NLP+Research+Recommendations

__**NLP Research Recommendations**__

**and Vanessa Velasco** As stated in the research above many parents felt the need for a home and school connection that would allow the parents to gain better insights in what goes on in the class in terms of literacy strategies and practice. We would recommend family workshops once a month providing the parents with the essential skills they need to help their children develop stronger literacy foundations. We could provide parents with foundational templates that are given to students to scaffold essential literacy content such as: connectors, predictors, clarifier, etc. all used during book clubs, read aloud, and independent reading. In addition, mini lessons could be held on the expectations of response to literature components which will aid the students in their analytical skills. Exposing parents to this information will better enable them to guide their child in deeper and higher literacy achievement and stronger analytical strategies.
 * By: Monica Cardiel**

We would research various modalities to reach unmotivated students with high abilities to achieve academically. For example, the use of total physical response, realia, manipulatives, chants, visuals (i.e. interactive power point presentations), investigations to promote real-life experiences all in an effort to make subject matter concrete and engaging. In **__math__** fraction bars make this concept more concrete. By implementing the UCLA math strategies and having the students create their own fraction bars, as the teacher models each phase, interactive will allow for greater conceptual comprehension of the subject matter. Or with integers, again applying a UCLA math tactic, relating this concept to the child with familiar items such as water and fire and making the analogy of putting out the fire with water. This method really helps the students in creating a concrete visual. In **__science and social studies__** novel chants can be created to help break down subject matter. Pictures dictionaries could also be a common practice to help the students relate the abstract vocabulary to something they can understand. In addition, incorporating Reciprocal Teaching, RT, group strategies for peer support as part of out school districts CELL and ExLL teaching strategies. Finally, depth and complexity icons could also be utilized to reach higher levels of Bloom’s Taxonomy. For **__English Language Arts__** implementing daily vocabulary exposure using word of the day to expand the students language. Practicing crucial language arts concepts daily through spiral review such as prefixes, suffixes, and Greek and Latin root words will assist the students with developing and enhancing their skills to break unknown words apart to their key components and attack the word rather than having the word attack them.

We hope as teachers more resources for English Language Learners with disabilities receive the necessary interventions. As general education teachers it would be ideal to receive additional training to meet the needs of these children, especially if mainstreamed. Observations should be scheduled to view how effective methods to teach this population are executed. It is important to be informed on various strategies to reach all students. In addition, these modified techniques could also be implemented to help other students as well. As teachers, we feel that additional research is essential for English Language Learners, ELL students, especially for ELL’s with special needs. Our school district has been implementing various English Language Development, ELD, programs over the past few years, however, with limited success. After reading this section it is no wonder why districts, in general, tend to have difficultly addressing this population. There is not enough research, and what is available is inconsistent or limited in its findings. This causes a major struggle of trial and error at our students’ expense.

As teachers we think it is important to conduct action research in the areas of ELL’s, especially those with special needs. We need to realize that we have a lot of power in our classrooms to make tremendous positive changes. We must realize that we are not just teachers, we are looking at teaching through the eyes of researchers. After being part of this masters program we feel empowered to make modifications and are not afraid to delineate from our pacing guides when students need additional focus in certain areas. In addition, if select populations of students need assistance we may begin viewing patterns of learning in a different manner to make systematic changes, as opposed to attributing these patterns to uncontrollable extraneous variables.
 * __

Website Resources: __** ** ESL Reading Smart ** ESL Reading Smart is an internet resource for teachers. It provides support in the English-Language Art, especially in the area of English Language Learners with Special Needs. It provides the following: -Placement content-based lessons -Individual learning assessment -Engaging reading program -Four ESL/ELD - Abundance of printable plans and student materials -and much more… Resource: [|www.eslreadingsmart.com] **

Pronunciation Power 1 (ELD) ** Pronunciation Power 1 is an interactive CD-ROM designed for beginning English learners of all ages, it will provide skill development and practice in English Language Development. Student and Parents can learn the correct pronunciation all the English sounds. -Picture Dictionary -Visual -Auditory feedback -Lessons/instructions in 12 different languages -Unlimited hours of use Resource: [|www.englishlearning.com]