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SEI 300 Doing by learn/newtonhelp.com
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• SEI 300 Week 1 SEI Historical and Legal
  Foundations Memo
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• SEI 300 Week 1 SEI Historical and Legal
  Foundations Memo
• Review the laws and court decisions below which
  have provided an important foundation for current
  policies regarding the education of English
  learners.
• Select a law or court decision from the list that
  you feel has had the greatest impact on English
  language education
• Lau v. Nichols (1974)

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• SEI 300 Week 2 ELP Standard Comparison Chart
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• SEI 300 Week 2 ELP Standard Comparison Chart
• Review the English Language Proficiency Standards
  and the English Language Proficiency Standards
  Guidance Document on the Arizona Department of
  Education website.
• Complete the ELP Standard Comparison Chart.
  Submit your assignment.
• ELP Standard Comparison Chart
• Complete Parts 1 and 2 below.
• Part 1 Charts . Complete the charts below.

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• SEI 300 Week 3 BICS and CALP Visual Organizer
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• SEI 300 Week 3 BICS and CALP Visual Organizer
• Create a visual organizer (e.g., chart, diagram,
  etc.) that compares the differences between BICS
  and CALP. Provide examples of each.
• Include one or more links to videos that
  demonstrate an EL student who has acquired BICS
  and/or CALP. Teachertube or Youtube are good
  sites to search for videos.
• Write a 350- to 525-word reflection addressing
  the following questions

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• SEI 300 Week 3 Elements and Theories of Language
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• SEI 300 Week 3 Elements and Theories of Language
• Create a chart or diagram that defines the
  different elements of language in English
  Language Development (ELD), including
• Phonology , Morphology , Syntax, Lexicon ,
  Semantics , Pragmatics
• Provide at least one detailed example for each
  element of language. Explain why these elements
  of language are vital to an EL students success
  in language proficiency.
• Discuss with your team members the different
  theories of language acquisition, and which
  theoretical perspective(s) you favor and why.

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• SEI 300 Week 4 AZELLA Student Report Analysis
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• SEI 300 Week 4 AZELLA Student Report Analysis
• Complete the AZELLA Student Report Analysis.
• Submit your assignment. AZELLA Student Report
  Analysis
• Scenario You have a third-grade English learner
  (EL) student in your class whose AZELLA scores
  are as follows
• AZELLA Domain      Score   Proficiency Level ,
  Reading           235      Intermediate ,
  Writing            229      Basic ,Oral
  (Listening/Speaking)       287      Proficient
  ,Total Combined Score            2489   
  Intermediate

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• SEI 300 Week 4 EL Program Eligibility
  Presentation
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• SEI 300 Week 4 EL Program Eligibility
  Presentation
• Scenario You are a team of elementary EL
  teachers at your campus which receives Title III
  funds. You have been asked by the principal to
  present to families and staff about the process
  for determining EL eligibility.
• Create a 8- to 10-slide presentation that
  addresses the following
• The procedures for identifying EL students
• The assessment and reassessment procedures once
  the student is identified as an EL student
• The consent options available for families

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• SEI 300 Week 5 EL Presentation and
  Handout
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• SEI 300 Week 5 EL Presentation and Handout
• Scenario Your elementary school has recently had
  an influx of EL students. Your principal has
  asked you to prepare a presentation and an
  informational handout about cultural competency,
  home and school collaboration tips, and
  strategies for working with EL students. Your
  audience contains teachers, staff, and parents.
• Research tips and strategies about home and
  school collaboration for EL students.
• Create a 7- to 10-slide presentation that
  includes the following information
• The role of cultural competency in English
  language instruction
• Strategies on how to develop cultural
  responsiveness

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• SEI 300 Week 6 UDL Lesson Modifications
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• SEI 300 Week 6 UDL Lesson Modifications
• Complete UDL Lesson Modifications.
• Submit your assignment.
• UDL Lesson Modifications
• Scenario At the beginning of the year, Ms.
  Hendrix, a fourth-grade teacher, collected
  information about her students learning
  preferences and learning needs. Of her 25
  students, 12 prefer to learn visually, 8 prefer
  to learn through auditory means, and 5 prefer to
  learn kinesthetically. Additionally, 10 of her
  students are English learners (ELs) who struggle
  with reading and writing.

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