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Explain The Need For Lesson Pacing English Language Essay

Explain how pacing differs for a class that includes English language learner students from a class that does not include ELL students. Instructional pacing will vary from classroom to classroom based on any special needs of the student’s that occur in each classroom. A classroom that contains English Language Learners (ELL) needs to maintain a pacing that is slower than a classroom that does not contain ELL students. ELL students need a pace that is much slower than non-ELL students. They need opportunities to ask questions during and after instruction, extended time requirements for activities, and longer wait times when being asked a question. Teachers need to provide students with a pace that is slower than non-ELL students; however, teachers should take care that the pace is not so slow that the natural rhythm of the English language is completely lost. ELL students need concepts to be broken down into less complex, easy steps that are offered at a more gradual pace. It is also necessary for teacher’s to check for student comprehension more often in an ELL classroom than it is for a teacher in a non-ELL classroom. It is essential for ELL students to receive instructional pacing that is according to their language and academic abilities. Teacher’s may need to make accommodations in their lesson plans to provide students with instruction that is paced according to their language abilities, but it is necessary for the ELL student to achieve academic and language success that the pace is adapted according to his/her needs.When a lesson is particularly complex, the teacher needs to provide students with a pacing that coincides with their ability levels. This is essentially the case in a classroom that contains ELL students. While a moderate pace could be adapted for a classroom that does not contain ELL students, a complex lesson may need to have a slower pace in a classroom with ELL students. ELL’s need complex concepts broke down into simple and easy components, and sometimes need additional instruction in their first language, in order to gain appropriate comprehension of the subject. Because ELL students need more complex materials to be broken down into more easier, manageable steps, the instructional pacing that the teacher has established of planned for could be directly affected. Pacing would become much slower when concepts need more extensive instruction than what would normally be required. However, it is essential to remember that pacing must always take a backseat to the student being able to gain mastery of the content. Pacing does not govern the classroom-student learning does and with ELL students, that pace could become much slower at times and cause teacher’s to pick the essential content that must be taught and maybe foregoing extensive instruction on easier to grasp subjects. (I did not write this…copied from a website. It looked pretty good.) Providing content clarity for ELL students requires a significantly slower pace of instruction in the classroom than teaching students who possess a fluent understanding of the English language at there age/grade level. Although preparation for a classroom with or without ELL students requires similar planning procedures, such as defining objectives and providing activities that reinforce what the students are learning, executing the lesson and reaching those objectives differs. Because ELL students do not possess the level of proficiency that non ELL students at a similar age possess, the teacher must speak more slowly and articulate the language on a level that students can understand, never assuming that they know what he/she is talking about. The teacher must also provide visual assistance more often in the form of words, pictures, graphic organizers, etc. The teacher must also provide more opportunities with ELL students to interact with one another in the classroom. This can be done by utilizing group work with partners, groups of three or more students, or teams that vary in language development so as to reinforce and encourage further language development. This gives children an opportunity to “practice” new language concepts that have been taught. Teaching ELL students also requires a special knack for providing lessons that incorporate a well rounded task set. Students that learn lessons that allow them to hear, speak, read and write words experience more effective reinforcement than students who only have one or two of those concepts provided in a lesson. Teach and Assess….teach and assess…teach and assess…must be a constant and consistent technique. Explain how the complexity of lesson content can influence lesson pacing with a class that includes ELL students… Referring to the above paragraph…see key concepts and build on different ways in order to present them in the classroom. Each concept requires a framework that engages the students in using multi-sensory activities. If they see…written letters that make words that make sentences that make paragraphs that actually communicate something…word walls, word study books, etc…, hear words spoken as vocabulary with definition and spoken in context…word usage, touch…using manipulatives in the classroom. Where words are concerned, writing them is key concept. Writing words and sentences that make sense. Speak… talking to the teacher and one another makes a huge difference. Interaction, interaction, interaction…immersion in the language!!!
Please see that both the following are 2 separate questions.. I’m trying to study for my Management course and I need some help to understand this question.

Please see that both the following are 2 separate questions.
Question 1) Using the MLB steroids case as an example, explain how unethical choices by some players harms players who comply with the rules.
275 words, citations and references plz no plagiarism.
Question 2) What is the impact of rapid environmental changes on organizations?
300 words, citations and references plz no plagiarism.
Plz upload both the answers in a Microsoft word document, thank you.
Please see that both the following are 2 separate questions.

Post University Personal Branding on Social Media Question Discussion.

I’m working on a marketing question and need a sample draft to help me study.

OverviewAs social media advances, personal branding is becoming more important than ever. It’s an intentional effort to influence public perception and position yourself as an authority in your industry. Put simply; it is your reputation!Simulated Business Scenario Eboni is about to graduate with her Marketing degree from Post University. She has begun her job search for a social media management role and is interested in working in the tech industry. Although Eboni recently updated her LinkedIn profile, she has only gotten a handful of leads. She wants to start personal branding across other social media channels to stand out from other job seekers. Eboni has already started defining her niche and wants to be seen as an expert in her field.Eboni has asked you to help coach her as she continues to develop her personal brand. What thoughts would you share with Eboni regarding the following two questions?QuestionsWhat are the benefits of Eboni building her personal brand on social media?Which additional social media platforms would you recommend Eboni become active on as she tries to perfect a competitive advantage as a social media marketer in the tech industry
Post University Personal Branding on Social Media Question Discussion

MGT 301 Saudi Electronic University Google Company Evaluation System Questions

MGT 301 Saudi Electronic University Google Company Evaluation System Questions.

lease read the case “Google” from Chapter 6 “Motivation.” Page: – 187 given in your textbook – Organizational behaviour: Improving performance and commitment in the workplace (6th ed). by Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2019)and Answer the following Questions:Assignment Question(s): 1.Do you agree with Bock that star performers should get a lot more—not just a little more—than average performers? If someone earning a 3 on Google’s evaluation system gets a 2 percent raise, what should employees earning 4’s and 5’s get?(1.25 Marks ) 2.Given the budget issues created by giving star performers more, should someone earning a 3 get a 2 percent raise—or should they get less? What are the arguments for and against a 2 percent raise level for average performers? (1.25 Marks ) 3.Consider all the things Google’s People Operations group does to motivate its employees. Which motivation theories do they seem to be leveraging, and how? (1.25 Marks ) Part:-2 Discussion question:Page: -167, please see the table and read carefully and then give your answers on the basis of your understanding. 4.Which of the outcomes inTable 6-2are most appealing to you? Are you more attracted to extrinsic outcomes or intrinsic outcomes? Do you think that your preferences will change as you get
MGT 301 Saudi Electronic University Google Company Evaluation System Questions

Locke’s understanding of personhood concerns our memories/consciousness. This is actually not so different than “a thinking thing” from Descartes. Locke’s actual quote is “a thinking intelligent being

research paper help This is actually not so different than “a thinking thing” from Descartes. Locke’s actual quote is “a thinking intelligent being, that has reason and reflection, and can consider itself as itself, the same thinking thing at different times and places.” The only real difference is the focus on memories/consciousness. We’ll do two separate discussions on this this week.You find a genie lamp, and the genie grants you a wish for immortality. However, you have to select what will be immortal, since the genie will only give one thing immortality. You can choose to make your body immortal, your soul immortal, or your memories immortal. If you choose your body, your memories and soul will always deteriorate and you’ll make/need new ones. If you choose your soul, your body and memories will always deteriorate and you’ll make/need new ones. If you choose your memories, your soul and body will always deteriorate and you’ll make/need new ones.If you want “you” to be immortal, which one is you? Which would you choose?Please create an original post and comment on two classmates’ posts.

MATH 144 Grand Canyon University Zimbabweans Clean Water Powerpoint

MATH 144 Grand Canyon University Zimbabweans Clean Water Powerpoint.

See attachments for Major Assignment 3 attachments (Major Assignment 3, Major
Assignment 3 Details, and Country List).Research the country using The World Factbook found on the Central
Intelligence Agency website at,
other resources such as the U.S. Department of State website at,
and the GCU Library.Include three or more scholarly resources, including the textbook
and The World Factbook. Use the Country List to help you complete Major Assignment 3.Prepare this assignment according to the guidelines found in the
GCU Style Guides and Templates, located in the Student Success Center.This assignment uses a rubric. Review the rubric prior to beginning
the assignment to become familiar with the expectations for successful
completion.You are required to submit this assignment to LopesWrite. Refer to
the LopesWrite Technical Support articles for assistance.
MATH 144 Grand Canyon University Zimbabweans Clean Water Powerpoint

Washington-Du Bois Essay Assignment

Washington-Du Bois Essay Assignment. Paper Details:Write an essay of at least three to four double spaced pages. A written paper must be in Times New Roman, 12 point font about the following topic, having familiarized yourself with the readings: Describe the different perspectives of Washington and Du Bois in terms of their strategies for African-American progress. How do they differ, which one, combination, or other strategy do you favor? How is this debate applicable today and what should the solutions be now? Please use the following links below to write the paper on both text and audio are available. W.E.B. DuBois, The Souls of Black Folk (1903) (Kindle, Audible, Librivox) (Free Audio and Text) (Only required to read Chapter 2 The Dawn of Freedom and Chapter 3 Of Mr. Booker T. Washington and others). Booker T. Washington, Up from Slavery (1901) (Librivox) (Free) Bois Essay Assignment

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