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Objective: To create a plan that addresses dual language learners and to evaluate your plan.
Scenario: Georgio is a lively, friendly, and good-natured two-year-old at your childcare center. English is not his first language, and his vocabulary is about 30 words in English, and about 35 in his native language. He generally uses one-word phrases, such as “Hi” and “Bye,” and does not interact easily with other children. As center director, you have observed Georgio and organize a meeting with Georgio’s teacher and an ELL consultant to talk about strategies to support Georgio’s language development. You create a plan in advance of the meeting to discuss Georgio’s situation.
Focus Assignment:
Write a plan for a meeting to discuss Georgio’s language abilities with the ELL consultant. Include at least two major points to discuss with regard to Georgio’s language abilities considering where he is in the language development continuum of a typically developing two-year-old child. You may refer to Figure 14-1: Children’s Development of Language Ability.
Be sure to read the SELF-EVALUATION section below to guide your thinking. Write your self-evaluation after you have completed your plan.
Review the assessment rubric to see how your assignment and self-evaluation will be graded.
Self-Evaluation
For each item in your plan:
Explain how this item addresses the issues in the scenario.
Give evidence from the chapter supporting this item (with citations).
Describe and justify how your plan will improve teaching and learning in the scenario
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