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Essay / Research Paper Abstract
A 3 page paper that presents an action research plan focusing on the use of graphic organizers for instructing ESL students. The research is to take place in a regular education 5th grade classroom. Headings include: topic, research questions, participants, intervention and data collection. Justification for the study is provided under the heading of topic. Different graphic organizers for content material are described as is the intervention sequence. Bibliography lists 4 sources.
Page Count:
3 pages (~225 words per page)
File: MM12_PGeslgo.rtf
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Unformatted sample text from the term paper:
n.d.; Haynes and OLoughlin, 1999). Visuals may be as simple as picture dictionaries, posters and cards or as sophisticated as graphic organizers (Illinois Resource Center, n.d.). Visuals help ESL students
gain meaning from verbal instructional input (Illinois Resource Center, n.d.). There are numerous models of graphic organizers, such as the Venn diagram, compare and contrast map, storyboard, KWL chart, story
action map, semantic mapping and webs, among others. Research Questions: Do graphic organizers help ESL students learn content material? Which types of graphic organizers are most beneficial to
learning content? Participants: The researchers 5th grade regular education classroom. Of 30 students in the class, seven students are English Language Learners. While they have moderate English language skills,
they do not seem to grasp the content in any subject area. The literature suggests graphic organizers can help students improve content learning and retention (Haynes and OLoughlin, 1999). Intervention:
Specific graphic organizers will be taught to the entire class: * The Main Idea and Supporting details acts as a map where the main idea is placed in
head box with arrows going to sub-boxes in which the student writes the ideas in the content that support the main idea. This graphic can be used for any type
of content (TeacherVision.com, 2004). * The Sequence Pattern asks the student to determine the sequence of events in the content, placing each segment in a box with an arrow
to the next part in the sequence (TeacherVision.com, 2004). * The Cause and Effect Pattern organizer asks students to first determine the events and then to identify the
results of each event (TeacherVision.com, 2004). * The Concept Map is another organizer that may be taught. There are a number of variations for the concept map, such
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