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I need help with the presentation. – 2 years ago **files (2)** – ## Resourestouseforweek6assigments.docx – ## Week6assignmentwithRubric.docx **## Resourestouseforweek6assigments.docx** 1 **Resources to use for the Week 6 assignment** Three Conditions English Learners Need to Thrive **Required** Read…
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I need help with the presentation.
– 2 years ago
**files (2)**
– ## Resourestouseforweek6assigments.docx
– ## Week6assignmentwithRubric.docx
**## Resourestouseforweek6assigments.docx**
1
**Resources to use for the Week 6 assignment**
Three Conditions English Learners Need to Thrive
**Required**
Read "Three Conditions English Learners Need to Thrive," by Fisher and Frey, from
_Educational Leadership_ (2019).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141670199&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
How Cultural Differences May Affect Student Performance
**Required**
Read "How Cultural Differences May Affect Student Performance," located on the Great Schools website (2023).
https://www.greatschools.org/gk/articles/cultural-differences-student-performance/
Cultural Competence in Education
**Required**
Read "Cultural Competence in Education," by Moore, located on the TeachHUB website (2021).
https://www.teachhub.com/professional-development/2021/06/cultural-competence-in-education/
Culturally Responsive Instruction
**Required**
Explore "Culturally Responsive Instruction," located on the Colorín Colorado website.
https://www.colorincolorado.org/teaching-ells/creating-welcoming-classroom/culturally-responsive-instruction
How to Use Culturally Responsive Teaching in the Classroom
**Required**
Read "How to Use Culturally Responsive Teaching in the Classroom," located on the Understood website.
https://www.understood.org/en/articles/how-to-use-culturally-responsive-teaching-in-the-classroom
Strategies for Teaching Culturally Diverse Students
**Required**
Explore "Strategies for Teaching Culturally Diverse Students," located on the TeacherVision website (2023).
https://www.teachervision.com/teaching-strategies/strategies-for-teaching-culturally-diverse-students
ELL Family Outreach
**Required**
Explore "ELL Family Outreach," located on the Colorín Colorado website.
https://www.colorincolorado.
**## Week6assignmentwithRubric.docx**
Week 6 assignment
Assessment Description
Part of an asset-based approach to working with ELs is recognizing the cultural and linguistic resources they possess. The asset-based approach contrasts with the deficit-based model that once dominated how many viewed English learners. As educators, we can help close the inequity gap faced by our diverse student population by exhibiting asset-based behaviors and expectations, focusing on viewing cultural and linguistic differences as assets and not deficits.
Imagine your school district is producing a series of videos interviewing educators on various topics to support professional learning for teachers and staff. As part of the video series, you have been asked to participate by answering questions on leveraging English learner assets and building home and school connections. Record a 5-7 minute video and provide a script that answers each of the following sets of questions:
**Culturally Responsive Teaching**
· What are cultural influences on teaching and learning? What is cultural competence and its role in the instruction of ELs? How can ELs' cultural values and beliefs be integrated appropriately in the context of teaching and learning?
· What is the role of culture in student learning? How do school and classroom environments influence language acquisition and what steps are necessary to create an inclusive environment?
· What are some strategies for supporting and celebrating cultural diversity within instruction? What are some strategies for leveraging home language and cultural assets?
**Supporting the Needs of ELs in the Classroom**
· What are some strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs? What are some opportunities and approaches to meet the social and emotional needs of ELs?
· What is the importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures?
**Home and School Connections**
· How might family and community practices (funds of knowledge) influence language learning?
· What are some strategies to build and foster strong family, community, and school partnerships? What are effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs? What are some inclusive community engagement practices?
Support your video and script with a minimum of two scholarly resources.
Submit your video link, script, and scholarly resources in a single document. Prior to submission, ensure that others can access and view your linked video.
Remember that video and audio quality are important and should be considered. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Refer to "Recording/Editing/Uploading a Video or Podcast" and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the "unlisted" option.
While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Video Script**
16.5 points
**Cultural Influences, Competence, and Values and Beliefs**
11 points
**Criteria Description**
**5. Target**
11 points
Cultural influences on teaching and learning are sophisticated. Cultural competence and its role in the instruction of ELs is expertly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is compelling.
**4. Acceptable**
9.57 points
Cultural influences on teaching and learning are significant. Cultural competence and its role in the instruction of ELs is concisely defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is clear.
**Unsatisfactory**
0 points
Cultural influences on teaching and learning are erroneous. Cultural competence and its role in the instruction of ELs is incorrectly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is incoherent.
**Culture in Student Learning and Inclusive Environments**
11 points
**Criteria Description**
**5. Target**
11 points
Role of culture in student learning is in-depth. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are convincing.
**4. Acceptable**
9.57 points
Role of culture in student learning is noteworthy. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are reasonable.
**Unsatisfactory**
0 points
Role of culture in student learning is invalid. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are inaccurate.
**Cultural Diversity and Leveraging Assets**
11 points
**Criteria Description**
**5. Target**
11 points
Strategies for supporting and celebrating cultural diversity within instruction are advanced. Strategies for leveraging home language and cultural assets are innovative.
**4. Acceptable**
9.57 points
Strategies for supporting and celebrating cultural diversity within instruction are sound. Strategies for leveraging home language and cultural assets are effective.
**Unsatisfactory**
0 points
Strategies for supporting and celebrating cultural diversity within instruction are irrelevant. Strategies for leveraging home language and cultural assets are invalid.
**EL Identities and Needs**
11 points
**Criteria Description**
**5. Target**
11 points
Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are sophisticated. Opportunities and approaches to meet the social and emotional needs of ELs are meaningful.
**4. Acceptable**
9.57 points
Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are solid. Opportunities and approaches to meet the social and emotional needs of ELs are significant.
**Unsatisfactory**
0 points
Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are irrelevant. Opportunities and approaches to meet the social and emotional needs of ELs are erroneous.
**Routines and Procedures**
11 points
**Criteria Description**
**5. Target**
11 points
Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is convincing.
**4. Acceptable**
9.57 points
Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is credible.
**Unsatisfactory**
0 points
Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is incoherent.
**Family and Community Practices/Funds of Knowledge**
11 points
**Criteria Description**
**5. Target**
11 points
How family and community practices (funds of knowledge) influence language learning is insightful.
**4. Acceptable**
9.57 points
How family and community practices (funds of knowledge) influence language learning is clear.
**Unsatisfactory**
0 points
How family and community practices (funds of knowledge) influence language learning is erroneous.
**Family, Community, and School Partnerships**
11 points
**Criteria Description**
**5. Target**
11 points
Strategies to build and foster strong family, community, and school partnerships are compelling. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are ideal. Inclusive community engagement practices are exemplary.
**4. Acceptable**
9.57 points
Strategies to build and foster strong family, community, and school partnerships are significant. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are credible. Inclusive community engagement practices are suitable.
**Unsatisfactory**
0 points
Strategies to build and foster strong family, community, and school partnerships are implausible. Family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are erroneous. Inclusive community engagement practices are invalid.
**Professionalism**
5.5 points
**Criteria Description**
**5. Target**
5.5 points
Appearance and manner exhibit a high degree of professionalism. The background or environment of the video is superior and completely free of distraction.
**4. Acceptable**
4.79 points
Appearance and manner exhibit appropriate professionalism. The background or environment of the video is appropriate and relatively free of distraction.
**Unsatisfactory**
0 points
Appearance or manner within the video is not professional, or the background or environment of the video is inappropriate.
**Supporting Research and Documentation of Sources**
5.5 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
5.5 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
4.79 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**Unsatisfactory**
0 points
Supporting research is not included or is irrelevant to the topic. Appropriate format is not used.
**Mechanics of Writing**
5.5 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
5.5 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
4.79 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## Week6assignmentwithRubric.docx**
Week 6 assignment
Assessment Description
Part of an asset-based approach to working with ELs is recognizing the cultural and linguistic resources they possess. The asset-based approach contrasts with the deficit-based model that once dominated how many viewed English learners. As educators, we can help close the inequity gap faced by our diverse student population by exhibiting asset-based behaviors and expectations, focusing on viewing cultural and linguistic differences as assets and not deficits.
Imagine your school district is producing a series of videos interviewing educators on various topics to support professional learning for teachers and staff. As part of the video series, you have been asked to participate by answering questions on leveraging English learner assets and building home and school connections. Record a 5-7 minute video and provide a script that answers each of the following sets of questions:
**Culturally Responsive Teaching**
· What are cultural influences on teaching and learning? What is cultural competence and its role in the instruction of ELs? How can ELs' cultural values and beliefs be integrated appropriately in the context of teaching and learning?
· What is the role of culture in student learning? How do school and classroom environments influence language acquisition and what steps are necessary to create an inclusive environment?
· What are some strategies for supporting and celebrating cultural diversity within instruction? What are some strategies for leveraging home language and cultural assets?
**Supporting the Needs of ELs in the Classroom**
· What are some strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs? What are some opportunities and approaches to meet the social and emotional needs of ELs?
· What is the importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures?
**Home and School Connections**
· How might family and community practices (funds of knowledge) influence language learning?
· What are some strategies to build and foster strong family, community, and school partnerships? What are effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs? What are some inclusive community engagement practices?
Support your video and script with a minimum of two scholarly resources.
Submit your video link, script, and scholarly resources in a single document. Prior to submission, ensure that others can access and view your linked video.
Remember that video and audio quality are important and should be considered. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Refer to "Recording/Editing/Uploading a Video or Podcast" and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the "unlisted" option.
While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Video Script**
16.5 points
**Cultural Influences, Competence, and Values and Beliefs**
11 points
**Criteria Description**
**5. Target**
11 points
Cultural influences on teaching and learning are sophisticated. Cultural competence and its role in the instruction of ELs is expertly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is compelling.
**4. Acceptable**
9.57 points
Cultural influences on teaching and learning are significant. Cultural competence and its role in the instruction of ELs is concisely defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is clear.
**Unsatisfactory**
0 points
Cultural influences on teaching and learning are erroneous. Cultural competence and its role in the instruction of ELs is incorrectly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is incoherent.
**Culture in Student Learning and Inclusive Environments**
11 points
**Criteria Description**
**5. Target**
11 points
Role of culture in student learning is in-depth. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are convincing.
**4. Acceptable**
9.57 points
Role of culture in student learning is noteworthy. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are reasonable.
**Unsatisfactory**
0 points
Role of culture in student learning is invalid. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are inaccurate.
**Cultural Diversity and Leveraging Assets**
11 points
**Criteria Description**
**5. Target**
11 points
Strategies for supporting and celebrating cultural diversity within instruction are advanced. Strategies for leveraging home language and cultural assets are innovative.
**4. Acceptable**
9.57 points
Strategies for supporting and celebrating cultural diversity within instruction are sound. Strategies for leveraging home language and cultural assets are effective.
**Unsatisfactory**
0 points
Strategies for supporting and celebrating cultural diversity within instruction are irrelevant. Strategies for leveraging home language and cultural assets are invalid.
**EL Identities and Needs**
11 points
**Criteria Description**
**5. Target**
11 points
Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are sophisticated. Opportunities and approaches to meet the social and emotional needs of ELs are meaningful.
**4. Acceptable**
9.57 points
Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are solid. Opportunities and approaches to meet the social and emotional needs of ELs are significant.
**Unsatisfactory**
0 points
Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are irrelevant. Opportunities and approaches to meet the social and emotional needs of ELs are erroneous.
**Routines and Procedures**
11 points
**Criteria Description**
**5. Target**
11 points
Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is convincing.
**4. Acceptable**
9.57 points
Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is credible.
**Unsatisfactory**
0 points
Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is incoherent.
**Family and Community Practices/Funds of Knowledge**
11 points
**Criteria Description**
**5. Target**
11 points
How family and community practices (funds of knowledge) influence language learning is insightful.
**4. Acceptable**
9.57 points
How family and community practices (funds of knowledge) influence language learning is clear.
**Unsatisfactory**
0 points
How family and community practices (funds of knowledge) influence language learning is erroneous.
**Family, Community, and School Partnerships**
11 points
**Criteria Description**
**5. Target**
11 points
Strategies to build and foster strong family, community, and school partnerships are compelling. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are ideal. Inclusive community engagement practices are exemplary.
**4. Acceptable**
9.57 points
Strategies to build and foster strong family, community, and school partnerships are significant. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are credible. Inclusive community engagement practices are suitable.
**Unsatisfactory**
0 points
Strategies to build and foster strong family, community, and school partnerships are implausible. Family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are erroneous. Inclusive community engagement practices are invalid.
**Professionalism**
5.5 points
**Criteria Description**
**5. Target**
5.5 points
Appearance and manner exhibit a high degree of professionalism. The background or environment of the video is superior and completely free of distraction.
**4. Acceptable**
4.79 points
Appearance and manner exhibit appropriate professionalism. The background or environment of the video is appropriate and relatively free of distraction.
**Unsatisfactory**
0 points
Appearance or manner within the video is not professional, or the background or environment of the video is inappropriate.
**Supporting Research and Documentation of Sources**
5.5 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
5.5 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
4.79 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**Unsatisfactory**
0 points
Supporting research is not included or is irrelevant to the topic. Appropriate format is not used.
**Mechanics of Writing**
5.5 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
5.5 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
4.79 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## Resourestouseforweek6assigments.docx**
1
**Resources to use for the Week 6 assignment**
Three Conditions English Learners Need to Thrive
**Required**
Read "Three Conditions English Learners Need to Thrive," by Fisher and Frey, from
_Educational Leadership_ (2019).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141670199&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
How Cultural Differences May Affect Student Performance
**Required**
Read "How Cultural Differences May Affect Student Performance," located on the Great Schools website (2023).
https://www.greatschools.org/gk/articles/cultural-differences-student-performance/
Cultural Competence in Education
**Required**
Read "Cultural Competence in Education," by Moore, located on the TeachHUB website (2021).
https://www.teachhub.com/professional-development/2021/06/cultural-competence-in-education/
Culturally Responsive Instruction
**Required**
Explore "Culturally Responsive Instruction," located on the Colorín Colorado website.
https://www.colorincolorado.org/teaching-ells/creating-welcoming-classroom/culturally-responsive-instruction
How to Use Culturally Responsive Teaching in the Classroom
**Required**
Read "How to Use Culturally Responsive Teaching in the Classroom," located on the Understood website.
https://www.understood.org/en/articles/how-to-use-culturally-responsive-teaching-in-the-classroom
Strategies for Teaching Culturally Diverse Students
**Required**
Explore "Strategies for Teaching Culturally Diverse Students," located on the TeacherVision website (2023).
https://www.teachervision.com/teaching-strategies/strategies-for-teaching-culturally-diverse-students
ELL Family Outreach
**Required**
Explore "ELL Family Outreach," located on the Colorín Colorado website.
https://www.colorincolorado.
**## Week6assignmentwithRubric.docx**
Week 6 assignment
Assessment Description
Part of an asset-based approach to working with ELs is recognizing the cultural and linguistic resources they possess. The asset-based approach contrasts with the deficit-based model that once dominated how many viewed English learners. As educators, we can help close the inequity gap faced by our diverse student population by exhibiting asset-based behaviors and expectations, focusing on viewing cultural and linguistic differences as assets and not deficits.
Imagine your school district is producing a series of videos interviewing educators on various topics to support professional learning for teachers and staff. As part of the video series, you have been asked to participate by answering questions on leveraging English learner assets and building home and school connections. Record a 5-7 minute video and provide a script that answers each of the following sets of questions:
**Culturally Responsive Teaching**
· What are cultural influences on teaching and learning? What is cultural competence and its role in the instruction of ELs? How can ELs' cultural values and beliefs be integrated appropriately in the context of teaching and learning?
· What is the role of culture in student learning? How do school and classroom environments influence language acquisition and what steps are necessary to create an inclusive environment?
· What are some strategies for supporting and celebrating cultural diversity within instruction? What are some strategies for leveraging home language and cultural assets?
**Supporting the Needs of ELs in the Classroom**
· What are some strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs? What are some opportunities and approaches to meet the social and emotional needs of ELs?
· What is the importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures?
**Home and School Connections**
· How might family and community practices (funds of knowledge) influence language learning?
· What are some strategies to build and foster strong family, community, and school partnerships? What are effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs? What are some inclusive community engagement practices?
Support your video and script with a minimum of two scholarly resources.
Submit your video link, script, and scholarly resources in a single document. Prior to submission, ensure that others can access and view your linked video.
Remember that video and audio quality are important and should be considered. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Refer to "Recording/Editing/Uploading a Video or Podcast" and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the "unlisted" option.
While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Video Script**
16.5 points
**Cultural Influences, Competence, and Values and Beliefs**
11 points
**Criteria Description**
**5. Target**
11 points
Cultural influences on teaching and learning are sophisticated. Cultural competence and its role in the instruction of ELs is expertly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is compelling.
**4. Acceptable**
9.57 points
Cultural influences on teaching and learning are significant. Cultural competence and its role in the instruction of ELs is concisely defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is clear.
**Unsatisfactory**
0 points
Cultural influences on teaching and learning are erroneous. Cultural competence and its role in the instruction of ELs is incorrectly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is incoherent.
**Culture in Student Learning and Inclusive Environments**
11 points
**Criteria Description**
**5. Target**
11 points
Role of culture in student learning is in-depth. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are convincing.
**4. Acceptable**
9.57 points
Role of culture in student learning is noteworthy. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are reasonable.
**Unsatisfactory**
0 points
Role of culture in student learning is invalid. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are inaccurate.
**Cultural Diversity and Leveraging Assets**
11 points
**Criteria Description**
**5. Target**
11 points
Strategies for supporting and celebrating cultural diversity within instruction are advanced. Strategies for leveraging home language and cultural assets are innovative.
**4. Acceptable**
9.57 points
Strategies for supporting and celebrating cultural diversity within instruction are sound. Strategies for leveraging home language and cultural assets are effective.
**Unsatisfactory**
0 points
Strategies for supporting and celebrating cultural diversity within instruction are irrelevant. Strategies for leveraging home language and cultural assets are invalid.
**EL Identities and Needs**
11 points
**Criteria Description**
**5. Target**
11 points
Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are sophisticated. Opportunities and approaches to meet the social and emotional needs of ELs are meaningful.
**4. Acceptable**
9.57 points
Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are solid. Opportunities and approaches to meet the social and emotional needs of ELs are significant.
**Unsatisfactory**
0 points
Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are irrelevant. Opportunities and approaches to meet the social and emotional needs of ELs are erroneous.
**Routines and Procedures**
11 points
**Criteria Description**
**5. Target**
11 points
Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is convincing.
**4. Acceptable**
9.57 points
Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is credible.
**Unsatisfactory**
0 points
Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is incoherent.
**Family and Community Practices/Funds of Knowledge**
11 points
**Criteria Description**
**5. Target**
11 points
How family and community practices (funds of knowledge) influence language learning is insightful.
**4. Acceptable**
9.57 points
How family and community practices (funds of knowledge) influence language learning is clear.
**Unsatisfactory**
0 points
How family and community practices (funds of knowledge) influence language learning is erroneous.
**Family, Community, and School Partnerships**
11 points
**Criteria Description**
**5. Target**
11 points
Strategies to build and foster strong family, community, and school partnerships are compelling. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are ideal. Inclusive community engagement practices are exemplary.
**4. Acceptable**
9.57 points
Strategies to build and foster strong family, community, and school partnerships are significant. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are credible. Inclusive community engagement practices are suitable.
**Unsatisfactory**
0 points
Strategies to build and foster strong family, community, and school partnerships are implausible. Family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are erroneous. Inclusive community engagement practices are invalid.
**Professionalism**
5.5 points
**Criteria Description**
**5. Target**
5.5 points
Appearance and manner exhibit a high degree of professionalism. The background or environment of the video is superior and completely free of distraction.
**4. Acceptable**
4.79 points
Appearance and manner exhibit appropriate professionalism. The background or environment of the video is appropriate and relatively free of distraction.
**Unsatisfactory**
0 points
Appearance or manner within the video is not professional, or the background or environment of the video is inappropriate.
**Supporting Research and Documentation of Sources**
5.5 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
5.5 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
4.79 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**Unsatisfactory**
0 points
Supporting research is not included or is irrelevant to the topic. Appropriate format is not used.
**Mechanics of Writing**
5.5 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
5.5 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
4.79 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
**## Resourestouseforweek6assigments.docx**
1
**Resources to use for the Week 6 assignment**
Three Conditions English Learners Need to Thrive
**Required**
Read "Three Conditions English Learners Need to Thrive," by Fisher and Frey, from
_Educational Leadership_ (2019).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141670199&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost
How Cultural Differences May Affect Student Performance
**Required**
Read "How Cultural Differences May Affect Student Performance," located on the Great Schools website (2023).
https://www.greatschools.org/gk/articles/cultural-differences-student-performance/
Cultural Competence in Education
**Required**
Read "Cultural Competence in Education," by Moore, located on the TeachHUB website (2021).
https://www.teachhub.com/professional-development/2021/06/cultural-competence-in-education/
Culturally Responsive Instruction
**Required**
Explore "Culturally Responsive Instruction," located on the Colorín Colorado website.
https://www.colorincolorado.org/teaching-ells/creating-welcoming-classroom/culturally-responsive-instruction
How to Use Culturally Responsive Teaching in the Classroom
**Required**
Read "How to Use Culturally Responsive Teaching in the Classroom," located on the Understood website.
https://www.understood.org/en/articles/how-to-use-culturally-responsive-teaching-in-the-classroom
Strategies for Teaching Culturally Diverse Students
**Required**
Explore "Strategies for Teaching Culturally Diverse Students," located on the TeacherVision website (2023).
https://www.teachervision.com/teaching-strategies/strategies-for-teaching-culturally-diverse-students
ELL Family Outreach
**Required**
Explore "ELL Family Outreach," located on the Colorín Colorado website.
https://www.colorincolorado.
**## Week6assignmentwithRubric.docx**
Week 6 assignment
Assessment Description
Part of an asset-based approach to working with ELs is recognizing the cultural and linguistic resources they possess. The asset-based approach contrasts with the deficit-based model that once dominated how many viewed English learners. As educators, we can help close the inequity gap faced by our diverse student population by exhibiting asset-based behaviors and expectations, focusing on viewing cultural and linguistic differences as assets and not deficits.
Imagine your school district is producing a series of videos interviewing educators on various topics to support professional learning for teachers and staff. As part of the video series, you have been asked to participate by answering questions on leveraging English learner assets and building home and school connections. Record a 5-7 minute video and provide a script that answers each of the following sets of questions:
**Culturally Responsive Teaching**
· What are cultural influences on teaching and learning? What is cultural competence and its role in the instruction of ELs? How can ELs' cultural values and beliefs be integrated appropriately in the context of teaching and learning?
· What is the role of culture in student learning? How do school and classroom environments influence language acquisition and what steps are necessary to create an inclusive environment?
· What are some strategies for supporting and celebrating cultural diversity within instruction? What are some strategies for leveraging home language and cultural assets?
**Supporting the Needs of ELs in the Classroom**
· What are some strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs? What are some opportunities and approaches to meet the social and emotional needs of ELs?
· What is the importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures?
**Home and School Connections**
· How might family and community practices (funds of knowledge) influence language learning?
· What are some strategies to build and foster strong family, community, and school partnerships? What are effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs? What are some inclusive community engagement practices?
Support your video and script with a minimum of two scholarly resources.
Submit your video link, script, and scholarly resources in a single document. Prior to submission, ensure that others can access and view your linked video.
Remember that video and audio quality are important and should be considered. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.
Refer to "Recording/Editing/Uploading a Video or Podcast" and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the "unlisted" option.
While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.
**Rubric Criteria**
expand all Rubric CriteriaExpand All
**Video Script**
16.5 points
**Cultural Influences, Competence, and Values and Beliefs**
11 points
**Criteria Description**
**5. Target**
11 points
Cultural influences on teaching and learning are sophisticated. Cultural competence and its role in the instruction of ELs is expertly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is compelling.
**4. Acceptable**
9.57 points
Cultural influences on teaching and learning are significant. Cultural competence and its role in the instruction of ELs is concisely defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is clear.
**Unsatisfactory**
0 points
Cultural influences on teaching and learning are erroneous. Cultural competence and its role in the instruction of ELs is incorrectly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is incoherent.
**Culture in Student Learning and Inclusive Environments**
11 points
**Criteria Description**
**5. Target**
11 points
Role of culture in student learning is in-depth. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are convincing.
**4. Acceptable**
9.57 points
Role of culture in student learning is noteworthy. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are reasonable.
**Unsatisfactory**
0 points
Role of culture in student learning is invalid. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are inaccurate.
**Cultural Diversity and Leveraging Assets**
11 points
**Criteria Description**
**5. Target**
11 points
Strategies for supporting and celebrating cultural diversity within instruction are advanced. Strategies for leveraging home language and cultural assets are innovative.
**4. Acceptable**
9.57 points
Strategies for supporting and celebrating cultural diversity within instruction are sound. Strategies for leveraging home language and cultural assets are effective.
**Unsatisfactory**
0 points
Strategies for supporting and celebrating cultural diversity within instruction are irrelevant. Strategies for leveraging home language and cultural assets are invalid.
**EL Identities and Needs**
11 points
**Criteria Description**
**5. Target**
11 points
Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are sophisticated. Opportunities and approaches to meet the social and emotional needs of ELs are meaningful.
**4. Acceptable**
9.57 points
Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are solid. Opportunities and approaches to meet the social and emotional needs of ELs are significant.
**Unsatisfactory**
0 points
Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are irrelevant. Opportunities and approaches to meet the social and emotional needs of ELs are erroneous.
**Routines and Procedures**
11 points
**Criteria Description**
**5. Target**
11 points
Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is convincing.
**4. Acceptable**
9.57 points
Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is credible.
**Unsatisfactory**
0 points
Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is incoherent.
**Family and Community Practices/Funds of Knowledge**
11 points
**Criteria Description**
**5. Target**
11 points
How family and community practices (funds of knowledge) influence language learning is insightful.
**4. Acceptable**
9.57 points
How family and community practices (funds of knowledge) influence language learning is clear.
**Unsatisfactory**
0 points
How family and community practices (funds of knowledge) influence language learning is erroneous.
**Family, Community, and School Partnerships**
11 points
**Criteria Description**
**5. Target**
11 points
Strategies to build and foster strong family, community, and school partnerships are compelling. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are ideal. Inclusive community engagement practices are exemplary.
**4. Acceptable**
9.57 points
Strategies to build and foster strong family, community, and school partnerships are significant. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are credible. Inclusive community engagement practices are suitable.
**Unsatisfactory**
0 points
Strategies to build and foster strong family, community, and school partnerships are implausible. Family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are erroneous. Inclusive community engagement practices are invalid.
**Professionalism**
5.5 points
**Criteria Description**
**5. Target**
5.5 points
Appearance and manner exhibit a high degree of professionalism. The background or environment of the video is superior and completely free of distraction.
**4. Acceptable**
4.79 points
Appearance and manner exhibit appropriate professionalism. The background or environment of the video is appropriate and relatively free of distraction.
**Unsatisfactory**
0 points
Appearance or manner within the video is not professional, or the background or environment of the video is inappropriate.
**Supporting Research and Documentation of Sources**
5.5 points
**Criteria Description**
Uses appropriate designated style and formatting to document sources in citations and references.
**5. Target**
5.5 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
**4. Acceptable**
4.79 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
**Unsatisfactory**
0 points
Supporting research is not included or is irrelevant to the topic. Appropriate format is not used.
**Mechanics of Writing**
5.5 points
**Criteria Description**
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
**5. Target**
5.5 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
**4. Acceptable**
4.79 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
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