Working with Juanita From Honduras Case Study
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Working with Juanita From Honduras Case Study
We had the pleasure of working with Juanita from Honduras. She is in fourth grade and is preforming at WIDA level two. Her current level of language skills is represented by her ability to use limited words and phrases to discuss familiar topics. When given simple directions, Juanita responds with very simple phrases and does a very good job of communicating her needs in this way. In her country, she was a very high-achieving student in all of her subject areas. However, math is still her favorite subject to this day. Her parents are very encouraging and enthusiastic about her academics. Although they have high hopes and expectations for her, they cannot contribute to her studies because neither of them speaks English.
The goal for Juanita is to move her from WIDA level two to WIDA level three. To do this, it will be imperative for us to scaffold her instruction and provide her with necessary supports. We wanted to focus on developing Juanita’s reading and writing skills, so we decided that a small group reading activity would be the best way to approach this goal. We have chosen the book titled “Lola Levine is Not Mean” by Monica Brown. Our text states, “Culturally relevant teaching draws on the experience of the students. Stories of their experiences learning English, and what their lives are like in a new country will validate their experiences.” (Whelan Ariza, pp. 38) Having a book from a South American author can help make the story more culturally relevant to the student and help the student make connections with their own lives. Therefore, choosing Monica Brown, a Peruvian author, will accomplish this intention.
The title of our activity is “Lola’s Journey.” One of its many learning objectives is to describe the theme of the story and the textual evidence that supports it. After having read the story in a shared reading setting, Juanita will work with another student who has the same L1 to fill out a graphic organizer to iron out the details of the story.
Prior to the student’s going off to write their pieces, I will be setting time aside to review the book with Juanita to further her background knowledge and vocabulary familiarity. Our text encourages teachers to “begin with presenting the main point of the text in clear, simple, and understandable language” (Whelan Ariza, pp. 111). This way, when Juanita sits down to work on her short story, she will be set on the right foot. I will also use this time to address her misconceptions and to ensure that Juanita understands what the expectations of the assignment are. Juanita will be provided with an English/Spanish dictionary and a story map to help understand the sequencing of the story. I will be sure to collaborate with my other teachers, as well as, reaching out to the ESOL coordinator of the school to further my understanding on how to help Juanita meet her learning objectives for the year. Regular conferences with Juanita’s parents will be held with the ESOL coordinator present so I can keep the parents updated on her progress and bridge the communication gap.
The strategies we were thought were most efficient to implement are working closer with students to ensure they are in full understanding of the lessons and activities. We want to establish an environment where students are excited to learn. The scaffolding techniques we were taught will be a great groundwork for when we are having to give instruction to ELLs. Furthering my understanding of how to teach English Language Learners is a skill that will be beneficial throughout my teaching career. Florida is a very diverse place to live and having this knowledge will serve to make me a more effective educator.
References
Ariza, E. N. (2018). Not for Esol teachers: what every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student. Kendall Hunt.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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