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Essay Available:
Pages:
2 pages/≈550 words
Sources:
1 Source
Style:
APA
Subject:
Education
Type:
Reaction Paper
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 8.71
Topic:

Lesson Characteristics Supporting and Promoting Achievement for Language Learners

Reaction Paper Instructions:

Please write a reaction paper, please read attached Teaching English language and content in mainstream classes: One class, many paths (2nd Ed.) _ Chapter 10 and respond to questions below. Please indicate a question number in your response:
Your response to a chapter question with all the sub-questions should be at minimum two double-spaced. Try to be clear, elaborative where it is required, and to the point. You may want to support your discussion with the research. A response should follow a required format: two double-spaced pages. in Times New Roman in 12 fonts.
Please see attached chapter 10
Question 1: Chapter 10
Reflect on the six lesson characteristics supporting and promoting achievement for language learners. Arrange these in a hierarchy of priority from most important to least important. Defend your choices with examples from life experiences. Essential in this chapter’s view of learning is the integration of language activities in every part of the lesson and language objectives in every content lesson. Can this be done with learners who are newcomers and beginners in English? How?

Reaction Paper Sample Content Preview:

Chapter 10 Reaction Paper
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Characteristics Supporting and Promoting Achievement for Language Learners
Effective teachers understand their learners and integrate the appropriate content and mechanism to help them achieve the required information in all grades. Additionally, an influential educator knows what to incorporate or adjust in their lesson plan to make the classroom interactive and impactful at all levels. Also, they structure their lesson to include all the elements of a good lesson plan to suit the needs of all learners. Therefore, this paper will discuss characteristics supporting and promoting achievement for language learners according to the hierarchy of importance from the most crucial to the least significant.
The most significant characteristic supporting and promoting language learners' achievement is teacher-directed instruction. An educator's language use provides crucial input in language learning. This means the interaction between an educator and a student plays a significant role in learning. High-quality teacher students interaction has proven to boost learning, while poor interactions limit learning positively. Collaborative teacher-guided interactions between students and an educator accelerate comprehension and understanding of language learning. This means the student can comfortably follow instructions and, if unsure of the context, can easily ask their educator. For instance, I make the instructions simple, specific, and direct for all grades in my classroom.
Second, using the appropriate content for each grade helps students comprehend language easily. Further, in my case, I use a high level of instruction and demand content appropriate for each grade. The response from the student is positive, and they quickly learn the required content. The content is age-appropriate and competitive, which triggers students to work harder. Fourth, paying attention to language communication and comprehension helps ELLs understand the instructional conversation in the classroom. This is achieved through routine language, instructions, and language used for the ELLs. Fu...
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