ESOL Research (1 Page)

ESOL Research (1 Page)

Step 1. Open ACCESS-Sample-Item pdf posted below and scroll down to find the applicable grade level.

Step 2. Pick a grade level you teach and click on the corresponding Student Booklet to review test items. (Grade 9)

Step 3. In a Word document respond to the following:

How do the items relate to the content area you teach?

How does the level of difficulty relate to the content you teach?

Reflect on the level of the language demand and cognitive complexity in the items?

How does reviewing these items help you in planning effective instruction for ELs?

How important is it for language development to teach the language of the content in addition to content itself? Why is it important? How will you accomplish this?

attachment
ACCESS_Sample_Items.pdf

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Describe the percentage of Americans who earned minimum wage as Ben Zipper explains.

Describe the percentage of Americans who earned minimum wage as Ben Zipper explains.

500 words, 4 hrs
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500 words, 4 hrs
Should the Minimum Wage Be Raised?

As you view the following video clips, take notes and be prepared to discuss the accompanying questions.

Who Earns Minimum Wage?


  1. Who earns minimum wage? 2. Compare the perspectives of Daniel Mitchell and Ross Eisenbrey regarding the issue of raising the minimum wage.

The Minimum Wage and Inflation


  1. What is the argument for those who support raising the minimum wage? Why do proponents want to tie the rate to inflation?
  2. What do opponents of raising the minimum wage argue?
  3. Describe the possible effects that raising the minimum wage could have on employment levels and working hours.

Raising the Minimum Wage



  1. Explain how the vast majority of workers would benefit from an increase in the minimum wage as David Cooper describes. How would this increase impact the displacement of workers?
  2. How does Veronique de Rugy view the issue of displacement among workers with an increase in the minimum wage?
  3. What argument does David Cooper present in support of increasing the minimum wage? Explain his perspective on the Seattle study on the effect of raising the minimum wage, unemployment and businesses.
  4. How does Veronique de Rugy view the results of the Seattle study in terms of the larger debate of raising the minimum wage?
  5. Explain the statistics from the 2016 data on workers, the federal minimum wage and the effect of tips and fringe benefits.ssed.

Minimum Wage, Poverty and Policy Issues



  1. Explain the argument regarding earning minimum wage and a living wage as Michael Farren describes.
  2. Describe some of the policy tools that are currently in place to address low income workers.
  3. Explain Gov. John Bel Edwards’ position on the issue of increasing the minimum wage.
  4. According to Michael Farren, what is the purpose of the minimum wage?
  5. Based on the study that was done by The University of Washington, what effect has raising the minimum wage had on workers as is referenced by Michael Farren?

Minimum Wage Debate




  1. Describe the percentage of Americans who earned minimum wage as Ben Zipper explains.
  2. What are preemption laws and how have they impacted St. Louis, Missouri?
  3. What action did Illinois Gov. Rauner take regarding the issue of raising the minimum wage in his state?
  4. Explain Ben Zipper’s interpretation of The University of Washington’s study on the minimum wage in Seattle.

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How does reviewing these items help you in planning effective instruction for ELs?

How does reviewing these items help you in planning effective instruction for ELs?

Step 1. Open ACCESS-Sample-Item pdf posted below and scroll down to find the applicable grade level.

Step 2. Pick a grade level you teach and click on the corresponding Student Booklet to review test items. (Grade 9)

Step 3. In a Word document respond to the following:

How do the items relate to the content area you teach?

How does the level of difficulty relate to the content you teach?

Reflect on the level of the language demand and cognitive complexity in the items?

How does reviewing these items help you in planning effective instruction for ELs?

How important is it for language development to teach the language of the content in addition to content itself? Why is it important? How will you accomplish this?

The post How does reviewing these items help you in planning effective instruction for ELs? appeared first on best homeworkhelp.

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Gender & Nonverbal Communication

Gender & Nonverbal Communication

K. Swett, Instructor

COMS 360

CSUN

I. Nonverbal communication

A. Def: Nonverbal comm consists of messages transmitted through nonlinguistic means

  • Nonverbal behaviors 65%+ of the total meaning of communication
  • Learned through interaction with others
  • Expresses cultural meanings of gender (within society; varies widely across cultures)

B. Basic functions of nonverbal communication

  1. Support speech/supplement meaning

a. Repeating (use emblems)

b. Substituting

c. Complementing (use illustrators)

d. Accenting/Emphasizing ( use vocalics or paralanguage)

e. Contradicting (with use of emblems or paralanguage or affect displays)

  1. Regulate interaction

A. Both use positioning, eye contact, gestures, and vocal inflection (often “mirroring”)

B. Typical (but not absolute) differences

  1. Women use nonverbal behaviors to invite others into conversation, stressing connection
  2. Men use nonverbal behaviors to control conversational stage for “public talk”
  3. Communicate relational meaning

A. Defining and clarifying the status of interpersonal relationships (Burgoon, et. al)

B. Common messages reflect:

  1. inclusion (responsiveness)
  2. affection (liking)
  3. control (power)
  4. respect

(Good online explanation & exercise re: meaning = https :// www.wisc-online.com/learn/career-clusters/arts-audio-video-technology-and-communications/oic2601/distinguishing-between-the-content-message-and-the-relational-message)

  1. Display emotion

a. Affect displays (how, when & where)

b. Adaptors – movements or displays of emotion to adapt to situation, feel more comfortable . Not always conscious choice (ex: nervous behaviors, too hot, etc.)

c. Preening behaviors (call attention to looks)

  1. Suggest immediacy (holistic impression)

a. Approachability – make an initial connection

b. Availability for communicating

c. Sensory stimulation (loud colored clothes, more involved, moves around a lot)

d. Personal warmth

C. Forms of NV communication

A. Artifacts

B. Proxemics (space)

C. Haptics (touch)

D. Kinesics (body positioning & motion/use)

  1. facial expressions
  2. eye contact
  3. gestures
  4. orientation (toward or away)

E. Vocalics/Paralanguage

F. Physical appearance

G. Territoriality

The Codes of Gender (Sut Jhalley)

https:// www.youtube.com/watch?v=HGsWWczLYds

*In class: DVD combines theories of gender identity development and performance with images from popular culture = many images of nonverbal communication of gender

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