynn Robinson
October 16, 2017
1
RUNNING head: Domains in English Language D
ELL 240 Week 2 Discussion 1
Four bilingual programs and describe the type of student that would benefit most
from each type of bilingual program. What are the student characteristics that make
them amenable to a specific type of bilingual program?
Dual la
Journal Entry One
Imagine for a moment that in your community there is a negative reaction toward English
language learners and the prevailing comments you hear echo the notion, Theyve been here
their whole lives. Why havent they learned English yet? What
Its all right, Kaladin said.
Well, Skar said. Is someone going to serve that stew, or will we all
just sit here hungry until it burns?
Dunny jumped up, grabbing the ladle. The men gathered around the pot,
jostling one another as Dunny served. Without Rock
Running head: Week 2 Assignment: Assessment and Placement of English Language Learners
Week 2 Assignment: Assessment and Placement of English Language Learners
Vickie Garcia
ELL240: Linguistically & Culturally Diverse Learners
Instructor: Holly Wilson
Sep
