Hi, below you will find journal entries for journal 3C, 4A, 4B, 4C, 5A, and 5B. Each journal should be under their own heading. Proper citation in APA format only. See attachment for full description and rubrics This assignment is due on Thursday December 7. Please read over and be sure you can do this in the time limit before bidding. Thank you!

JOURNAL 3.c. For this journal entry, select one website to use for instructional planning for English language learners. This should be an access free program that will engage your students in language learning. Take time to explore new websites, ask other teachers about their favorite technology resources and use some new web-based resources with your students. Discover how your students respond to the technology and how it can be best utilized to promote English language acquisition. Journal Entry 3.c. Website Evaluation Select a website that you will use to enhance instruction for English language learners. Site URL: Site Title: Brief Description of Site: Purpose of Using the Site (Include Skill and Content Areas Targeted): What did you find useful about this site? How will the site be utilized to incorporate curriculum standards, benchmarks and objectives into instruction for English language learners? How will monitor student achievement and progress when using the site? How do your students respond to using the site? What are the benefits and drawbacks of using this technology based resource in the classroom?  Standard 4.a. Issues of Assessment for ESL. Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL student learning. JOURNAL 4.a. For this journal entry, find one relevant article (published within the past six years) addressing issues of assessment for ESL. Select an article that explores a topic or issue presented at your school (field placement). Read the article and respond to the prompts below. Journal Entry 4.a. Assessment Article Summary Provide a one-page summary of the article. Highlight key information and how the issue of assessment relates to ESL and the students at your field placement. In a discussion, explore issues of assessment. Include issues such as cultural and linguistic bias, political, social, and psychological factors, as they relate to ELLs and their education. In the conclusion of your summary, explain how the issue(s) discussed in the article should be addressed by educators in the future. Cite the article using APA.  Standard 4.b. Language Proficiency Assessment. Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students. JOURNAL 4.b. There has been much debate about English Language Proficiency Tests and the Federal education laws that require ELLs to be held to the same academic standards as other students. Current federal and state mandates require LEAs to assess and document progress of ELLs on tests of English language development. The extent to which standardized assessments are aligned to academic content and to language proficiency measures has been and continues to be an ongoing debate. For this journal entry read the three prompts below and discuss each as they pertain to Language Proficiency Assessments. Journal 4.b. Language Proficiency Assessments For the students that you are working with during your field placement this semester, identify the state testing requirements, procedures for English Language Learners in state assessment participation and the accommodations put in place during testing procedures. Describe the results of the assessments. How are the assessment results (data) used to determine appropriate programing and provide ELLs instructional supports that align with their proficiency levels? What barriers do educators face when implementing and using assessment data to drive educational programing for English language learners?  Standard 4.c. Classroom-Based Assessment for ESL Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction for in the classroom. JOURNAL 4.c. For this journal entry, design and implement one performance based assessment. Refer to the article Performance Assessments for English Language Learners by Jamal Abedi posted on D2L. Design a performance-based assessment aligned with content area instructional goals. Create a tool such as a rubric, checklist, or question guide to document each student's performance on the assessment. Provide a copy of the performance-based assessment created. Reflect on the implementation of the performance-based assessment and address the reflection questions. Journal Entry 4.c. Performance-Based Assessment Reflection Questions How was the performance-based assessment used to assess learners' progress toward goals? Was it an effective measure to provide insight into English language learners’ learning? How does performance-based assessment compare to standardized forms of assessment that are used within your school?  Standard 5.a. ESL Research and History Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning. JOURNAL 5.a. For this journal entry you will review the educational public policies in place within your state and your school district. After reviewing the laws and policies that drive current education services provided for English language learners, reflect on your observations and experiences at your school. Respond to the discussion questions posted below, cite references from textbooks and articles using APA. Journal Entry 5.a. Discussion Questions How has history and educational policy changed within the past ten years? Have there been changes in specific mandates to increase and/or provide more intense supports for English Language learners? How do local, regional, state and federal law and policy influence the current practices and supports in place at your field placement? Reflect on your knowledge of ESL research, history and public policy. What challenges are teachers faced with and how can these barriers be addressed in the future? In education, what challenges are English language learners and their families faced with? How can these barriers be addressed in the future?  Standard 5.b. Professionalism Candidates keep current with new instructional techniques, research results, advances in the ESL field, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices. Candidates work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families. JOURNAL 5.b. As you finish the requirements for your field placement this semester, read the questions below and reflect on your experience. What you have gained from your fieldwork and what does it mean for you as you move forward in your teaching career? Journal Entry 5.b. Reflection Questions Briefly reflect in a paragraph, what was your greatest learning experience working with English language learners? How did your experience build upon the knowledge and skills you had prior to completing your placement? What are some ongoing challenges, barriers, and/or problems that you foresee you will have to continue address as TESOL teacher? Based on your experience, knowledge and background as an ESL teacher, what are your future goals for personal and professional growth?  Provide a summary of your service learning project: TESL 588 Reflection: After completing your service learning project, please provide a reflection in the Service Learning Project Forum addressing these points: Provide a description of the service learning project/activity. How did students respond? Describe student outcomes and any unexpected results you discovered. Were students intrinsically motivated to participate and complete the project? How did you motivate those who were not motivated? Overall, how did this experience resonate with you? How will it influence your teaching in the future?