Term
|
Definition
| back in 2002, California established standards to ensure that EL students develop proficiency English language/concepts/skills; provides teachers w/ guidelines and a framework to target specific behaviors and goals. |
|
|
Term
| the Integrated Language Skills approach |
|
Definition
| an approach to 2nd language learning that integrates writing, reading, listening, speaking, etc. |
|
|
Term
| 'receptive vs. productive' skills |
|
Definition
receptive = listening and reading
productive = speaking and writing |
|
|
Term
| Listening Strategy #1: Listening to Repeat |
|
Definition
| an example would be the "minimal pair" practice, where students are asked to listen to and repeat simple phrases that differ by only one phoneme: "It is a ship // It is a sheep"; It develops phonemic awareness. |
|
|
Term
| Listening Strategy #2: Listening to Understand |
|
Definition
| an example would be asking students to listen and then write a correct response or somehow demonstrate comprehension; another successful method of this: TPR |
|
|
Term
|
Definition
| a listening to understand strategy called Total Physical Response which emphasizes body movement to aid understanding; teacher says and then models the concept in a physical action. |
|
|
Term
| Other "Listening to Understand" strategies |
|
Definition
| mime what is heard; follow the leader; identify/point; follow cues to perform actions; put pictures in order; draw/color according to verbal instructions |
|
|
Term
| Listening Strategy #3: Listening for Communication |
|
Definition
| emphasizes the 'interactional' aspects of language |
|
|
Term
| Speaking Strategy #1: Opportunities For Discourse |
|
Definition
| giving students ample opportunities to talk to each other, express themselves, solve problems, play, develop relationships, etc. |
|
|
Term
| Listening Strategy #3: Improving Oral Proficiency |
|
Definition
| basically games/techniques/activities to get kids to work on pronunciation |
|
|
Term
| Speaking Strategy #3: Vocabulary Development |
|
Definition
| memorizing rarely helps; words must be learned and used in context; some more effective strategies include: show or draw a picture; act it out; use gestures; give examples of the word in use; translate the word into L1; present the words in music |
|
|
Term
| Reading Strategy #1: Transferring Literacy from L1 to L2 |
|
Definition
| certain concepts and skills transfer to L2, such as: knowledge of text structure; use of cues to predict meaning; use of semantic and syntactic knowledge |
|
|
Term
| Reading Strategy #2: the 7 Instructional Procedures |
|
Definition
1. environmental print - classroom is full of print
2. meaning based - "from known to unknown"
3. a silent period - ???
4. low-anxiety environment
5. motivating activities
6. integration of structure and function
7. integration of content and literacy |
|
|
Term
| Reading Strategy #3: Balanced Instruction |
|
Definition
a "balanced program" would provide balance between;
oral and written
skills (phonics)
ongoing diagnosis
silent vs. aloud |
|
|
Term
| Cummins findings on Phonics for EL (2003) |
|
Definition
1. immersion in a literate environment
2. development of phonemic awareness, letter knowledge, etc.
3. explicit phonics instruction
4. access to print and actual reading |
|
|
Term
| Phonemic Awareness Tasks: Rhyming |
|
Definition
| recognize and produce rhymes |
|
|
Term
| Phonemic Awareness Tasks: sound-to-word matching |
|
Definition
| "Is this sound found in this word?" |
|
|
Term
| Phonemic Awareness Tasks: segmentation |
|
Definition
| student identifies each sound heard in a word |
|
|
Term
| Phonemic Awareness Tasks: blending |
|
Definition
| students blends together a sequence of phonemes to form a word |
|
|
Term
| ELA standards vs. ELD standards |
|
Definition
ELA are for all students; ELD are for EL students
ELD standards are by proficiency level
ELA standards are by grade level
ELD standards are an on-ramp to the ELA standards |
|
|
