SEI 301 UOP Course,SEI 301 UOP Tutors,SEI 301 UOP Assignments Flashcards
SEI 301 Week 6 Practical Application Interview and Critique
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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
Utilizing current materials for SEI Instruction
Delivering successful cooperative lessons
Write a 700- to 1,050-word critique using discussion from class as well as your interview response.
Submit the Practical Application Interview and Critique
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SEI 301 Week 6 DQ 1
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SEI 301 Week 6 DQ 1
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We have covered a variety of topics regarding the instruction of ELL students throughout this course, including information from the readings, discussions and assignments. What are the top three ideas that you will take with you into your classroom? Why did you select them?
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SEI 301 Week 5 SIOP Unit Plan
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SEI 301 Week 5 SIOP Unit Plan
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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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SEI 301 Week 5 DQ 2
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SEI 301 Week 5 DQ 2
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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 DQ 1
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SEI 301 Week 5 DQ 1
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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 Alternative Assessment Analysis
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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 4 Language Acquisition Timeline Chart
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SEI 301 Week 4 Language Acquisition Timeline Chart
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Create a timeline or a chart that includes at least 10 significant milestones that define students’ primary and secondary language acquisition from birth to 18 years.
Include a description of how sociocultural factors can affect achievement of milestones of first and second language acquisition.
Describe an application of each milestone to instructional methods utilized in a classroom supporting ELD students at varied levels of language acquisition.
Compare first and second language acquisition.
Submit the Language Acquisition Timeline/Chart
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SEI 301 Week 4 DQ 2
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SEI 301 Week 4 DQ 2
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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 4 DQ 1
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SEI 301 Week 4 DQ 1
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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 Cooperative Learning Activity and Paper
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SEI 301 Week 4 Cooperative Learning Activity and Paper
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Discuss the differences between cooperative learning and group work in teams.
Brainstorm ideas for a variety of activities that can be done in cooperative learning groups. Create a short cooperative learning activity for a 1-hour class session in a specific grade and subject area of your choice.
The activity created can be used as the basis for a lesson plan as part of your SIOP Instructional Unit. Consider the format, design, and proposed implementation of your cooperative learning activity.
Write a 350- to 700-word paper summarizing how the activity will engage students, build on prior knowledge, and provide practice. Identify how the activity is appropriate for the specific grade and subject area you chose.
Submit the Cooperative Learning Activity and Paper.
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SEI 301 Week 3 Proficiency Standards Lesson
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SEI 301 Week 3 Proficiency Standards Lesson
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Visit the Department of Education website at http://www.ade.az.gov/asd/lep/
Scroll down to Arizona’s English Language Proficiency (ELP) Standards & Correlation Guides.
View Correlation Guide for ELL Proficiency Standards in Listening and Speaking to K-12 Arizona Academic Standards. If your state is a member of WIDA, use their instructional standards. Review the English Language Standards. Choose a grade level to examine more closely, and choose a standard within the chosen grade level.
Develop at least two additional activities to address the standard for a beginning learner, an intermediate learner, and an advanced learner using the chart as a guide.
Create a lesson plan outline that describes the delivery of the activities in a classroom for each ELL proficiency level (beginning, intermediate, advanced) and how the activities/standards will be assessed. Include the standard and the Arizona Academic Standard that is being addressed.
If your state is a member of WIDA, include the WIDA standard addressed by the lesson. Submit the Proficiency Standards Lesson Plan Outline
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SEI 301 Week 3 Parent Involvement Plan
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SEI 301 Week 3 Parent Involvement Plan
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Continue working on your SIOP® Lesson Plans.
Prepare your team’s parent involvement plan:
· List ideas for a plan to involve parents in their child’s schooling in an ongoing way.
· Use a chart, PowerPoint, or another visual form of representation, and outline the team’s proposal for initiating and maintaining a parent involvement plan
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SEI 301 Week 3 DQ 2
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SEI 301 Week 3 DQ 2
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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 3 DQ 1
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SEI 301 Week 3 DQ 1
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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 2 Unit Plan SIOP Lesson
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SEI 301 Week 2 Unit Plan SIOP Lesson
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Develop one lesson plan based on the SIOP® Model for a group of English language learners. After the lesson plan is complete, discuss the purpose and the elements of the team developed lesson plan with team members. As a team, do the following:
Critique and make recommendations to improve the lesson plan.
Brainstorm suggestions for additional lesson plans that could follow the first lesson to reinforce and to extend skills taught. (These will become the other lesson plans for your unit.
Brainstorm and create a list of possible instructional strategies for succeeding lesson plans.
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