Category Archives: SEI 300

SEI 300 Entire Course NEW

SEI 300 Entire Course NEW

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SEI 300 Entire Course NEW

SEI 300 Week 1 Individual Assignment Chapter 1 Summary

 

SEI 300 Week 2 Learning Team Assignment Rough Draft of Instructional Unit 1

 

SEI 300 Week 3 Learning Team Assignment Rough Draft of Instructional Unit 2

 

SEI 300 Week 4 Individual Assignment Multiple Intelligences Survey and Paper

 

SEI 300 Week 4 Learning Team Assignment Continuum of Strategies Paper

 

SEI 300 Week 5 Individual Assignment Vocabulary Game

 

SEI 300 Week 6 Team Assignment Lesson Plan

 

SEI 300 Week 6 Team Assignment Intructional Unit

 

 

SEI 300 Week 6 Team Assignment Lesson Plan Presentation

 

 

SEI 300 Week 1 SEI Historical and Legal Foundations Memo NEW

SEI 300 Week 1 SEI Historical and Legal Foundations Memo NEW

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SEI 300 Week 1 SEI Historical and Legal Foundations Memo NEW

SEI 300 Week 1 SEI Historical and Legal Foundations Memo

Review the laws and court decisions below which have provided an important foundation for current policies regarding the education of English learners.

Select a law or court decision from the list that you feel has had the greatest impact on English language education:

Lau v. Nichols (1974)

 

 

Castañeda v. Pickard (1981)

Plyler v. Doe (1982)

Flores v. Arizona

Every Student Succeeds Act (ESSA)

Title III

Title VI

Proposition 203

House Bill 2010

House Bill 2064

Imagine you are the administrator of the EL program on your campus. Write a 1-page memo to the staff on the topic of the law or court decision you selected. Include the following:

An overview of the historical background of the law or court decision

An explanation of how the law or court decision has influenced current trends and issues in English language education

 

 

 

An explanation of the implications that the law or court decision may present to your EL program

 

 

 

At least two web links for the staff to access concerning the law or court decision

 

 

 

Incorporate vocabulary from the SEI/EL Terminology document in your memo.

 

 

 

Submit your assignment.

 

SEI 300 Week 2 ELP Standard Comparison Chart NEW

SEI 300 Week 2 ELP Standard Comparison Chart NEW

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SEI 300 Week 2 ELP Standard Comparison Chart NEW

Review the English Language Proficiency Standards and the English Language Proficiency Standards Guidance Document on the Arizona Department of Education website.

Complete the ELP Standard Comparison Chart.

Submit your assignment.

ELP Standard Comparison Chart

Complete Parts 1 and 2 below.

Part 1: Charts

 

 

 

Complete the charts below.

 

 

 

Select one ELP Standard in the domain and stage of your choice. Choose a standard that has a performance indicator for each proficiency level (Pre-Emergent, Emergent, Basic, Low-Intermediate, and High-Intermediate). Complete the ELP Standard Information chart with this information.

 

 

 

Complete the Performance Indicators chart to show the growth in student expectations in the performance objectives for each proficiency level (Pre-Emergent, Emergent, Basic, Low-Intermediate, and High-Intermediate) for the ELP Standard you selected.

 

 

 

ELP Standard Information

 

 

 

Stage   Domain           Standard Number and Description

 

 

 

Example: Stage 2 Grades 1-2

 

 

 

Reading Domain         Standard 1: Print Concepts

 

 

 

The student will demonstrate understanding of print concepts of the English Language.

 

 

 

Performance Indicators

 

 

 

The student will demonstrate knowledge of print concepts by: <insert text>

 

 

 

Pre-Emergent Emergent         Basic   Low-Intermediate       High-Intermediate

 

 

 

PE-5: repeating the letters of the alphabet in order with a visual model.

 

 

 

E-5: organizing the letters of the alphabet in order with a visual model.       B-5: alphabetizing a series of words to the first letter with instructional support.       LI-5: alphabetizing a series of words to the first letter.         HI-5: alphabetizing a series of words to the second letter with instructional support.

 

 

 

Part 2: Reflection

 

 

 

Write a 350- to 525-word reflection that describes examples of how a teacher can meet the needs of students in each proficiency level for the ELP Standard you selected. Consider the fact that during a lesson, the teacher may need to adjust one or more portions of the lesson for students who are at different proficiency levels.

SEI 300 Week 2 Learning Team Assignment Rough Draft of Instructional Unit 1 NEW

SEI 300 Week 2 Learning Team Assignment Rough Draft of Instructional Unit 1 NEW

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SEI 300 Week 2 Learning Team Assignment Rough Draft of Instructional Unit 1 NEW

Resource: Ch. 2 of Making Content Comprehensible for English Learners

Create a unit of instruction based on the content area selected in Week One. The unit must contain at least three lessons written for the unit. Each Learning Team member must develop his or her own plan.

Identify key vocabulary, lesson topics, lesson sequence, and

supplementary materials. The final Instructional Unit is due in Week Six.

SEI 300 Week 3 Learning Team Assignment Rough Draft of Instructional Unit 2 NEW

SEI 300 Week 3 Learning Team Assignment Rough Draft of Instructional Unit 2 NEW

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SEI 300 Week 3 Learning Team Assignment Rough Draft of Instructional Unit 2 NEW

Resource: Sheltered Instruction Observation Protocol Lesson Plans in Appendix B

Develop language and content objectives for the instructional unit begun in Learning Team Meeting One. In addition, select the English language learner proficiency standards to be addressed in this unit. Think about motivation and the role it plays in helping students achieve success.

Develop strategies for your lesson plans that encourage student motivation.

SEI 300 Week 3 BICS and CALP Visual Organizer NEW

SEI 300 Week 3 BICS and CALP Visual Organizer NEW

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SEI 300 Week 3 BICS and CALP Visual Organizer NEW

Create a visual organizer (e.g., chart, diagram, etc.) that compares the differences between BICS and CALP. Provide examples of each.

Include one or more links to videos that demonstrate an EL student who has acquired BICS and/or CALP. Teachertube or Youtube are good sites to search for videos.

Write a 350- to 525-word reflection addressing the following questions

How does this video(s) demonstrate an example of BICS and/or CALP?

Why is it important for teachers to know the difference between BICS and CALP?

How long does it take for a student to acquire BICS? And CALP? Why does it take longer for students to acquire CALP?

What are some ways to support EL students’ development of BICS and CALP? How can you incorporate technology to help support that?

Submit your assignment.

 

SEI 300 Week 4 AZELLA Student Report Analysis NEW

SEI 300 Week 4 AZELLA Student Report Analysis NEW

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SEI 300 Week 4 AZELLA Student Report Analysis NEW

Complete the AZELLA Student Report Analysis.

Submit your assignment.

AZELLA Student Report Analysis

Scenario: You have a third-grade English learner (EL) student in your class whose AZELLA scores are as follows:

AZELLA Domain     Score   Proficiency Level

Reading           235     Intermediate

Writing           229     Basic

Oral (Listening/Speaking)       287     Proficient

Total Combined Score           2489   Intermediate

Remember, to be considered overall proficient, students must achieve Proficient in the Total Combined Score as well as the Reading and Writing scores.

Create a diagram that includes the following information based on this student’s report:

Areas this student is strong in and needs the most h

Write a 260- to 350-word narrative that highlights the information you have gathered. Write your narrative in a tone that you would use with a parent during a parent-teacher conference. Be mindful of the “sandwich” method: start on a positive note, follow with the challenges, and end on a positive note. Be sure to include ideas for supporting the student’s growth both in class and at home.

 

SEI 300 Week 4 Individual Assignment Multiple Intelligences Survey and Paper NEW

SEI 300 Week 4 Individual Assignment Multiple Intelligences Survey and Paper NEW

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SEI 300 Week 4 Individual Assignment Multiple Intelligences Survey and Paper NEW

Search the Internet for a multiple intelligences survey.

Complete the survey and print your results. Be prepared to discuss your survey results in Week Four.

Write a 350-word paper in which you analyze these results in relationship to your own learning and teaching style.

 

SEI 300 Week 4 EL Program Eligibility Presentation NEW

SEI 300 Week 4 EL Program Eligibility Presentation NEW

 

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SEI 300 Week 4 EL Program Eligibility Presentation NEW

 

Scenario: You are a team of elementary EL teachers at your campus which receives Title III funds. You have been asked by the principal to present to families and staff about the process for determining EL eligibility.

 

 

 

Create a 8- to 10-slide presentation that addresses the following:

 

 

 

The procedures for identifying EL students

 

 

 

The assessment and reassessment procedures once the student is identified as an EL student

 

 

 

The consent options available for families

 

 

 

The options available for teachers to refer EL students

 

 

 

Note: Refer to the Procedures for Identifying English Language Learner (ELL) Students flowchart as a resource.

 

 

 

Submit the team assignment.

 

SEI 300 Week 3 Elements and Theories of Language NEW

SEI 300 Week 3 Elements and Theories of Language NEW

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SEI 300 Week 3 Elements and Theories of Language NEW

Create a chart or diagram that defines the different elements of language in English Language Development (ELD),  

Morphology

Syntax

Lexicon

Semantics

Pragmatics

Provide at least one detailed example for each element of language. Explain why these elements of language are vital to an EL student’s success in language proficiency.

Discuss with your team members the different theories of language acquisition, and which theoretical perspective(s) you favor and why.

Write a 175- to 260-word summary about your team discussion and any major takeaways from your discussion.

Submit the team assignment.