Teachers must assimilate as much information as possible when trying to accommodate
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Teachers must assimilate as much information as possible when trying to accommodate ELLs or bilingual/dual language learners.
Allocate at least 2 hours in the field to complete this assignment.
Work with your mentor teacher to discuss the ELP assessment results of an ELL or bilingual/dual language learner at a school in which you are completing your field experience. Discuss with your mentor how this student is accommodated for within the educational setting.
Administer a Student Oral Language Observation Matrix (SOLOM) on this student. Be sure to keep your field notes.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
https://mindsblow.com/product/tsl-565-topic-2-field-experience-student-profile-gcu/
Teachers must assimilate as much information as possible when trying to accommodate ELLs or bilingual/dual language learners.
Allocate at least 2 hours in the field to complete this assignment.
Work with your mentor teacher to discuss the ELP assessment results of an ELL or bilingual/dual language learner at a school in which you are completing your field experience. Discuss with your mentor how this student is accommodated for within the educational setting.
Administer a Student Oral Language Observation Matrix (SOLOM) on this student. Be sure to keep your field notes.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.
Tags: TSL 565, TSL 565 TOPIC 2, TSL 565 TOPIC 2 FIELD EXPERIENCE A STUDENT PROFILE GCU
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Name something that could be difficult about interpreting the results
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TSL 565 Topic 2 Discussions GCU
TSL 565 Topic 2 DQ 1
Name something that could be difficult about interpreting the results of a language proficiency assessment. What would help you overcome that difficulty in your teaching?
TSL 565 Topic 2 DQ 2
Provide an example of a formal standardized assessment from your reading or one that you have worked with. How effective is this assessment for ELL or bilingual/dual language learners?
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TSL 565 Topic 2 Discussions GCU
TSL 565 Topic 2 DQ 1
Name something that could be difficult about interpreting the results of a language proficiency assessment. What would help you overcome that difficulty in your teaching?
TSL 565 Topic 2 DQ 2
Provide an example of a formal standardized assessment from your reading or one that you have worked with. How effective is this assessment for ELL or bilingual/dual language learners?
Tags: TSL 565, TSL 565 Topic 2, TSL 565 Topic 2 Discussions GCU
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Flashcard set info:
Author: CoboCards-User
Main topic: Education
Topic: Education
School / Univ.: devry university
City: UK
Published: 12.02.2020
Tags: INTERNATIONAL STUDY, COMPUTER SCiENCE, ENGINEERING & TECHNOLOGY, Accounting, Business, PSCYCHOLOGY, SOCIAL SCIENCE, POLITICAL Science, Social Science, Project Risk Management, ARTS & HUMANITIES, RELIGIOUS STUDIES SOCIOLOGY
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