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Summary CMP1 Task1 revision.docx C847 Fundamentals of Diversity, Inclusion, and Exceptional Learners C847 Task 1 B1. Case#55 Learning Positional Words in Spanish and in English In this video, there are twenty-five first-grade students that are English langua$4.99
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Summary CMP1 Task1 revision.docx C847 Fundamentals of Diversity, Inclusion, and Exceptional Learners C847 Task 1 B1. Case#55 Learning Positional Words in Spanish and in English In this video, there are twenty-five first-grade students that are English langua
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CMP1 Task1 C847 Fundamentals of Diversity, Inclusion, and Exceptional Learners C847 Task 1 B1. Case#55 Learning Positional Words in Spanish and in English In this video, there are twenty-five first-grade students that are English language learners. This group of students is made up of six an...
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C847
Fundamentals of Diversity, Inclusion, and Exceptional Learners
C847 Task 1
B1. Case#55 Learning Positional Words in Spanish and in English
In this video, there are twenty-five first-grade students that are English language
learners. This group of students is made up of six and seven years old, ninety-five
percent of the class is a second-generation Hispanic citizen and the other five percent
are from Mexico. In the video, I observed the teacher using the strategy of repetition
and connection. The teacher gives the students instructions in English and then has the
students repeat it back with the English words, then they go on to making a connection
and an example using both languages. I feel that using this technique is appropriate
culturally because it’s taking what the students know from their culture and translating
and incorporating it into English and learning. In the teacher, teaching she is embracing
her student culture and helping it to enhance their education.
B1-a:
The teacher is very considerate of the student’s culture and native language and
links it to English and their education. A good example is when the teacher is trying to
teach the students what behind and in front means. She has the student say the word
first in Spanish and then in English and must repeat what they have learned. She has
the student say it in Spanish so they understand what it means, and they can easily link
it to the English meaning. The teacher gives them a final understanding of what it
means by giving them a visual with her pointer and placing it in front and behind her.
, B1-b:
A great tool that could be added to this room for the teacher is a bilingual
paraprofessional that could help her with teaching the kids English. I am currently a
paraprofessional in an SDC room. We are still required to work on academics at grade
level but have children that are either on grade level and socially need us or students
that are below grade level. I help my teacher with the lesson because of the range of
levels our students are on and disabilities. I feel that this would help the teacher
because she can break the kids into the smaller groups based on understanding.
B2: Case #379 Making Connections and Generating Questions
In this video, there is a 2nd-grade class that the teacher breaks into groups by
academic abilities, different ethnicities and language skills. These small groups are
used by the teacher to support a culturally diverse learning environment. The students
are talking around a text that they were instructed to read with one another, this allows
for students of other ethnicities to engage with each other. The teacher shows the
student reading comprehension strategies with the assigned text given. The teacher
creates student success in her classroom by engaging her students in a teacher and
peer discussions in the whole group. It is extremely helpful for students with the status
of English language learners or low vocabulary to have a discussion in the whole group
to help them grow their knowledge and understanding. The teacher scaffolds complex
sentences for all her students to understand them on their level. This teacher has
created an environment for her students that supports amazing social interactions for all
aspects of learning. The focus of her lesson was the reading strategies and not the
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