1. STUDENT: YAQEEN
1.1. YAQEEN'S STORY
1.1.1. SPEECH EMERGENT: YAQEEN'S STAGE OF LANGUAGE ACQUISITION
1.1.1.1. Speech Emergent model in that her speech has become “more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics.”
1.1.2. 5 STEP ACTION PLAN: PROGRESS FROM SPEECH EMERGENT TO BEGINNING FLUENCY
1.1.2.1. WHO
1.1.2.1.1. ELL SPECIALIST AND CLASSROOM TEACHER
1.1.2.2. WHAT
1.1.2.2.1. INCREASE OPPORTUNITIES FOR TECHNOLOGY AND CONTEXT ASSISTED METHOD OF LANGUAGE PRACTICE
1.1.2.3. WHEN
1.1.2.3.1. DURING CLASS WITH CBI AND DURING ELL SPECIALIST SESSIONS IN THE LEARNING CENTER
1.1.2.4. WHERE
1.1.2.4.1. ELL Specialist sessions happen in the learning center one period each day in place of their Design Technology class.
1.1.2.5. WHY
1.1.2.5.1. With multidimensional support, we can support the Yaqeen from all directions.
2. BIBLIOGRAPHY: Language Acquisition: An Overview | Colorín Colorado. (2014, June 12). Retrieved October 23, 2016, from http://www.colorincolorado.org/article/language-acquisition-overview
3. SOCIAL INCLUSION, MUTUAL UNDERSTANDING, AND RESPECT
3.1. AWARENESS
3.1.1. STUDENTS ARE MADE AWARE OF EACH OF THE STUDENTS IN THE CLASS BACKROUND AND CULTURAL IDENTITY INCLUDING LANGUAGE AND CUSTOMS THROUGH GET TO KNOW YOU ACTIVITIES AT THE BEGINING OF THE YEAR
3.2. SENTITIVITY
3.2.1. STUDENTS ENGAGE IN SIMULATIONS THAT TEACH EMPATHY AND PERSPECTIVE
3.2.1.1. VIDEO NOT FOR KIDS BUT GOOD EXAMPLE
3.3. ENGAGEMENT
3.3.1. STUDENTS ARE TAUGHT TO ENGAGE WITH EL STUDENTS AT VARIOUS LEVELS INCLUDING SIGNING FOR THE PRE-PRODUCTION STAGE ALL THE WAY TO MORE SOPHISTICATED DISCOURSE AND EVEN DEBATE WITH INTERMEDIATE AND ADVANCED FLUENCY
4. ASSESSMENT OF ACTION PLAN
4.1. YAQEEN
4.1.1. PRE ASSESSMENT AND POST ASSESSMENT OF SKILL SET AND LANGUAGE ACQUISITION STANDARD.
4.1.1.1. DOES SHE: "Provide minimal error correction. Focus only on correction that directly interferes with meaning. Reinforce learning by modeling the correct usage. DOES SHE: Introduce more academic language and skills by using the same techniques listed above, but beginning to use more academic vocabulary. DOES SHE: "Introduce new academic vocabulary and model how to use it in a sentence."
4.2. MIEKE
4.2.1. PRE ASSESSMENT AND POST ASSESSMENT OF SKILL SET AND LANGUAGE ACQUISITION STANDARD.
4.2.1.1. Offer challenge activities to expand the student's vocabulary knowledge such as identifying antonyms, synonyms and the use of a thesaurus and dictionary.
5. STUDENT: MIEKE
5.1. MIEKE'S STORY
5.1.1. ADVANCED FLUENCY: MIEKE'S STAGE OF LANGUAGE ACQUISITION
5.1.1.1. She definitely embodies many of the characteristics of the advanced fluency. model including that she “may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.”
5.1.2. 5 STEP ACTION PLAN: INCREASE ADVANCED FLUENCY AND ACHIEVE ACCENT NEUTRAL
5.1.2.1. WHO
5.1.2.1.1. CLASSROOM TEACHER
5.1.2.2. WHAT
5.1.2.2.1. INCREASE OPPORTUNITIES FOR PUBLIC SPEAKING AND CONTENT BASED INSTRUCTION
5.1.2.3. WHEN
5.1.2.3.1. DURING ALL LESSONS USING CBI STRATEGIES
5.1.2.4. WHERE
5.1.2.4.1. STANDARD SUBJECT CLASSROOMS
5.1.2.5. WHY
5.1.2.5.1. TO FURTHER IMPROVE MIEKE'S PUBLIC SPEAKING AND ACCENT NEUTRAL