Enhancing Literacy Skills: Strategies for English Language Learners in Diverse Classrooms
Table of Contents
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Sources: 4-6 | Course Level: Masters/University College | Guarantee Status: 96-99% |
Instructions
Enhancing Literacy Skills: Strategies for English Language Learners in Diverse Classrooms
Chapter 2 explores teaching literacy skills to learners from diverse populations. Emphasis is on providing for youngsters who are still acquiring English as well as students who have special needs: economically disadvantaged youths, youngsters from diverse cultural backgrounds, students who have learning disabilities, and students, in general, who struggle with reading and writing. Emphasis in this chapter (as in other chapters) is on preparing all students to be college and career ready
Module Objectives
Students will be able to:
Objective 2.1: Adapt instruction so as to build the language and literacy abilities of English language learners.
Objective 2.2: Explain the special needs and characteristics of diverse populations of students.
Objective 2.3: Plan and implement literacy programs based on the needs and characteristics of diverse populations of students.
Objective 2.4: Understand and participate in a Response to Intervention program.
Objective 2.5: Value diverse languages, dialects, cultures, and literary heritages.
Enhancing Literacy Skills: Strategies for English Language Learners in Diverse Classrooms solution
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Excellent Quality
95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support
91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology
58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score
50-85% |
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality
0-45% |
37-1 points
The background and/or significance are missing. No search history information is provided. |
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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