Chat with us, powered by LiveChat

Complete a detailed and professional PowerPoint consisting of 25 slides. With pictures that are relevant to the information on each slide. With a minimum of 15 slides that focus on 10-15 different strategies that could be used to help support learning for ELL students.

Education490 class- ELL (English language learners) PowerPoint project ( must be 100% original and intellectual with no plagiarism)

Complete a detailed and professional PowerPoint consisting of 25 slides. With pictures that are relevant to the information on each slide. With a minimum of 15 slides that focus on 10-15 different strategies that could be used to help support learning for ELL students. You will need to address SCRIP and the Conceptual Framework guidelines and beliefs within the PowerPoint pertaining to the project. With S.C.R.I.P represented and noted entirely throughout the PowerPoint for full coverage. The scrip and framework file is attached, and 1 source pdf file is attached. The other 2 main sources —

Carrillo, S. R. (2011). J-B EdReach and Teach : How to Reach and Teach English Language Learners : Practical Strategies to Ensure Success (1)

&

Colombo, M. (2011). Prevention Practice Kit : Teaching English Language Learners : 43 Strategies for Successful K-8 Classrooms

Will need to be purchased from google play and google books , as the price includes cost for purchase of digital version.

Statement of Purpose

The support presentation will use the PowerPoint format, for educators to gain useful insight in differentiated instruction, specifically ELL learners within their future or current classrooms. In helping, build awareness and understanding of student needs, while displaying informative tips for educator’s roles in the process. As an intended accomplishment would be increased positive views, preparation, and ability to fulfill their roles within a diverse classroom. Forming a point for teachers of any level, to make use of the support tips in building upon their personal skillsets for their students. In their current task to reach all students, including those challenged from a linguistic standpoint with limited English knowledge.

                                                                      Rationale.

        The project chosen comes from an ever-growing population of ELL learners, coupled with current issues pertaining to educators in need of support to handle the influx of students. Considering the current trend of speakers of English as a second language, this project stands to be beneficial to educators and faculty in supporting knowledge for effective instruction. While bringing into view the cultural needs for their students, in a way that promotes understanding of the unique environment of a bilingual classroom. As the development of awareness, will help guide and ease anxieties of educators dealing with sudden pressures now relevant from population increases. Granting a progressive move forwards within academic institutions, for meeting the evolving classroom setting.

Research Base.

The supporting research sources vary in informational aspects, in how they will build into the presentations effectiveness. The Carrillo and Colombo sources will offer basics on approaching the task of teaching language learners, with their informative methods for building a starting point for educators. While the Percy, Tomilson, and Vacca sources projected utilization for supporting instruction, creating the needed base of knowledge to reach students from the differentiated approach. As the build will start with awareness, and the nature of teaching limited language students. Supporting sources will help build a logical approach, with how to implement methods into the classroom for effective results in educating.

Projected Application.

The projected application is for building awareness and basic knowledge, for educators new to the classroom with limited exposure or current who are in need refreshing on teaching the bilingual classroom. With the population of ESL learners growing and changing the classroom language environment, educators will need more support in their roles for effectively reaching each student. Considering teachers are centered for English instruction within our society, and are limited in their knowledge base from higher education, unless they completed ESL certification with their degree. This presentation will fit well with first year teachers, and current educators in orientations or faculty meetings in assisting preparation for the role they will face in a changing environment. Creating a tool for school districts with limited resources pertaining to bilingual classrooms, and in need of support for current issues arising with sudden increases of populations of non-English speaking students.

                                                Description of the Project Outcomes.

The presentations intended usage is for awareness and knowledge building, in alleviating anxieties and lack of knowledgeable methods for instructing. The first outcome would be awareness to the student, more specifically how to approach instruction for students of varying cultural backgrounds and how to accommodate their situation. Secondly would be the methods used to reach students, gaining acceptance and setting the academic relationship into a progressive cycle. The third outcome would be methods used to instruct students, primarily those that build their language comprehension and support academic growth within the classroom. With the outcome of understanding a starting point to the situation, building the atmosphere for positive interaction, and delivering instruction from noted methods of instruction.

References

 

Carrillo, S. R. (2011). J-B Ed: Reach and Teach : How to Reach and Teach English Language Learners : Practical Strategies to Ensure Success (1). Somerset, US: Jossey-Bass. Retrieved from http://www.ebrary.com.

Colombo, M. (2011). Prevention Practice Kit : Teaching English Language Learners : 43 Strategies for Successful K-8 Classrooms. Thousand Oaks, CA, USA: SAGE Publications, Inc. Retrieved from http://www.ebrary.com.

Peercy, M. M. (2011). Preparing English Language Learners for the Mainstream: Academic Language and Literacy Practices in Two Junior High School ESL Classrooms. Reading & Writing Quarterly, 27(4), 324-362. Retrieved May 29, 2016, from http://www.tandfonline.com.ezproxy.liberty.edu:2048/doi/abs/10.1080/10573569.2011.596105.

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Vacca, J. L., Vacca, R. T., Gove, M. K., Burkey, L. C., Lenhart, L. A., & McKeon, C. A. (2010). Reading and learning to read. (9th ed.). Upper Saddle River, NJ: Pearson Education.

 

 

Grading Rubric

Advanced Proficient Developing Not Addressed
Research Provided Points:

28 (10%)

Strong evidence of 3 or more sources in project..

Points:

14 (5%)

Strong evidence of 2 sources in project.

Points:

7 (2.5%)

Strong evidence of 1 source in project or the sources are not cited within the project.

Points:

0 (0%)

No sources provided or evident in the work of the project.

Sources Points:

28 (10%)

3 or more sources used in project.

Points:

14 (5%)

2 sources used in project.

Points:

7 (2.5%)

1 source used in project.

Points:

0 (0%)

No sources used in project.

Current APA Formatting Points:

28 (10%)

No mistakes in APA formatting.

Points:

14 (5%)

1–2 mistakes in APA formatting.

Points:

7 (2.5%)

3–4 mistakes in APA formatting.

Points:

0 (0%)

5 or more mistakes in APA formatting.

Following Project Proposal Points:

28 (10%)

Thoroughly addresses content from project proposal.

Points:

14 (5%)

Partially addresses the content from the project proposal.

Points:

7 (2.5%)

Vaguely addresses content from the project proposal.

Points:

0 (0%)

Not following project proposal.

Demonstrates SCRIP (Social Responsibility, Commitment, Reflective Practice, Integrity, Professionalism) Points:

28 (10%)

Reflects on each of the 5 areas.

Points:

14 (5%)

Reflects on only 3 or 4 areas.

Points:

7 (2.5%)

Reflects on only 1 or 2 areas.

Points:

0 (0%)

Does not reflect any of the areas.

Conceptual Framework – Knows Points:

28 (10%)

Defines and reflects on the meaning of KNOWS while applying it to the project.

Points:

14 (5%)

Applies KNOWS to the project.

Points:

7 (2.5%)

Define the meaning of KNOWS.

Points:

0 (0%)

Does not address area of KNOWS.

Conceptual Framework – Implements Points:

28 (10%)

Defines and reflects on the meaning of IMPLEMENTS while applying it to the project.

Points:

14 (5%)

Applies IMPLEMENTS to the project.

Points:

7 (2.5%)

Define the meaning of IMPLEMENTS.

Points:

0 (0%)

Does not address area of IMPLEMENTS.

Conceptual Framework – Believes Points:

28 (10%)

Defines and reflects on the meaning of BELIEVES while applying it to the project.

Points:

14 (5%)

Applies BELIEVES to the project.

Points:

7 (2.5%)

Define the meaning of BELIEVES.

Points:

0 (0%)

Does not address area of BELIEVES.

Overall Completion of Project (Thorough, Organized, and Completed) Points:

28 (10%)

Demonstrates all 3 expectations within the project: thorough, organized, and completed.

Points:

14 (5%)

Demonstrates 2 of the expectations within the project: thorough, organized, or completed..

Points:

7 (2.5%)

Demonstrates 1 of the expectations within the project: thorough, organized, or completed.

Points:

0 (0%)

Does not demonstrate any of the three expectations within the project: thorough, organized, and completed.

Mechanics Points:

28 (10%)

Includes no grammatical or spelling errors.

Points:

14 (5%)

Includes 1–2 grammatical or spelling errors.

Points:

7 (2.5%)

Includes 3–4 grammatical or spelling errors.

Points:

0 (0%)

Includes 5 or more grammatical or spelling errors.


Last Completed Projects

# topic title discipline academic level pages delivered
6
Writer's choice
Business
University
2
1 hour 32 min
7
Wise Approach to
Philosophy
College
2
2 hours 19 min
8
1980's and 1990
History
College
3
2 hours 20 min
9
pick the best topic
Finance
School
2
2 hours 27 min
10
finance for leisure
Finance
University
12
2 hours 36 min