Sei 300 Education Redefined - snaptutorial.com
- 1. SEI 300 Entire Course For more classes visit www.snaptutorial.com 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 Individual Assignment Chapter 1 Summary
- 2. For more classes visit www.snaptutorial.com Write a 300-word summary of Ch. 1 in Making Content Comprehensible for English Learners, and discuss the implications of the content for the classroom. ********************************************************** SEI 300 Week 1 SEI Historical and Legal Foundations Memo For more classes visit www.snaptutorial.com 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)
- 3. 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
- 4. For more classes visit www.snaptutorial.com SEI 300 Week 2 ELP Standard Comparison Chart 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.
- 5. 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.
- 6. ********************************************************** SEI 300 Week 2 Learning Team Assignment Rough Draft of Instructional Unit 1 For more classes visit www.snaptutorial.com 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 BICS and CALP Visual Organizer
- 7. For more classes visit www.snaptutorial.com SEI 300 Week 3 BICS and CALP Visual Organizer 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 3 Elements and Theories of Language
- 8. For more classes visit www.snaptutorial.com SEI 300 Week 3 Elements and Theories of Language Create a chart or diagram that defines the different elements of language in English Language Development (ELD), including: Phonology 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. **********************************************************
- 9. SEI 300 Week 3 Learning Team Assignment Rough Draft of Instructional Unit 2 For more classes visit www.snaptutorial.com 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 4 AZELLA Student Report Analysis For more classes visit
- 10. www.snaptutorial.com SEI 300 Week 4 AZELLA Student Report Analysis 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”
- 11. 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 EL Program Eligibility Presentation For more classes visit www.snaptutorial.com SEI 300 Week 4 EL Program Eligibility Presentation 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.
- 12. Submit the team assignment. ********************************************************** SEI 300 Week 4 Individual Assignment Multiple Intelligences Survey and Paper For more classes visit www.snaptutorial.com 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 Learning Team Assignment Continuum Of Strategies Paper
- 13. For more classes visit www.snaptutorial.com Resource: Ch. 5 of Making Content Comprehensible for English Learners Discuss the continuum of strategies in Figure 5.1 from Ch. 5 of Making Content Comprehensible for English Learners and the appropriate situations to utilize each strategy within the classroom. Discuss examples of when these strategies may be used inappropriately in the classroom. Write a 350- to 700-word summary of the Learning Team’s discussion and analysis. ********************************************************** SEI 300 Week 5 EL Presentation and Handout For more classes visit www.snaptutorial.com SEI 300 Week 5 EL Presentation and Handout
- 14. Scenario: Your elementary school has recently had an influx of EL students. Your principal has asked you to prepare a presentation and an informational handout about cultural competency, home and school collaboration tips, and strategies for working with EL students. Your audience contains teachers, staff, and parents. Research tips and strategies about home and school collaboration for EL students. Create a 7- to 10-slide presentation that includes the following information: The role of cultural competency in English language instruction Strategies on how to develop cultural responsiveness The different populations that make up the EL student demographic Sociocultural influences on EL students in the classroom The cultural impact of bilingualism and home language use Strategies and resources for cultivating family and community engagement practices Develop a 1-page handout that summarizes crucial points about your presentation for your audience to take with them. Cite your sources according to APA guidelines. Submit your assignment. ********************************************************** SEI 300 Week 5 Individual Assignment Vocabulary Game
- 15. For more classes visit www.snaptutorial.com Create a game to teach vocabulary for a selected content area. ********************************************************** SEI 300 Week 6 Team Assignment Intructional Unit For more classes visit www.snaptutorial.com Submit the final Instructional Unit. ********************************************************** SEI 300 Week 6 Team Assignment Lesson Plan Presentation
- 16. For more classes visit www.snaptutorial.com Select one lesson from the Instructional Unit to teach to the class. Prepare an 8- to 10-slide Microsoft® PowerPoint® presentation. ********************************************************** SEI 300 Week 6 Team Assignment Lesson Plan For more classes visit www.snaptutorial.com Develop a lesson plan for your Learning Team’s Instructional Unit. ********************************************************** SEI 300 Week 6 UDL Lesson Modifications For more classes visit
- 17. www.snaptutorial.com SEI 300 Week 6 UDL Lesson Modifications Complete UDL Lesson Modifications. Submit your assignment. UDL Lesson Modifications Scenario: At the beginning of the year, Ms. Hendrix, a fourth-grade teacher, collected information about her students’ learning preferences and learning needs. Of her 25 students, 12 prefer to learn visually, 8 prefer to learn through auditory means, and 5 prefer to learn kinesthetically. Additionally, 10 of her students are English learners (ELs) who struggle with reading and writing. Using the table below, modify Ms. Hendrix’s traditional lesson about Regions into a lesson that incorporates the three UDL guidelines: Multiple Means of Representation Traditional Lesson Plan UDL Lesson Plan Goal: Students will read the “What is a Region?” chapter in their textbook and answer the review questions at the end of the chapter in handwritten responses. Goal: <insert text> Focus: Understand what a region is Focus: <insert text> Materials: Textbook, lecture, Microsoft© PowerPoint© presentation, worksheet Materials: <insert text> Instruction:
- 18. 10:00–10:30 — Whole-group: Teacher summarizes the main ideas in the textbook chapter using a Microsoft© PowerPoint© presentation and lecture 10:30–10:40 — Independent work: Students complete the True or False worksheet that describes examples and non-examples of regions 10:40–10:50 — Independent work: Students start working on the review questions at the end of the textbook chapter and will complete for homework Instruction: <insert text> Assessment: Textbook review questions will be graded Assessment: <insert text> Write a 350- to 525-word rationale on your chosen modifications for each section. Explain how your modifications support ELs and exhibit the three UDL guidelines. **********************************************************