Classroom Scenario Analysis

| January 22, 2015
To make curriculum accessible to English language learners (ELLs), teachers must be able to integrate strategies to help them develop social and academic language skills in English and provide support by using comprehensible input and scaffolding. Accommodations should be based on current theories and research in language and literacy development, and they should address the interrelationship between culture and language. For this assignment, you will read the “Classroom Scenario” from Pathways to teaching series: Practical strategies for teaching english language learners. In a five- to eight-page paper, complete the following: PART 1: Analysis Analyze the scenario by addressing the following: Identify the strategies used in the scenario to help ELLs develop social and academic language skills in English. Explain if these strategies are effective. Why or why not? Explain how instructional input and scaffolding are used to support ELLs. Discuss current theories and research in ELL development. Give specific examples of how the teacher used theory and research to support his practice. Provide specific examples to support your points. Make sure to discuss the teacher’s or students’ actions in the scenario, and align them to specific concepts learned during the course. Whenever appropriate, use course vocabulary to demonstrate your knowledge of how it is applied and activated in the field. PART 2: Action Plan Discuss next steps the teacher should take to best facilitate effective language development for the ELLs in his classroom. Be sure to properly cite sources of information that support your suggestions. Your action plan must include the following components: Identify and describe at least one, but no more than two, standards. You may either use Common Core Standards or state ELD standards. Describe three to four standards-based interventions/activities based on student data as described in the scenario. Explain why you’re suggesting the intervention/activity. For each intervention/activity, explain how you used fundamental theories of ELL instruction to inform your thinking. Writing the Final Paper The Final Paper: Must be five to eight double-spaced pages in length, and formatted according to APA style as outlined in the Ashford Writing Center. Must include a title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Must begin with an introductory paragraph that has a succinct thesis statement. Must address the topic of the paper with critical thought. Must end with a conclusion that reaffirms your thesis. Must use at least two scholarly sources in addition to the text and required Curtin article. Must document all sources in APA style, as outlined in the Ashford Writing Center. Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.

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