SEI 301 Complete Class Flashcards
SEI 301 Complete Class
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SEI 301 Week 1 Multicultural Lesson Review
SEI 301 Week 1 DQ 1
SEI 301 Week 1 DQ 2
SEI 301 Week 2 The Foundations of SEI Paper
SEI 301 Week 2 Unit Plan SIOP Lesson
SEI 301 Week 2 DQ 1
SEI 301 Week 2 DQ 2
SEI 301 Week 3 Parent Involvement Plan
SEI 301 Week 3 Proficiency Standards Lesson
SEI 301 Week 3 DQ 1
SEI 301 Week 3 DQ 2
SEI 301 Week 4 Language Acquisition Timeline Chart
SEI 301 Week 4 Cooperative Learning Activity and Paper
SEI 301 Week 4 DQ 1
SEI 301 Week 4 DQ 2
SEI 301 Week 5 Alternative Assessment Analysis
SEI 301 Week 5 SIOP Unit Plan
SEI 301 Week 5 DQ 1
SEI 301 Week 5 DQ 2
SEI 301 Week 6 Practical Application Interview and Critique
SEI 301 Week 6 DQ 1
SEI 301 Complete Class
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SEI 301 Week 1 DQ 1
How do the ELL proficiency standards (reading, writing, listening, and speaking) promote language development as well as academic achievement for ELLs? How could teachers new to ELL incorporate these standards to support content area instruction? Use examples from any one of the domains of language development in your response.
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SEI 301 Week 1 DQ 2
How can a classroom activity be adapted for students at various stages of language acquisition, particularly in terms of student comprehension and assessment methods? What do you think may be the biggest hurdle when addressing varied proficiency levels in the same classroom environment?
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SEI 301 Week 6 Practical Application Interview and Critique
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Interview a classroom teacher or a student teacher with experience in a content area or a grade level in which you do not have experience.
Determine what effective teaching strategies the teacher implements in his or her lessons for all students.
Focus your interview questions on the following:
Modeling a skill or a concept
Building vocabulary
Providing opportunities for repeated practice and use
Providing immediate feedback
Selection, adaptation, and sequencing of current curriculum materials to meet the needs of ELL students
SEI 301 Week 6 Practical Application Interview and Critique
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SEI 301 Week 2 DQ 1
What are specific examples of positive sociocultural influences that can impact classroom instruction? What are some negative influences? What accommodations could teachers make to embrace the positive sociocultural influences of their student population?
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SEI 301 Week 2 DQ 1
What are specific examples of positive sociocultural influences that can impact classroom instruction? What are some negative influences? What accommodations could teachers make to embrace the positive sociocultural influences of their student population?
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SEI 301 Week 2 The Foundations of Structured English Immersion
Write a 350- to 700-word paper identifying the major legal and historicals event that led to the implementation of SEI instruction in the classroom. Include a brief discussion of how SEI has changed educational practices.
Incorporate discussion on how culture impacts the implementation and the results of these changed practices. Address how you see local schools responding to issues that might impact SEI instruction.
Submit the Foundations of SEI Paper.
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SEI 301 Week 3 DQ 1
What are some indicators that a student could be having difficulty with language acquisition? What can a classroom teacher do to help correct the difficulties?
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SEI 301 Week 3 DQ 2
What aspects of the ELL program support effective school/community/home partnerships after reviewing the ELL program in a school system by conducting research online, by phone, or in person? What improvements or additions would you make to the ELL program to increase support for effective school/community/home partnerships?
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SEI 301 Week 4 DQ 1
Many times in classrooms, discipline problems can be attributed to students not knowing what they’re supposed to be doing. What are some ways a teacher can avoid having students confused about accomplishing academic tasks? What ideas come to mind when you consider building background, vocabulary, comprehensible input, strategies or interaction?
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SEI 301 Week 4 DQ 2
With a large number of content standards in each subject area for which teachers and students are accountable, how is it possible to provide direct application and hands-on practice for lessons? What can teachers do to alleviate the conflict between “covering the content” and making it “accessible” for English learners?
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SEI 301 Week 5 Alternative Assessment Analysis
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Write a 700- to 1,050-word paper that discusses the following:
Instructors must monitor student achievement and assess results to guide instruction. When is it appropriate to use an informal assessment? When would a formal assessment be more appropriate?
Reflect on a time when an alternative assessment was utilized successfully. Provide a description of the assessment and how the results informed subsequent instruction.
Create an alternative assessment that would be appropriate for a specific task to be completed by a chosen group of ELD students. Describe its use and possible outcomes.
How can the general format and content of an alternative assessment support student language proficiency goals?
How would you effectively address academic deficiencies identified by the results?
How would you address special education and gifted student accommodations?
Submit the Alternative Assessment Analysis.
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SEI 301 Week 5 Alternative Assessment Analysis
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SEI 301 Week 5 DQ 1
Why are alternative assessments often referenced as a best practice for meeting the needs of ELL learners? Include elements of SEI terminology and specific sociocultural references in your response
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SEI 301 Week 5 DQ 2
Compare the lesson delivery characteristics of the SIOP® Model to lesson delivery models or techniques of the past. Which components of the SIOP® Model are similar to historical lesson delivery, and which components are different from historical lesson delivery? What accounts for the differences in the SIOP® Model and historical lesson delivery?
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SEI 301 Week 5 SIOP Unit Plan
Finalize your team’s SIOP® Lesson Plans.
Prepare a summary of 700- to 1050 words that includes your team’s rationale for decisions about selection of standards, lesson plan design, and areas of particular interest and/or concern related to lesson delivery.
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