Arizona’s approach to integrated and targeted English language

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1. Review Arizona’s approach to integrated and targeted English language instruction. How do ELLs benefit from both types of instruction? In assessing yourself, which type of instruction would require more professional experience or knowledge for you to provide effectively and why? 1 paragraph 1 resource
2. In your teaching career, you may have students in your class in all language proficiency levels. How would you differentiate activities to ensure you are engaging all students while continuing to meet their individual language goals? How will you support a student at a pre-emergent/emergent level and continue to challenge a student at a high intermediate language level? 1 Paragraph 1 Resource
3. When assessing ELLs, teachers must use a variety of assessments in order to get the most accurate snapshot of academic and language progress. What are some ways grade level or content area teachers can assess students in the classroom to include all four domains of language (reading, writing, listening, and speaking)? 1 paragraph and resource
4. While the assessment of students for program eligibility and language proficiency generally occurs through formal testing, what are some informal ways you can assess the learning of ELLs in the classroom? Provide 2-3 examples. 1 resource and paragraph

 

Sample Solution

Through participation in targeted and explicit language instruction, EL students will develop a sense of voice, confidence, and self-efficacy around their language use. Arizona’s approach to integrated and targeted English language instruction is built on the proficiency level and academic abilities of EL Learners. Integrates Instruction allows for educators to lesson plan appropriately by placing the responsibility of incorporating both language and literacy development into content learning so that students and educators understand their roles and responsibilities during the school year.

did not improved which continued after Isabella’s death. Instead, it is more probable that the reason for this distance was a means to protect Philippa’s reputation as queen. As mentioned in chapter one, a queen’s reputation was crucial especially as they were only represented as two different types of women – the ideal pious and submissive wife or the opposite, the adulterous Jezebel. After her affair with Mortimer and her role in the minority period, Isabella had acquired a negative representation thereby in order to protect her own reputation it is likely Philippa intentionally kept her distance thus explaining the absence of both animosity and communication.

 

 

Isabella’s role within politics was considerably reduced after the minority period but her influence in the country was still present and this allowed her to indirectly impact politics throughout her retirement. Initially, Isabella’s movement was greatly restricted by Edward when she was housed at Berkhamstead and Winsor for two years. For Edward, his mother was his prisoner and he made sure not to associate with her, especially in political circumstances such as on the Rolls of Parliament. However, after 1334, her financial and social situation vastly increased allowing her to move freely around the country and therefore allowing her to influence domestic politics. While the amount which Isabella manipulated this opportunity is debated, Isabella undeniably took an interest in political events and was well informed of developments in both domestic and foreign matters. As she was queen-mother and spent time with her son each year, she will have been informed of information in confidence as she was still considered a good source of advice for the king. Likewise, Isabella kept in close correspondence with the rest of her family and this regular correspond

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