Differentiation in the Content-Area Classroom for English Language Learners

This paper explores the idea of using differentiation strategies in the content-area classroom to improve reading skills and comprehension. In particular, this thesis explores methods and strategies that can be used in the classroom to help address the individual needs of English language learners (ELLs). A broad range of experts in curriculum, differentiation, and English language acquisition were consulted in the development of this review, which synthesizes the research on ELLs’ needs, differentiation, and differentiation strategies for ELL readers. The models for best teaching practices are then placed within a ninth grade language arts unit.

Why Are We Writing? This is Math Class!

In this action research study of my classroom of 8th grade mathematics, I investigated writing in the content area. I have realized how important it is for students to be able to communicate mathematical thoughts to help gain a deeper understanding of the content. As a result of this research, I plan to enforce the use of writing thoughts and ideas regarding math problems. Writers develop skills and generate new thoughts and ideas every time they sit down to write. Writing evolves and grows with ongoing practice, and that means thinking skills mature along with it. Writing is a classroom activity which offers the possibility for students to develop a deeper understanding of the mathematics they are learning. Writing encourages students to reflect on and explore their reasoning and to extend their thinking and understanding. Students are often content with manipulating symbols and doing routine math problems, without ever reaching a deep and personal understanding of the material. My goal through this project was to help students understand why they were doing certain operations to solve math problems. Writing is an essential tool for thinking and is fundamental in every class, in every subject, and on every level of thinking; skills in writing must be practiced and refined, and students must have frequent opportunities to write across the curriculum. Communication in mathematics is not a simple and unambiguous activity.

Comparison of Botanical Composition, Soil Carbon Content, and Root Distribution of Subirrigated Meadows in The Nebraska Sandhills

Characterizing vegetation composition, carbon/nitrogen (C/N) content of soils, and root-mass distribution is critical to understanding carbon sequestration potential of subirrigated meadows in the Nebraska Sandhills. Five subirrigated meadows dominated by cool-season (C3) graminoids and five meadows dominated by warm-season (C4) grasses were selected throughout the Nebraska Sandhills. Vegetation, soil carbon and nitrogen, and root-mass density distribution were sampled in each meadow. Meadows dominated by C3 vegetation had 12% greater (P < 0.1) yields than meadows dominated by C4 vegetation. Total root-mass density was 30% greater (P < 0.1) in C4-dominated meadows than C3-dominated meadows. Total carbon and nitrogen content was 65% and 53% greater (P < 0.1), respectively, in the A horizon of C3-dominated meadows, but was 43% and 52% greater (P < 0.1), respectively, in the C horizon of C4-dominated meadows. Although meadows dominated by C3 vegetation had more carbon in the soil profile, much of the carbon in C3-dominated meadows appeared to be recalcitrant C4 carbon from historic vegetation.