Relier Pairs EDUC 451/551 4-13-23Version en ligne Match course topics with their descriptions par Stacy Y Yogi 1 Adapting assessments 2 Home Language Survey 3 CA English Learner Roadmap 4 Integrated English Language Development (ELD) 5 How to make input comprehensible (understandable) 6 Cultural Competence 7 ELPAC 8 Designated English Language Development (ELD) 9 Gradual Release of Responsibility model I do it, We do it, You do it together, You do it alone. Reduce the number of items Increase the time limit for completion Provide paraeducator support Adapt the type of response (eg. verbal,, drawing, sentence frame) Allow to complete task with partner Use scaffolds(visuals, realia, gesturing, modeling, graphic organizers, charts, maps) Use vocabulary and grammar in meaningful contexts Simplify, repeat, rephrase, slow down speech Being aware of how we as individuals and as schools work with others; Bering aware of how we respond to those different from us; Preparing to live in a world of differences Policy for English Learners in CA; Provides a vision and direction for EL education that views the education of ELs as aa system-wide responsibility, recognizes the need to provide EL students with a rich and challenging curriculum from early childhood to grade 12, and respects the value of ELs primary language and culture. 30-45 minutes each day dedicated to teaching students English specifically. Focus on how English works and foundational skills of reading. Happens throughout the day in all lessons and topics. Teachers use multiple strategies to help make content more understandable to English learners. English Language Proficiency Assessments for CA: Initial, Summative, Alternate Questionnaire that parents complete when enrolling their child in school and if another language other than English is reported, that triggers an assessment in listening, speaking, reading, and writing in English.
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