Language & Communication: Writing

"Language and Communication"

"Writing"

Author: Manuel R. CortezRodas

Defining Writing

Writing is a tactile visual form of communication.  When we write we create a visual communication that can be sensed by touch.  Writing requires that we imprint onto, a tactile material, representations for thoughts and ideas.  Writing is developed through our ability to make marks and leave imprints by using the tools and materials available to us from our current technology. 

When to be Writing

With growth and training we begin to recognize lines, curves, and shapes that we try to replicate by carving, drawing, and inscribing. We use our fingers and hands before moving onto pencils and markers.  We mold clay, chisel rock, and carve wood.  We add our own creative style when replicating letters by creating fonts, adding color, underlining, and making bold traces.  We should encourage each other to develop writing skills from the earliest possible time in our life.

How much writing is good

Although we have established measuring units for writing like words, sentences, paragraphs, pages and essays, we should also keep in mind that we must look at what is being communicated to us through the writing.  Words should be spelled correctly, sentences should be complete, paragraphs should be thorough, essays should be structured properly so that the thoughts and ideas that we are going to convene through writing are clear.

Why should we be writing?

Writing provides for us a concrete record of thoughts, ideas, and expressions.  If the writing is done by many people, with a purpose, after careful consideration of worries and concerns, then writing can become a long lasting example of not only literal meaning, but of a reflection of the human characteristics of thinking, cooperation, development, and growth.  Writing allows us to reach others and share opinions, and if it lasts through time, writing allows us to reach future generations, as well as allowing them to look back at past ones.

Copyright 2012. MRCR Educational Consulting Firm. All Rights Reserved.

Language & Communication: Speaking

"Language and Communication"

Speaking

Author: Manuel R. CortezRodas

Defining Speaking

Speaking is an audible expression of communication in a language.  When we speak we attempt to create an audible sound to communicate in a language.  Speaking requires the physiological ability of the individual to speak and a pre-established common language.  Speech is developed with our skills of accurate sound reproduction and recognition. As we interact with others, we begin to recognize auditory clues that we then try to replicate to develop a speaking pattern.

When to be Speaking

From the time we are born, if we are able to, we produce audible sounds.  The first cry of a newborn, the speech from one of our elders, the laughter of children playing, are all examples of speaking without the need of a language.  Language is needed so that our speaking becomes refined.  That we develop the refined skills of reproducing sounds with accuracy and clarity.  A control over pitch, stress, and intonation, of letters, syllables, and words.  By the current nature of our culture mom, or any of its variations, in any language may be the first attempt we perform when it comes to speaking.  As newborns age they should begin to demonstrate that they can master a more accurate reproduction of the sounds that we are exposed to.  By the time that they reach the age to take part in formal education, a child should have developed the necessary speaking skills as required by the grade level they will be at.

How much Speaking is good

To determine if speaking is good, we need to define what is good speaking, and what is bad speaking.  A measuring scale must be established to determine the skills demonstrated when a student is speaking.  This skill level must then be measured, collected, and assessed for each student.  The individual demonstrations of skill level should then allow us to measure the performance of students, as well as groups of students.  It will also allow for the measure of development in language that will in turn introduce new sounds and words allowing the language to grow.

Why should we be Speaking?

Speaking is good, because it allows us to communicate in a language that is audible for others to hear, listen, and receive.  Others could then process and analyze that which we have spoken for accuracy and clarity in order to determine the meaning of our speech.  Without technological innovations,  speech can only be heard by those within range of our voice.  If speech is not recorded, language accuracy cannot develop, and communication becomes inaccurate.  Our ability to communicate accurately can help us collaborate and share ideas with clarity.  We should be speaking, because it gives us an opportunity express our thoughts and ideas, so that those who are around us may benefit from them.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

Lenguage & Comunicacion

"Lenguage & Comunicacion"

"Lenguage"

Autor: Manuel R. CortezRodas

Que es Desarrollo de Lenguaje?

Desarrollo de lenguaje es una combinacion de habilidades que adquirimos para poder mejor expresar nuestros pensamientos en expresiones de claridad.  Las habilidades nesesarias para desarrollar el lenguaje son: Hablar, Escribir, Leer, y Comunicar.  Cada una de estas habilidades puede ser aprendida y desarrollada individualmente, pero debemos de apernderlas a un nivel igual para maximar la claridad de nuestra expresion en el lenguaje.

Como es Desarrollado el Lenguaje?

Lenguaje es desarrollado cuando una persona adquiere suficientes de las habilidades nescesitadas.  Desde el tiempo en que nacemos nosotros tratamos de interactuar con los que nos rodean usando lo mejor de nuestras habilidades.  Escuchamos sonidos y tratamos de duplicarlos.  Vemos imagenes y pistas visuales, y empezamos a conectar los sonidos que son asociados con estos.  Cuando crecemos y desarrollamos nuestras habilidades, nosotros empezamos a entender la conneccion entre lo que queremos expresar, y como podemos dar a entender a los que nos rodean.  Oimos, escuchamos, y comenzamos a hablar.  Practicamos copiar signos y simbolos para representar los sonidos que escuchamos, y cuando vemos estos los identificamos como sonidos audibles.

Por Que es importante el Desarollo de Lenguaje?

El desarrollo del lenguaje es importante para nosotros como una sociedad porque nos deja expresar nuestros pensamientos e ideas.  Nosotros desarrollamos habilidades de comunicacion por medio de una transicion de oyentes a escuchadores para intercambiar ideas usando sonidos audibles, palabras escritas, o desarrollando pistas visuales.  Sin el desarrollo de lenguaje una sociedad no puede funcionar, pues ellos no serial capaces de entender las nescecidades entre ellos, como poder ayudar a otros, o como guardar y pasar informacion a otras generaciones para que ellos puedan aprender de nuestras experiencias.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

Language & Communication

"Language & Communication"

"Language"

Author: Manuel R. CortezRodas

What is language development?

Language Development is a combined balance of skills that we acquire in order to better express our thoughts into expressions of clarity.  The skills needed to develop a language are: Speaking, Writing, Reading, and Communication.  Each of these skills can be learned and developed individually, but must be learn at a concurrent level to maximize the clarity of expression in the language.

How is language developed?

Language is developed when a person acquires enough of the skills needed.  From the time we are born we begin to interact with those around us to the best of our abilities.  We hear sounds and try to duplicate them.  We see images and visual clues, and we begin connecting sounds that are associated with them.  As we grow and our skill develops, we begin to understand the connection between what we want to express, and how we can let those around us know.  We hear, listen, and begin to speak.  We practice copying signs and symbols to represent the sounds we hear, and when we see these identify them as audible sounds.

Why is language development important?

Language development is important to us as a society because it allows us to express thoughts and ideas.  We develop communication skills by transitioning from hearing to listening to exchanging ideas by audible sounds, written words, or developing visual clues.  Without language development a society cannot function, for they would not be able to understand each others needs, how to help each other, or how to store and pass information to other generations so they may learn from our experiences.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

Ethnic: The Culture SubGroup

"Ethnic: The Culture Sub-Group"

Author: Manuel R. CortezRodas

 Is it a place? or beliefs? Is it the place where our beliefs originated from, or the place where our beliefs are taking place?  Defining ethnicity is complex, but it is worth defining, for it is an important part of us.  Of how we define ourselves, how we identify ourselves, and how we accept to be identified, or defined as.  Geographically we have defined areas like Africa, Asia, Europe, and The Americas, and politically we have defined countries like Kenya, China, Germany, and The United States of America, where there are ethnic groups, and cultural groups, who will adhere to a place, or beliefs, or a place where beliefs originated from.

In the State of California, in the United States of America, the major ethnic groups are: African-American, Asian, Latino/Hispanic, and White.  These are the major groups, and do not represent all ethnic groups in the state.  Each of these four major groups has been defined based on geographical, cultural, and ethnic characteristics that individuals in each group believe best identify them ethnically.  Once students have been identified by ethnic group, academic achievement can be measured, and differences in performance can be analyzed.  The overall purpose of using ethnicity as a tool for measuring academic performance should be to obtain equality in education, not to establish academic superiority.

Copyright 2012, MRCR Educational Consulting Firm.  All Rights Reserved.

Learning Disabled Students

Learning Disabled Students:

"Learning Differently"

Author: Manuel R. CortezRodas

A Learning Disabled (LD) subgroup student is one that either cannot learn in their current learning environment, is struggling to learn, or is learning at a slow rate that is significantly lower than most students. The students who are in the LD subgroup are diverse in skill and potential.  There are those who are severely disabled in their learning abilities, and as a result of these starting circumstances, will have severe obstacles to overcome in their education.  There are also those who have been identified as learning disabled, and have had access to education presented in a learning format that enables the student to learn.

The Learning Disable Sub-Group, has performed well below the minimum score, set in the standardized testing, as sufficient to meet the passing requirement.  Over time, with early identification, and proper presentation, EL students have demonstrated that they can develop the skills required to succeed in passing a standard test.  This can be achieved by identifying the student's disability early on in life, implementing an educational approach that addresses the student's disability, evaluating and adjusting the student's educational performance.

Learning Disabled students present to us the opportunity to expand our educational approach.  As educators we should attempt to educate 100% of those who are seeking education, and educate those who deny education based on the student's disability to learn.  LD students can learn and have demonstrated that they can succeed in education and life.  LD students challenge us to reach out to a subgroup who needs to learn how to learn before learning about education. 

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

Socio-Economically Disadvantaged: Class & Money

Socio-Economically Disadvantaged Students

"The Sub-Group of Class and Money"

Author: Manuel R. CortezRodas

Socio-Economically Disadvantaged are a subgroup of students that has limited or no access to social programs or financial resources.  When societies are created and developed, a structural hierarchy tends to evolve over time.  These structural hierarchies can be defined by the roles and responsibilities needed by the society from groups and individuals, or by the finances and earnings that individuals and groups acquire through various means.  Socio-Economically Disadvantaged (SED) students face not only a social barrier, but an economic one as well, as they attempt to achieve educational equality with their piers.

The two main obstacles that Socio-Economically Disadvantaged students face are the societal level of hierarchy in which they are, and the economical earnings achievable at their current level of societal hierarchy.  It is natural that an achievement gap develop between students with advantages and students with disadvantages.  History shows us that the elite, aristocratic, well-off 1%er can and do provide an educational level to their students that include, not only the best academic institutions, but knowledge, educators, teachers, instructors, and tutors. 

Achievement gap between disadvantaged and advantaged.  Those who have limited access to knowledge, educational institutions, and instructional time will always be at an academic disadvantage.  This educational achievement gap needs to be acknowledge, addressed and closed.

Helping students in the Socio-Economically Disadvantage Sub-Group close the achievement gap, and achieve educational equality with their S-E advantaged counterparts is beneficial to society, the economy, and education.  Benefiting these three areas serves the purpose of becoming a better prepared people who will be ready to face any future challenge that may come.  Beneficial contributions to the world have come from advantaged and disadvantage students alike.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

ELL's Language Barrier

English Language Learners

The Language Barrier Sub-Group

Author: Manuel R. CortezRodas

English Language Learners (ELL) are a subgroup of students who have not acquired the fluency skills, in the English language, that the average native speaker possesses.  They have moved to a place where English is the native or primary language at a time when they are of school age and grade level. An English Language Learner, is learning language skills, while having the experience of practicing the language, in a new place of residency.  It takes a place of learning, like school, and it takes time, months and years, for an ELL to learn and become proficient in the language skills needed to equal those who have lived longer in a place where the English language is the primary language of communication.

There are two barriers that ELL's must overcome: experience with the language and skills practicing the language.  Experience with the language is how much time and exposure the student has had since birth.  An 8 year-old student has had 8 years of experience and exposure to a language given that they have had only one language throughout their 8 years.  Skills practicing the language is how the student learns to communicate and express successfully with others.  Two 8 year-old students may have 8 years of experience and exposure to a language, but may be at different skill levels in speaking, reading, and writing. An ELL can overcome these two barriers by learning how to make a transition between their native language and English.

The experience that an ELL has in their native language, as well as, the skills developed in the same are a contributing factor in the student's transition from English Language Learner to Fluent English Language.  An ELL student who is well educated, has a formal academic educational background, and has had at least limited experience with the English language will have a greater chance of success in transitioning between the native language and English; when compared to an ELL student who is not educated, has no formal academic educational background, and has not been exposed to the English language.  Understanding the initial skills of the English Language Learner should be the primary step to develop a path that will guide the ELL student toward becoming a Fluent English Language student.

Copyright 2012 MRCR Educational Consulting Group.  All Rights Reserved.

The Harvest Before Winter

"The Harvest Before Winter"

By: Manuel R. CortezRodas

If we think it

not as a month

but as a time,

then October should be

the time of harvest.

Harvest before winter time

is assessing summer growth,

and also summer decline.

Reviewing new instruction time,

and understanding academic requirements.

Store before winter time.

Year's end planning guide.

Spring's arrival planning guide.

School's end planning guide.

Analyze structure for weather.

Prepare before winter time.

Apply knowledge and experience.

Have practice drills regularly.

As students, as classmates.

Grow during winter hibernation.

October is about harvesting,

storing the summer's growth,

preparing for winter's arrival,

waiting for next spring,

looking toward next summer.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

2012 CA API Results (Target)

2012 California Academic Performance Index Results by State Target (800pts)

Author: Manuel R. CortezRodas

The State of California has set an Academic Performance Index of 800 points as the standard that students must meet.  In California, students should meet or exceed the target score of 800 points to achieve the set State standard.  Illustrated below is the subgroup results in comparison to the state target of 800 points. Students identified as Asian score the highest with 105 points above the state target, while students identified as Disabled score the lowest with 193 points below the state target.  California students score 12 points below the state target for the 2012 year.

• California has set 800 as the target score that students must meet.
• As a whole, California Students score 12 points below State Target.
• Students with Disabilities score 193 points below State Target.
• Two subgroups score above the State Target:
• Asian ( 105 points above target)
• White ( 53 points above the target)
• Four subgroups score between 100 and 50 points below the State Target:
• African American ( 90 points below target)
• English Language Learner ( 84 points below target)
• Socio-Economically Disadvantaged ( 63 points below target)
• Latino ( 60 points below target )
• 298 point achievement gap
• Largest between two subgroups
• 105 points above the target (Asian)
• 193 points below the target (Disabled)
• 3 point gap achievement gap
• Closest between two subgroups
• 60 points below the target (Latino)
• 63 points below the target (Socio-Economically Disadvantaged)

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

2012 CA API Results (Ranking)

2012 California Academic Performance Index Results by Subgroup Score Ranking

Author: Manuel R. CortezRodas

This analysis of the 2012 California Academic Performance Index ranks scores by subgroups and compares them to the subgroup with the highest overall score.  In 2012 the subgroup with the highest overall score is students identified as Asian with a score of 905 points.  Students identified as Asian rank 1st as a subgroup in overall score.  All other subgroups have a score that falls below the score of 905 points that Asian students achieved in the 2012 CA API.

• The highest API score was achieved by Asian Students with 905 points.
• When compared to Asian Students:
• Students with Disabilities have an achievement gap of -298 points.
• African American Students have an achievement gap of -195 points.
• English Language Learners have an achievement gap of -189 points
• Socio-Economically Disadvantaged Students have an achievement gap of -168 points.
• Latino Students have an achievement gap of -165 points.
• California students, as a whole, have an achievement gap of -117 points.
• White Students have an achievement gap of -52 points.
•  The Asian student population is composed of students who are in the Disabled, English Language Learners, and Socio-Economically Disadvantaged Subgroups.
• Asian students are within 100 points of the maximum API score of 1000 points.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

2012 CA API Results (Score)

2012 California Academic Performance Index Results

by Subgroup Score

Author: Manuel R. CortezRodas

All California student subgroups showed a higher score when compared to 2011 results. The state as a whole is closing in on the State Mark of 800.  It could be possible for California Students, as a whole, to meet the State Mark of 800 within two years (by 2014) if growth trends continue amongst all subgroups. There is more growth that can be achieved by all students, with the largest growth possible in the lowest performing subgroup of Students with Disabilities.  Students, parents, teachers, administrators, and educators have benefited over the years with a further understanding of the API's implementation and assessment through training and experience.

Analysis of 2012 CA API Results

• The subgroup with the highest score is students identified as Asian with a score of 905.
• Two subgroups have a score above the State Mark of 800 (Asian-905, White-853).
• Four subgroups have a score within a 30 point range:
• Latino - 740
• Socio-Economically Disadvantaged - 737
• English Language Learners - 716
• African American - 710
• Five subgroups have a score 50 points below the State Mark of 800:
• Latino - 740
• Socio-Economically Disadvantaged - 737
• English Language Learners - 716
• African American - 710
• Students with Disabilities - 607
• The Performance gap between highest and lowest score by subgroup is 298 points.
• Asian - 905
• Students with Disabilities - 607
• All of CA student scores (788) are 12 points below the State Mark of 800.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved

2012 CA API RESULTS (Growth)

2012 California Academic Performance Index Results

Growth by Subgroup Analysis

By: Manuel R. CortezRodas

The 2012 California Academic Performance Index growth by subgroup are as follows:

• By Race/Culture
• Asian (+7pts)
• White (+8pts)
• Latino(+10pts)
• African American (+14pts)
• By Classification
• English Language Learner (+10pts)
• Socio-Economically Disadvantaged (+11pts)
• Disabled Students (+14pts)
• Overall
• CA Student growth +10pts.

Analysis of the 2012 CA API Growth by subgroup:

• Highest growth:
• Obtained by African Americans and Students with Disabilities.
• Each Subgroup demonstrated a 14 point growth.
• These two Subgroups are still performing well below the State requirement.

• Lowest Growth
• Obtained by Asian students.
• Subgroup demonstrated a 7 point growth.
• This Subgroup has the highest performance well above State requirements.

• Overall
• All 8 major Subgroups demonstrated positive growth.
• 6 Subgroups demonstrated a growth of 10 points.

Copyright 2012 MRCR Educational Consulting Firm, All Rights Reserved

2012 CA API RESULTS

2012 CALIFORNIA ACADEMIC PERFORMANCE INDEX RESULTS

By: Manuel R. CortezRodas

This week we will look at the State's Sub-Groups and how their scores compare amongst the groups, as well as, the State set mark of 800 points.  Using the 2012 CA API Data Source: http://www.cde.ca.gov/nr/ne/yr12/yr12rel96.asp posted on Thursday, October 11th, 2012.  Each day this week an analysis of the API results will be presented to the readers in the following scheduled:

• TUESDAY: 2012 API Results by Sub-Group Growth.
• WEDNESDAY: 2012 API Results by Sub-Group Score.
• THURSDAY: 2012 API Results by Sub-Group Standing.
• FRIDAY: 2012 API Results by Sub-Group State Target.

The overall data indicates a continued positive growth among California students and the major Sub-Groups.  Only two Sub-Groups (Asian, White) have achieved an API Score above the 800 mark set by the State.  California students score 788 showed a growth of +11 points, and is only 12 points below from the State set mark of 800.  African Americans, and Students with Disabilities demonstrated the largest growth with +14 points.  The data presented here is from Data for analysis from the California Department of Education News Release at http://www.cde.ca.gov/nr/ne/yr12/yr12rel96.asp which is available for the public.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved

ELL Challenges: Conditions

English Language Learner Challenges

Conditions: Student's Prior Living Conditions.

By: Manuel R. CortezRodas

 An English Language Learner who arrives in the United States has experienced prior living conditions in their native land or places of residence.  Just as life and living conditions are varied between cities and states in the U.S., life and living conditions outside the U.S. is varied and different.  There are places where our ideas and values are shared or respected, and there are places where civil war, famine, and violence are part of everyday life.  The conditions that ELL students have had in their prior living conditions can present a challenge in their educational path when becoming educated in the United States.

Taking the time to understand the place of origin of a student can be a beneficial tool that educators can use to help ELL's overcome the challenge of the student's prior living condition.  Not all ELL students come from the same national, political, social, or economical conditions.  There are many ELL's whose prior living conditions have prepared them on how to succeed in not just their own nation's educational path, but it has helped them build a path that can succeed in the U.S. as well as other educational systems.

Although some ELL's will have endured some prior hardships in their living conditions, all ELL's can pursuit a vision of educational success that best benefits them in becoming life long learners.  As each student is unique, there will be those who have difficulties adjusting to new living conditions, while others will successfully adapt to their new environment of development.

Copyright 2012 MRCR Educational Consulting Firm. All Rights Reserved.

ELL Challenges: Climate

English Language Learner Challenges

Climate: Weather the Weather.

By: Manuel R. CortezRodas

A student who has lived in the tropics is now living in the frozen tundra.  There is now white snowy blizzards being driven by northern winds in the life of a student who has never experience this in the tropics.  Even within the Unites States, students can have difficulties adjusting to the climate when moving from Seattle, Washington to Los Angeles, California; Miami, Florida to Boston, Massachusetts.  There are difficulties students face in their learning when moving within the United States.  These difficulties also exist when moving from one nation to another, one hemisphere to another, one climate to another.

• How to prepare for new weather
1. Shelter: The student's place of residence should be adequately prepared to provide an educational learning environment.
2. Clothing: How to dress for the weather, and not to impress, is a lesson that is very helpful to students who are new to the climate that they will become accustomed to while living in the United States.
3. Information: News and information, weather channel or websites, looking at the sky to see what may come, are some of the ways that students will begin to understand how to make adjustments not just to their wardrobe, but mentally and physiologically.
4. Experience: There is no better way to understand weather than to experience it.  Having a chance to go play in the snow may help you become familiar with winter weather, but it will not prepare you to make it through a blizzard.

It takes a year for someone to experience the complete cycle of weather climate that any one region of the world endures.  It also takes many more years to become accustomed to the variations in weather climate that one experiences when living in a region for a long time.  Even after many years of living in one region, unexpected climate weather can occur.  Some students take time adjusting to new weather changes, and some may never adjust, and while they are adjusting to the weather, they will be expected to perform along side those students who are accustomed to their region's climate.

Copyright 2012 MRCR Educational Consulting Firm. All Rights Reserved.

ELL Challenges: Culture

English Language Learner Challenges

Culture: Is this the U.S.?

By: Manuel R. CortezRodas

Culture is a challenge that English Language Learners face when embarking on their educational path in the United States of America.  Culture in the United States is unique, complex, and diverse.  It goes beyond ethnic identity, multiculturalism ,and socioeconomic status.  ELL's in the U. S. who are developing their communication skills are, at the same time, going through a cultural development.  This development can be looked at in the following 5 categories:

• GEOGRAPHY: The main borders in the United States are two oceans, and two countries.  Geographically the U.S. could be defined as between: Atlantic Ocean, Mexico, Pacific Ocean, Canada, at least for the 48 States that are land-connected.  There are sierra mountains, great plains, bayous, swamps, coral reefs, rivers, lakes, coast lines, and valleys.  Geographical culture in the U.S. is one step that ELL's must develop in their educational path.
• DIVERSITY: The population of the U.S. is diverse; from City, County, State, and country of birth, to beliefs, faiths, languages, and generations.  No two towns are alike.  They may be similar, but they will have some minor difference that makes each one unique.  ELL students may come from a place that in the U.S. is considered as mono-cultural, but even mono-cultural societies develop diversity in their own terms and definitions.
• SOCIETY: The United States is more than radio, movies, t.v., and internet social networking.  Society in the U.S. is in constant change just as time is too.  The cultural experiences that English Language Learners experience will be varied based on the time, and place, where they experience them.  The development of their cultural enrichment in the U.S. is a tool that ELL's should develop in their educational path.
• EDUCATION: Whether public, private, traditional, or charter, education in the United States is varied. Each education style offered in the U.S. is indeed a culture of education.  How the student behaves and interacts with teachers and students may differ from the educational style the student is familiar with.  The student has to learn the role they have in education in addition to the responsibilities and expectations that the school will demand for their students to succeed.
• PRECONCEPTIONS: The student should reevaluate any preconceptions about life in the U.S. Students can become aware of some aspects of U.S. culture through a variety of mediums including: press, media, imagery, politics, athletics, social networking, and many others.  Even if mediums communicate with accuracy, what is perceived as a concept of U.S. culture, these concepts may not be representative of actual culture in the U.S.

An English Language Learner faces the challenges of living, learning, and adapting to culture in the United States.  They are also deciding if they will retain their own culture, adapt the new culture into their own, accept the new culture, or develop a concept all their own.  Addressing preconceptions students may have about life in the U.S., while learning how culture in the U.S. is defined and constantly changing, can be a helpful tool for an ELL student to develop.

Copyright 2012 MRCR Educational Consulting Firm. All Rights Reserved.

ELL Challenges: Communication

English Language Learner Challenges

Communication: More than Translating

By: Manuel R. CortezRodas

An obstacle faced by English Language Learners (ELL's) is communication.  Communication is more than translating.  Translating from one language into English is one tool that students who are ELL's should use in developing their communication skills.  Translating is one tool that ELL's can use for communicating.  Pronouncing, Speaking,Writing, Reading, and Grammar, and are other tools that ELL's can use to develop their communication skills in addition to Translating.  With a combination of these skill developing tools, students who are English Language Learners can better their communication skills in the English language. 

1. PRONOUNCING: This skill helps the student hear the phonics of the English language.  If the student does not hear clarity in the pronouncing of English, the student could misunderstand the correct sound.  The student then would adapt the unclear phonics into their speech development.  It would then require that the student learn the correct pronunciation, and remember not to pronounce the phonic in the improper way.
2. SPEAKING: Having a foundation in pronouncing English sounds and words leads to the development of speaking skills.  As the student is developing pronouncing skills, they should also be developing their speaking skills.  As the student learns, pronouncing should lead to speaking words, and expressing thoughts and ideas with some clarity.
3. WRITING: With the base of having develop the ability to pronounce and speak, the student is ready to begin writing in English.  Writing helps the student create the link between what is heard and said, with what is seen in print.
4. READING: When the student sees a word that is printed in English, the student interprets the writing, speaks it with correct pronunciation mentally, and if necessary, the student  should communicate verbally so that others may hear.
5. GRAMMAR: The student should learn the rules of the language to develop their English communication skills in a successful manner.  It is in developing grammar skills that students will refine sentence structure, essay development, and fluency.

Copyright 2012, MRCR Educational Consulting Firm. All Rights Reserved.

English Language Learner Challenges

"English Language Learner Challenges"

By: Manuel R. CortezRodas

This week MRCR Education addresses the challenges faced by English Language Learners or ELL students.  Each day this week a topic that challenges English Learners will be presented.  The four topics that will be the focus of this week's education series are as follows:

• TUESDAY = Communications: "More than translating a language"
• WEDNESDAY = Culture: "Is this the U. S.?"
• THURSDAY = Climate: "Weather the weather"
• FRIDAY = Conditions: "What has the student lived through?"

Check in at 5:00pm Pacific each day this week for each posting on our weekly educational series of topics.  Thank you for your participation.

Copyright. 2012. MRCR Educational Consulting Firm. All Rights Reserved.

Educational Monthly Planning (Part 4)

“Educational Monthly Planning: Complete the Journey”

 By: Manuel R. CortezRodas

            Educational Monthly Planning should have us: Take a Step, Look at the Time, Take a Stride, and Complete the Journey.  The final step of “Completing the Journey” should have us analyze the educational path that we have traveled so far.  Where we were with that “One Step”, and how we have come to be where we are.  When and how much time we have selected for planning, and what measuring units we are going use to measure educational time.

Analysis of educational monthly planning should have a measure of one educational month.  Look back at the path that has been taken in the educational journey and analyze it.  Has it been up hill, or down hill? Has it been a long or short journey? How many turns have been taken? Have there been places along the path were it was necessary to stop, pause and rest?  Although the analysis should have a measure of one educational month, by implementing weekly and daily analysis of how students are doing in their educational path, a better journey can be planned, and it would give a chance for all to have a positive educational experience.

 Copyright 2012 MRCR™ Educational Consulting Firm. All Rights Reserved.

Educational Monthly Planning Part 3

“Educational Monthly Planning: Walk in Stride”

By: Manuel R. CortezRodas

            The first step, that one step, has been taken; and the second step has also been completed in the monthly educational planning that has been discussed so far.  The third step is one more step, but a series of multiple steps.  The third step in educational monthly planning requires walking and taking a journey on the educational path.  

The third step in educational monthly planning, walk in stride requires the combination of the first step (Theme, Concept, Standard, Curriculum, Project, Research), with the second step (Month, Weeks, Days, Hours, Minutes/Seconds).  This combination creates a plan that structures the education process in the classroom.  It also serves as the foundation for the final step.

Copyright 2012 MRCR™ Educational Consulting Firm. All Rights Reserved.

Educational Monthly Planning (Part 2)

"Educational Monthly Planning: Look at the Time"

By: Manuel R. CortezRodas

Time is always the second step in educational monthly planning.  The first step was taken in the past, we are taking the second step, and soon we will be taking our third step.  This second step of time is defined by the parameters of one month.  What are we going to educate for this one month? To plan this step we analyze the components of the educational month:

• HOW MANY?
• WEEKS
• It can be as short as one week, or as long as five weeks.  There can be weeks that have prior educational restrictions, or weeks were there is no instruction.  Knowing the number of weeks in the month can help us with our next step by helping us decide if we take a short step, long step, or stop and look at were to take the next step.
• DAYS
• A 31 day plan should take 31 days, and that would require that all participants attend 31 days.  If school is from Monday to Friday, or Saturday, then a 31 day educational plan will have difficulties due to the time limitations.
• HOURS
• Not only should hours be counted, but clearly scheduled on a monthly educational plan.  Will you have less than one hour of instruction for your class? is the one hour daily, or do you have more than one hour of instruction per day with your class?
• MINUTES/SECONDS
• The more refined, the more clarity.  By measuring educational monthly planning to the minute and second, one can refine the plan and have it be clear.  It also allows you to look at possible obstacles that may have to be overcome during instruction.

Copyright 2012 MRCR Educational Consulting Firm.  All Rights Reserved.

Planeo Educacional Mensual (Parte 1)

"Planeo Educacional Mensual: Tome un Paso"

Por: Manuel R. CortezRodas

El principio de un mes siempre es un buen tiempo para mirar hacia adelante a todo el mes completamente.  Tambien es bueno tener ese "Primer Paso" que usted quisiera tomar como un educador con sus aprendedores.  Este primer paso podria se el primero de muchos en una jornada que todos ustedes juntos tomaran mientras caminan el camino educacional que viajamos.  Cual deberia ser ese primer paso?  Depende de una multitud de factores cada uno unico a las necesidades de la clase.  Estos son unos de los que compartimos:

• TEMA
• Desarroye un tema para el mes.  Al desarroyar un tema principal la clase tiene, enteramente, un tema claro que sera enseñado a ellos atravez del mes.  El tema deberia ser anunciado, introducido, enseñado, y evaluado.  El tema deberia ser relevante a la clase entera, para que pueda ser aclopado por todos los aprendedores.

• CONCEPTO
• Enfoque un concepto para el mes.  Al enfocarse en un concepto en la clase, estudiantes pueden participar activamenter compartiendo sus interpretaciones de el concepto.  Ellos pueden enseñarse unos a otros mientras intercambian sus ideas.

• NORMA
• Elija una norma para instruir por el mes.  Al elejir una norma para instruir, los estudiantes seran dados una opportunidad de entender que la educacion va mas alla de la clase y la escuela, y la educacion es importante para todos nosotros.

• CURRICULO
• Implemente curriculo para el mes.  Al implementar curriculo a la clase en conjunto, los estudiantes tendran la oportunidad de ver a el planeo que se necesita para sus instrucciones educacionales.  Ellos veran wue planeo es un paso importante en la instruccion y el aprendizaje.

• PROYECTO
• Asignar un proyecto a la clase para el mes.  Al asignar un proyecto a la clase, los estudiantes seran dados la oportunidad de estar interactivos en la educacion.  Ellos aprendran a colaborar entre ellos, como varios individuos pueden trabajar juntos en un grupo, y como lo que es acompletado en conjunto puede ser compartido entre los individuos.

• REBUSQUEDA
•  Inspire a que los estudiantes hagan rebusqueda por el mes.  Al inspirar a los estudiantes a hacer rebusqueda se empoderan a tomar la educacion y el aprendizaje en sus manos.  Rebusqueda es fundamental en el desarollo de mejoramientos, inovaciones, y eficiencia.

 

Copyright 2012 MRCR Educational Consulting Firm. Todos Derechos Reservados

Educational Monthly Planning (Part 1)

"Educational Monthly Planning: Take a Step"

By: Manuel R. CortezRodas

The beginning of a month is always a good time to look forward at the month ahead as a whole. It is also good that you have that "One Step" you would like to take as an educator with your learners.  This one step could be the first of many in a journey that you all take together as you walk on the educational path which we travel.  What should that one step be? it would depend on a multitude of factors each unique to your classroom needs.  These are some of the ones that we would to share:

• THEME
• Develop a main theme for the month.  By developing a main theme it gives the classroom, as a whole, a clear theme that will be taught to them throughout the month.  The theme should be announced, introduced, taught, and evaluated.  The theme should be relevant to the classroom as a whole, so it can be engaged on by all learners.

• CONCEPT
• Focus on a concept for the month.  By focusing on a concept in the classroom, students can actively participate by sharing their interpretations of the concept, they can teach each other while engaging in an exchange of ideas.

• STANDARD
• Choose a standard to address for the month.  By choosing a standard to address, students will be given a chance to understand that education goes beyond the classroom and the school, and that education is important for all of us as a whole.

• CURRICULUM
• Implement curriculum for the month.  By implementing curriculum to the whole classroom, students will be given a look at the planning that goes into their educational instruction.  They will see that planning is an important step in instruction and learning.

• PROJECT
• Assign a project to the classroom for the month.  By assigning a project to the classroom students will be given an opportunity to interact in education.  They will learn how to engage with each other, how many individuals can work together as a group, and how a group accomplishment can be shared by individuals.

• RESEARCH
• Inspire students to do research for a month.  By inspiring students to do research you empower them to take education and learning in their own hands.  Research is fundamental in the development of improvements, innovations, and efficiency.

Copyright 2012 MRCR Educational Consulting Firm. All Rights Reserved