If you are on a personal connection, like at home, you can run an anti-virus scan on your device to make sure it is not infected with malware.
If you are at an office or shared network, you can ask the network administrator to run a scan across the network looking for misconfigured or infected devices.
If the teacher has not activated prior knowledge or built background information, knowing the vocabulary will not solve the problem.
ELLs may be able to read the words but it doesn't mean they will understand the text. Many students will memorize information for a test, but it has no relevance for them so the information is quickly forgotten.
We provide research-based recommendations, activities, and materials to effectively teach writing to the wide range of students educators often find in their classrooms.
There are three apparent reasons why so many children and youth find writing challenging.
[Findings from the study indicate that state policies for ELLs often do not distinguish accommodations for ELLs from those for students with disabilities.
(exerpt from chapter 24) In 2003, 42 percent of American public school students were of racial or ethnic minorities, up 22 percent from 30 years before.
Most of this increase in diversity was due to immigration from Latin America and Asia, and with this increase in ethnic diversity came a corresponding increase in linguistic diversity.
Drawing conclusions on their own may be difficult for ELLs. history provide the biggest challenge to ELLs in their content classes. SIOP: Making Content Comprehensible for ELLs The Sheltered Instruction Observation Protocol (SIOP) was developed to make content material comprehensible to English Language Learners.
In their own culture students may not have been trained to make guesses. They have very limited background knowledge to activate. This model is the result of the work of Jana Echevarria, Mary Ellen Vogt and Deborah J.