Teachers Page allow for the esl needs of students in provides developmentally appropriate lessons,ongoing assistance in for students with special needs, including academic http://community.ismanila.com/elementary/Special Services.htm
Extractions: Home Elementary School Middle School High School ... Up SPECIAL STUDENTS SERVICES The Elementary School Afternoon Activities Program provides a balanced co-curricular program that emphasizes the developmental growth of the physical, emotional and social skills of all students enrolled at ISM. The program gives students the opportunity to participate and progress in fun activities in a safe and supervised environment. The activities teachers are committed to keeping students engaged in and excited about the learning process. Most activities are held from 2:00-3:00 p.m. The program is open to al students in Grades 1-5. Some classes are divided according to grade level. Instruction is offered in areas such as: arts and crafts, hobbies, languages, dance, and sporting activities. At the beginning of each trimester, a registration packet is sent home to the parents. For further information, please consult the Elementary Activities Coordinator through the Activities Office. English as a Second Language (ESL) is offered to students whose first language is other than English and whose English language competency falls below grade level. Its main objective is to prepare students with limited English proficiency for mainstream classes by providing them with the cognitive and language competencies necessary in those classes. In addition, the program aims to provide instruction and preparation for real-life social communication. ESL support takes place both in the classroom and by small group withdrawal with ESL teachers. Class teachers allow for the ESL needs of students in their planning. English is the second or even third language of many of our children.
The Boston Language Institute - ESL Course Offerings users with specialized business English lessons, progress review ForeignBorn Professionalsaddresses the special needs of non of 3 to 8 students, our course http://www.bostonlanguage.com/esl/Corporate.html
Extractions: Course Offerings TOEFL Orientation Program Corporate Programs About Us ... Contact Us Corporate Programs For more than 20 years, The Boston Language Institute has been serving the language needs of major international corporations, government agencies and leading professional firms. Whether on a one-on-one basis or in a group setting, we work closely with our clients, assisting them to choose a program that best fits their schedule and language needs. Offered either at our Kenmore Square location or at your premises, the Institute's corporate group programs are designed for business professionals at all levels of English proficiency. Thanks to our flexible schedule and a team of highly-qualified instructors, our corporate programs are specifically designed to help you meet your language goals as quickly and efficiently as possible. The English Immersion Program The English Immersion Program is designed for professionals who wish to dramatically improve their spoken and written English in a short period of time. Whether currently required to use English on a daily basis, suddenly called on to interact with English-speaking clients, or facing the need to make an important presentation, professionals attending this intensive training will develop the skills they need to conduct business with confidence and effectiveness. Areas of study include: making presentations, participating in meetings, conducting negotiations, and writing business documents. Over the years, this program has been successful in enhancing the English skills of engineers, programmers, business executives, educators, graduate students, medical practitioners and other professionals.
Untitled Document Direct instruction, minilessons (Character, Setting , and Plot Charts), and editing Atthis time, I teach an esl. The same is for the special needs students. http://www.usoe.k12.ut.us/curr/eti/tlcf/year4/ct/ct649.htm
Extractions: Classroom Technology Year 4 Grant Grant Number: ct649 District: Iron School:East Elementary Amt. Requested:$7,605.88 Contact:Mary Wininger Email:mary.wininger@iron.k12.ut.us Project Title:Literacy Through the Use of Technology Abstract: Reading is the most fundamental skill for success in learning, stated Governor Leavitt in his Aggressive Reading Initiative he released on December 9, 1998. He also went on to state that, Our greatest chance of preventing reading failure among our children is when they are young and in the primary grades. Reading, Comprehension, and Writing weave together to produce a truly literate individual. I propose that setting up a computer lab for writing and publication across the curriculum would create an environment that would immerse students in the area of language arts through the use of computers. The end result would be literacy through the use of technology. Motivation is one of the key factors in getting students to learn. With the addition of technology of the 21st century (scanner, digital camera, and Internet) in the classroom, students will experience the writing, illustrating, and publishing of literature through an exciting and hands-on project. Project Goals The students will create a web page for our classroom that other schools in Utah and across the country will be able to visit and view their published work.
Literacy, Making Books: Learning Abilities Books are used for adult literacy, esl, and for Ages 912 These mini-lessons are designedto one includes information for older students and special needs students. http://www.gate.net/~labooks/literacy.html
Extractions: by Helping Children Self-publish Stories Foster interest in reading and writing by helping children self-publish stories. Improve literacy by using the books on this page. Visit my Lesson Plans page for a lesson plan about helping your child make his or her own alphabet book. There, I have other lesson plans to help develop literacy including reading readiness skills. Below are some books which help you self-publish children's books. You might also want to publish your own books for family and friends. Books which are made this way are usually not sold for profit. Are you interested selling your self-published book? On the Writing for Children page of my Breezy Bits site, there is helpful information about selling and promoting self-published books. Top of Page Writing Books From Pictures to Words: A Book About Making a Book Janet Stevens Reading level: Ages 4-8 Stevens has written and illustrated many successful picture books. She uses the fictional genre to show rather than tell her young readers about writing and illustrating a book. Vivid animal characters want her to write a book about them. Children see the process of creating the setting, plot, characters, and having tension in the story. The book ends with the suggestion for the reader to write a story.
Everyday Spelling visual learners, auditory learners, kinesthetic learners, bilingual/esl children,and students with special needs. Vocabulary Thirty lessons reinforce content http://www.epicent.com/books/titles/pages/e/everyday_spelling.html
Extractions: Phone:1-800 521-0011 Publisher's Description: Everyday Spelling is a research-based method that teaches the words students misspell most frequently in their writing. High-frequency words are emphasized. Used by students to build vocabulary and writing skills. The book includes: Three levels of instruction are in each lesson. Lessons contain strategies for all students, resources for varying learning styles, complete bilingual/ESL support, plus ready-made lesson plans and a unique Everyday Spelling CD-ROM. Developmentally Appropriate Word lists and activities address the developmental needs of students. Early emphasis on readiness and phonics broadens to include word structure, then meaning based word study. Features of the book are: Spelling Strategies Strategy Workshops introduce and reinforce the strategies good spellers use.
TESOL 2000: Standards CA Program Listing graphic organizer, resource materials, and samples of lessons are provided. developmentprogram to help teachers of esl special needs students teach effectively http://www.tesol.org/conv/t2000/pp/program/cas/ca_s1.html
Extractions: Presenters provide an overview of the vision, product, and process used in developing Arizona's adult education ESOL content standards. Participants explore what the adult ESOL learner should know and be able to do. A discussion includes content standards in relation to participatory approaches and the teaching-learning process. (ESOL in Adult Education) In 1999, TESL Canada compiled work done by its provincial member associations into a set of National Recognition Standards for TESL teaching certification and institutional accreditation. This colloquium describes development and implementation processes for the standards and their impact on TESL in Canada, and discusses future implications.
ED303044 1988-12-00 ESL In Special Education. ERIC Digest. ERIC/CLL Resource Guides Online English Language Learners with special needs Sally Morrison, ERIC Clearinghouse on Languages and Linguistics Several factors influence the identification of English language learners with special needs. H.R. (1998). esl Learners with special needs in British Columbia http://www.ed.gov/databases/ERIC_Digests/ed303044.html
Extractions: Source: ERIC Clearinghouse on Languages and Linguistics Washington DC. ESL in Special Education. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC The presence of limited-English-proficient (LEP) students in special education settings has raised a number of questions about the special needs of these students and about effective ways to meet these needs. Just as special education students require specialized instructional programming to account for identified disabilities, mainstream LEP students require tailored educational services that account for their second language status. It is, therefore, reasonable to posit that exceptional LEP students require highly specialized programs formulated on a well-articulated, integrated knowledge base from special education and bilingual/ESL education. SPECIFIC NEEDS OF SPECIAL EDUCATION STUDENTS Special Education is instruction designed for students who require some degree of modification in their educational programs because of intellectual, emotional, sensory, or physical impairments (Glass, Christiansen and Christiansen, 1982). Modifications may include special curricular materials, specialized teaching strategies or behavior management techniques, and specially-designed equipment or facilities. Students with mild disabilities can succeed with modifications in mainstream classrooms. Other students whose disabilities range from moderate to severe in nature require placement in special settings. All special students, regardless of the type or degree of disability, share certain rights and needs, including:
Mid-Year Mark: Closing The Curriculum Gap For ESL Teachers is the essential skill, plan the lessons accordingly to is an enormous advantagefor the esl teacher and figure out what exactly are students needs. A need http://teachersplanet.com/neighborhoods/eslart.shtml
Extractions: Organizations Find more by Jen Cullerton Johnson, eval(unescape('%64%6F%63%75%6D%65%6E%74%2E%77%72%69%74%65%28%27%3C%61%20%68%72%65%66%3D%22%6D%61%69%6C%74%6F%3A%6A%65%6E%5F%63%75%6C%6C%65%72%74%6F%6E%40%79%61%68%6F%6F%2E%63%6F%6D%22%3E%6A%65%6E%5F%63%75%6C%6C%65%72%74%6F%6E%40%79%61%68%6F%6F%2E%63%6F%6D%3C%2F%61%3E%27%29')) As the school year approaches the midway mark, many ESL teachers may grow more anxious as the countdown begins. One looming questions may be on their minds: How do we fit everything in with less time? How do we determine what is essential? There are no magical formulas to add extra hours into the day. There are, however, some tried-and-true suggestions that may calm ESL teachers nerves and help them refocus at the mid-year with higher aims that will inspire their students to study more. First, ESL teachers should be familiar with the curriculum guidelines, as well as, State and Federal educational goals. These objectives are paramount in organizing lessons, field trips, independent study, and end of the year evaluations. Review each point, carefully. Determine what is essential to daily plans, and what can be saved for freer times, such as days before a national holidays. After ESL teachers have studied the curriculum, then they should establish which skill they want their students to master after one year of learning. If an ESL teacher believes that speaking English is the most valuable skill, than for each lesson reinforce the importance of speaking through activities and materials. If another teacher thinks that reading and writing is the essential skill, plan the lessons accordingly to those objectives.
PUBLISHED TESL/TEFL ARTICLES to you from Musical English lessons International, established esl/EFL FrequentlyAsked Questions (FAQ). ARTICLES Tesl/TEFL,CALL, special needs, The Legal http://www.musicalenglishlessons.com/art-index.htm
Extractions: This free website was last updated on 1st April 2003 Help your visitors to discover this useful website by linking to our pages GENUINE MONTHLY HIT COUNTER Thank you for being visitor number since 24.10 GMT on 1st April 2003 How to choose your free Beatles gift and/or access free EFL/ESL practice worksheets A warm welcome to you from Musical English Lessons International, established in 1993 Something new is added every month. ESL/EFL: Poetry Sitemap Homepage ESL/EFL For Tutors Students of English INVESTMENT UK Property-Investment Service ESL/EFL/COURSE BOOKS: Cross-Reference. Lists SPONSORS: Advertise on this website ESL/EFL/MUSIC: Free Worksheets for Pop Songs PHOTO: Bibi Baxter (formerly Bibi Boarder) ESL/EFL/HUMOUR: Corny Jokes for ESL (with analysis) LINKS: ESL/EFL/GENERAL: Free Exercises, Vocabulary Lists Study Tips BEATLES: Free Ring Tones Quiz Noticeboard Los Beatles ESL/EFL/MUSIC: Buy Worksheets for Beatles' Songs By Bibi Baxter BEATLES/ESL/EFL: Worksheets ESL/EFL/CLASSICAL LITERATURE: : Shakespears, Dickens, Poetry
Extractions: Technology in the Classroom Archives: VIEW ALL ARTICLES ... Using Technology Technology Article T E C H N O L O G Y A R T I C L E Nearly 80 percent of U.S. immigrants are 18 or older. Always motivated, though frequently frustrated, these adult learners present school districts with unique challenges and exciting opportunities. Do your adult ESL programs measure up? Included: Online activities for review, reinforcement, practice, or drill According to figures compiled by the U.S. Census Bureau , almost 80 percent of the 26.4 million immigrants living in the United States are older than 18. The National Clearinghouse for ESL Literacy Education (NCLE) reports that in 1998, 2 million adults and out-of-school youths enrolled in U.S. Department of Education-funded ESL programs. The sheer numbers of those adult ESL students demonstrate that English-language programs cannot stop at the doors of the high school but must be included in district-run continuing education programs. Is your district able to meet the challenges these students present? Immigrants who attend ESL or EFL classes in continuing education programs are usually highly motivated and willing to work hard to learn the language of their new country, but they face a number of obstacles.
Elementary Links Subject Results This site has lessons and activities for the esl student.Edit. 9. Internet Resources for special Children, All, Content. http://www.oswego.org/Staff/CCHAMBER/linkscf/subjects.cfm?code=Special Needs
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Heinemann: Lessons To Share On Teaching Grammar In Context and Grammar, S. Woltjer 6. Using Mini-lessons to Promote Meeting theSpecial needs of English as a Second Language (esl) students in Public of http://www.heinemann.com/shared/products/0394.asp
Extractions: Online Price: $27.90 Table of contents Also available from Constance Weaver People who bought this also bought... EMAIL this page to a friend With Teaching Grammar in Context , thousands of teachers discovered why students achieve better results when they learn grammar during the process of writing. In Lessons to Share , Connie Weaver's promised sequel, she focuses on the practical, offering valuable "lessons" from educators at all levels. The first section of the book addresses the learning and teaching of grammar, setting the stage for subsequent sections. The purpose behind the article on how language is learned is to help readers understand that babies and preschoolers acquire the grammar of their language without direct instruction and that language continues to develop indirectly during children's school years. Connie's article on teaching grammar in the context of writing articulates other aspects of the rationale that underlies this book: teaching grammar in the context of its use. The second and major section deals with teaching grammar through writing, across the grades. The authors address punctuation, parts of speech, effective word choice and syntax, and conferencing with students to teach revision and editing. The next section focuses on style, with emphasis on sentence composing, "image grammar," and "breaking the rules" for stylistic effect. There is also a discussion of the power of dialects and the dialects of power. The last section deals with teaching the English language and its grammar to ESL students in kindergarten through college. The section and book conclude with an article on using grammar checking computer software.
ELLs With Special Needs -- ERIC/CLL RGOs for the acquisition of esl in learning linguistic backgrounds together, start lessonswith lead Education for LanguageMinority students with special needs. http://www.cal.org/ericcll/faqs/rgos/special.html
Extractions: ERIC Documents Several factors influence the identification of English language learners with special needs. Limited prior schooling, lack of proficiency in English, native language background, cultural expectations, and personal or family concerns can all influence a learners academic progress. It can be difficult to distinguish between a learning disability and learning problems caused by a variety of other factors. English language learners whose difficulties in school stem from these factors may be misidentified as having a learning disability. In other cases, English language learners who have a learning disability may not be properly identified on the assumption that their learning problems stem from linguistic and cultural differences. To further complicate matters, special needs may not have been identified in the learner's native language but may become evident as the student is learning English. Traditional identification instruments designed for English speakers may not be valid with English language learners. Identification of English language learners with special needs should include consideration of the following factors:
Special Programs their second, or third language, we provide high quality esl lessons. Carmela Brancatois Majura's esl teacher a member of the schools special needs team she http://www.majuraps.act.edu.au/pages/special_programs.htm
Extractions: Knox Street, Watson ACT 2602 Canberra AUSTRALIA LEARNING ASSISTANCE (LA) To achieve success in literacy and maths, some students from Kindergarten to Year 6 need support in small groups to add to the teaching they are receiving in their classroom. We use data from ACT testing results, information from the school counsellor and information from the class teacher to decide which students will benefit from Learning Assistance. Learning Assistance is given by Kerry Cambridge, Dianna Beilby and Kerry Bell. ENGLISH AS A SECOND LANGUAGE (ESL) At Majura we have many students whose first language is not English. We value this cultural diversity which enriches our school community. To assist students who have learnt English as their second, or third language, we provide high quality ESL lessons. Carmela Brancato is Majura's ESL teacher. TOP LITERACY PROGRAMS Students in the older classes are trained by our Learning Assistance staff as reading and writing tutors, and work on a regular basis with younger children who are experiencing some reading and writing difficulties. The tutors become armed with the skills of a quality literacy teacher and form a close bond with their charges as they guide them through print.
Subscribe To ESL Magazine Today! have different learning styles and special needs that I andómost importantly formy classófun lessons that help year is a beginning level esl student from http://www.eslmag.com/novdec00art.html
Extractions: In teaching graduate-level TESL methods courses at George Mason University and supervising student teachers, I have become more aware that teachers are working with growing numbers of culturally and linguistically diverse exceptional students. For many teachers, this has presented both challenges and opportunitiesófrustration and joy. To be successful with these students, teachers often need to ìrefocus their lensî when looking at and working with culturally and linguistically diverse students in todayís classrooms. "Refocusing the lens" implies that teachers can take a closer look at culturally and linguistically diverse learners, get to know them better and feel confident in accommodating these students through a variety of helpful strategies. Culturally and Linguistically Diverse Exceptional Students (CLiDES) is a term defined quite broadly. "Culturally and linguistically diverse" describes persons from a variety of cultural/racial/ethnic backgrounds for whom English is not a first language. For the purposes of this article the term "exceptional" will be used for abilities ranging from gifted to physical, emotional or learning disabilities. There are far too many teachers who do not share or know about their studentsí cultural or linguistic backgrounds and too few have had the professional preparation to work well with these students with special needs. Teachers working in culturally and linguistically diverse school settings have the challenge of determining whether a specific student behavior is the result of cultural differences or evidence of a learning or behavior problem. Teachers need to be especially sensitive to the possibility that what at first appears to be a learning or behavior problem may actually be a difference in the beliefs or customs of the student.
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