MLAN FINAL

onversesImitation and repetition of utterances from native speakers are needed to learn a second language.

Fluent or more proficient speakers of English provide scaffolding to ELLs within the zone of proximal development as they negotiate meaning.

Students need to interact with other speakers, receive modified input, and have opportunities to produce comprehensible output in order to build their developing linguistic system as they acquire a second language.

Using minimal pair exercises (e.g., pan/pen, but/bit, hot/hat) to help students hear the slight differences in sound that change the meaning.

A role playing exercise where students practice starting and ending conversations in a polite manner.

A mini-lesson on prefixes and suffixes.

A grammar lesson on forming sentences with who, what, when, where, why, and how.

A word study activity where students brainstorm words related to the word war.

The teacher presents a science lesson designed for ELLs that focuses on the classification of animals (birds, mammals, reptiles, amphibians, fish). Students are placed in small groups with a chart showing the different classifications and with a set of picture cards of different animals. Their task is to discuss and collaborate and come to an agreement as they sort the animals under the correct classifications.

No state shall deny educational opportunities to an individual on account of his or her race, color, sex, or national origin by . . . the failure of an educational agency to take appropriate action to overcome the language barriers that impede equal participation by its students in its instructional programs.\"

Any organization that receives federal funding is prohibited from discriminating on the basis of \"race, color, or national origin.\"

Over 90% of the students in the school are Spanish-speaking ELL students. An important goal of this program is for students to maintain their Spanish while they acquire English.

The school has a large number of ELL students, many of whom were born in the United States and who come from a wide variety of language backgrounds. There are no more than eight students at each grade who speak the same language.

A 1st grade classroom of Arabic-speaking ELLs. The Arabic-speaking teacher provides language arts, social studies, and science instruction in Arabic and math, art, music, and PE in English. He also provides 30 minutes of ESL instruction a day. Instruction in Arabic is phased out over time as the students learn more English.

A 2nd grade teacher has a classroom of Spanish-speaking ELLs. She provides sheltered English content for all subject areas, and at least 40 minutes of ESL instruction a day. She also provides as much primary language support as she can.

A 5th grade classroom of Spanish-speaking students in which about half of the instruction is in English and the other half is in Spanish. Most of the students have received instruction in both languages since kindergarten, though the amount of instruction has decreased from about 90% to 50%.

A program within a high school for non-English-speaking students who recently arrived in the country. The students remain in the same classroom most of the school day. The classroom teacher provides intensive ESL instruction, some content-area instruction using sheltered instruction strategies, and ample primary language support.

A state has a large number of ELLs who speak Spanish and smaller but significant numbers of ELLs who speak Korean, Vietnamese, and Arabic. Validity evidence for the test was only collected from English-fluent students. Research evidence reveals that the ELLs fail the test disproportionately to English proficient students

A school brought in a number of volunteers from local community organizations to provide translation for ELL students when taking the test. The volunteers are bilingual but have little translation experience and varying degrees of education and proficiency in English.

A state pays a translation company to translate its Reading test into Spanish. As soon as the test is translated, it is put into use in the schools.

he state math test is predominantly word problems and is provided only in English. ELLs take the test under the same exact procedures as all other students.

A state develops a test in Spanish for the purposes of credentialing bilingual elementary school teachers. The test requires candidates to translate highly technical vocabulary and to write literary analysis essays based on selections from classic Spanish literature.

A testing company claims its achievement test is appropriate for both English-fluent students and ELLs, but no information is provided about how the test should be administered to ELLs or how their scores should be interpreted.

A test publisher provides on its website a list of \"Helpful Suggestions for Linguistic Modifications\" when using its test with ELL students. But no details are provided on the website or in any of the testing materials.

A Spanish-speaking newcomer ELL enters the 4th grade six months prior to state testing. The state tests are available in both in both English and Spanish, but the school decides to have him take the test in English.

A state creates a linguistically simplified version of its science test for ELLs, but does not collect any evidence that scores on the regular version and the modified version are comparable. Nonetheless, scores from both types are exams are reported together with no indication of which version the student took.

To determine ELL students' general language proficiency, a school uses a picture vocabulary test in which students are required to say the names of items depicted in illustrations and photos.

A state developed versions of its Math test in Spanish, Mandarin, and Arabic, but bilingual teachers expressed concern that these versions seem much more difficult than the English version. They are unable to find any information about the equivalence of these tests.

Following an ESL lesson on plurals with count and non-count nouns with her intermediate and advanced high school ELL students, Ms. Miranda gives each student a list of count and non-count nouns and directs them to work in pairs and practice making sentences using the nouns in the plural form. While walking around and checking on each group, she hears Juan say to his partner, \"I have three furnitures in my room—my bed, my desk, and my dresser.\"

The teacher reads to the students from a big book with enlarged text. Students sit on the rug close to the text. They read along with the teacher as she tracks the print with a pointer.

The teacher calls all the students to the rug. She reads them a book related to a topic they are currently studying. She talks with the students about the book before she begins to read, asks questions while she is reading, and has a discussion with the students about the book when she finishes reading.

The teacher puts a copy of a short article from a news magazine on the overhead projector. He has a brief discussion with students about the topic of the article. He circles a few words in the text and talks with students about the meaning of the words. He then reads the article aloud, tracking each work with a pencil tip as he reads. Students are invited to read along.

The teacher brings in a copy of the local morning newspaper. She reads an article to the students related to something they have been studying in class. During the reading she pauses to provide explanations of difficult vocabulary or to ask questions. After reading, she discusses the article with the class.

Students learn to sing a song with the lyrics written on a chart. Once they know the song well, the teacher has students circle all the words on the chart that start with the letter n. Students create a new chart by brainstorming other words they know that begin with the letter n.

All students are seated at their desks. The teacher opens the teacher manual and follows a script to teach the short u sound. She presents some oral drills and written drills and then reads a little paper book featuring words with the short u sound.

During a guided reading lesson, the teacher notices several of the students have trouble reading words beginning with tr (e.g., try, trick, trip). After the reading, she has students go through the book and identify all the tr words and helps them read each one. Next they make each word with magnetic letters, sounding out each word as they make it. The teacher then has the students brainstorm other tr words and helps them make the words with the magnetic letters.

The letter of the week is y! The teacher shows students a bunch of objects that begin with y. She then shows them word cards for each object. After playing a game to match each word to the correct object, the students draw a picture of each one and write the word underneath it.

. The teacher gives students a worksheet. The worksheet has pictures of several objects, such as a pen, a pan, a bed, and a man. Underneath each picture, the student must circle either the e or the a to indicate the correct vowel sound.

After several readings of a big book during shared reading, the teacher calls on individual students to come to the front and use yellow highlighter tape to mark words beginning with the letter g. Students then sort these words by making a chart showing which words have the hard g sound (e.g., get, good, great) and those with the soft g sound (e.g., giant, giraffe, gentle).

After analyzing student running records, the teacher identifies about four students who are having trouble reading words with the long a sound following the pattern _a_e (e.g., cake, Dave, tame). The teacher pulls these students together in a small group and provides a 10 minute mini-lesson on the long a sound. He then gives students the books they had previously read where they had trouble reading such words. The student go through and find all the long a words and read them. The teacher then has the students return to their desks to reread the books.

The teacher, following a script from a teacher's manual, takes students through a series of oral drills. He says three words (e.g., trip, drip, tap). The students have the word in each group that starts with a different consonant sound.

My brother ran to find a table close to the water. Me and my brothers put lotion cream to not get burned. Then I ran as fastest I can to the ocean and the sun was so hot that I shust jumpted to the water. All my family had fun. I didn't want to live I told my family that I would never forget our fun vacation ever.

I can with mama. I can play platatin 2. I can play with may Mather. I can play with may car yu-gi-oh. I can play soccer with may Frens. I can watch the movie.

3. Ay got to de bastruen. Lienro mi motheer en mar Dad $9.90 monny. Then ay to McDonas happymied. They hay to the piter pizzas they hay locl un gril ugly the name is March. Ther hay gott to the plug gran.

4. BXESTBSE SKBTEKS DKESKTHQ ZAHE AHADSF

5. I MHPY :)

1. When planning a math lesson on measurement, Ms. Vandy decides that by the end the lesson the students will be able to accurately measure the length of classroom objects using a ruler. She decides that students will work in teams to measure the objects. She identifies the key vocabulary necessary for the measurement tasks, with the goal that the ELLs will be able to use the key vocabulary correctly to communicate with their team members, and to orally express the name and measurements of each item.

2. The students in Mr. Rivera's social studies class are studying about the Bill of Rights. As a culminating project, most students are assigned to write a personal essay about which of the 10 Amendments to the U.S. Constitution they feel are most important and relevant to them. However, for his 5 beginning level ELL students in his class, Mr. Rivera assigns them to work together to create a poster comprised of photos, illustrations, and text showing which amendments they feel are the most important and relevant to them.

3. Miss Williams' students are learning about electricity for science. She determined that the science textbook chapter is beyond the reading level of most of her ELL students. Instead of having students read the chapter and answer the questions at the end, she shows the students a YouTube video demonstrating how an electrical circuit works. Next, together with the students, she creates a poster of an electrical circuit, labeling the different parts. She then breaks students into different groups, giving each group the materials needed to build an electrical circuit as shown in the video and on their poster. She has the students help name each of the items, and has students indicate where those items are depicted in the poster. In grouping the students, Miss Williams makes sure that each lower-level ELL student is in a group with more proficient or fluent English speakers. For her two newcomer ELLs with very little English proficiency, she makes sure they are in a group with a more advanced student who can speak their native language.

4. Mr. Mohammed's students are learning about the Great Depression in his U.S. History class. The reading level of the textbook is higher than the proficiency level of most of his ELL students. Instead of having the students read it on their own, Mr. Mohammed reads it aloud to the students, pausing frequently to explain words and concepts, to paraphrase, and to ask questions and discuss the ideas in more simple terms. After the reading, Mr. Mohammed guides the students through the creation of a cause-and-effect graphic organizer summarizing the ideas from the textbook.

5. Mrs. Khuon's students are learning about ocean life. During science instruction, the students learn about different sea animals, how they breathe, and what they eat. During math instruction, the students make a chart showing the lengths of different sea animals, and the depths at which they are typically found in the ocean. During language arts instruction, the students read books such as Rainbow Fish and other fiction and non-fiction books related to ocean life. For Writer's Workshop, the students write about their fieldtrip to the local aquarium. As part of an ESL lesson, the students made a large fish poster and brainstormed words related to ocean life. For social studies, the students learned about important resources that come from the oceans and how the oceans need to be protected. For art, students made models of an ocean animal out of modeling clay. In the computer lab, they conducted research on their animal and wrote basic facts on an index card to accompany their model. For music, students listened to and learned about Debussy's symphony, La Mer. For PE, students played a dry-land version of the tag game minnows and sharks.

6. During Miss Huerta's music lesson on the instruments of the symphony orchestra, Li mentions excitedly that her father plays the Erhu in the local Chinese community orchestra. Miss Huerta and many of the students had never heard of an Erhu before. Li struggled to explain in English that an Erhu is Chinese violin with just two strings. Intrigued, after school Miss Huerta does an internet search and finds pictures and sound recordings of the Erhu which she downloads to share with the class the next day. She also called Li's father who agreed to come and play the Erhu for the students.

7. As part of his math instruction for his students on telling time, Mr. Bhalla reads aloud the books Winnie the Pooh Tells Time (by A. A. Milne) and What Time Is It Mr. Crocodile? (by Judy Sierra).